How is English Assessed at Thai Schools?

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Richard Watson Todd

Abstract

In the test-centric Thai education system, results on national exams are often viewed as indicators of educational success. These exams use multiple-choice which can have detrimental effects on students’ attitudes and learning. If school assessments also rely on multiple-choice exams, the situation would be worrying, yet there is little data available on how English language courses at Thai schools are evaluated. This paper presents the initial results of a large-scale survey of the assessment practices of several hundred Thai teachers. On average, exams and quizzes account for 64% of marks for a course, and 60% of exam scores come from multiple-choice (meaning that multiple-choice accounts for 27% of marks). Furthermore, a high proportion of teachers use some innovative and creative assessment practices, providing chances for further positive developments. To promote more positive impacts from assessment, a greater proportion of the overall scores should be assigned to innovative formative assessment.

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Author Biography

Richard Watson Todd, King Mongkut's University of Technology Thonburi

Richard Watson Todd is Associate Professor in Applied Linguistics at King Mongkut's University of Technology Thonburi. He has a PhD from the University of Liverpool. He is the author of over 100 articles and several books, including Classroom Teaching Strategies (Prentice Hall, 1997), Much Ado about English (Nicholas Brealey Publishing, 2006), and Discourse Topics (John Benjamins, 2016).

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