Beyond Leaderboards: Turning Teacher-led Digital Quizzes Into Formative Assessment In Vietnamese Efl Classrooms
Auteurs : Nguyen Anh Tuan . Le Van Phuoc .
Résumé
Live quiz responses do not automatically justify claims about EFL learning. This conceptual article proposes a five-stage Evidence-to-Action Cycle: specify an inference, elicit accessible responses, test rival explanations, enable feedback uptake, and verify learning with a changed task. Two grammar cases illustrate its use. The framework has not been empirically validated.
Mots clés
formative assessment ; digital quizzes ; feedback ; validity ; english as a foreign language
