ABSTRACT
Evaluation and assessment practices can create a washback effect on students’ learning. This chapter reports a quantitative study about students’ experience with assessment practices in Vietnamese universities. Statistical analyses showed that students were positive about most of their teachers’ behaviours related to assessment, but they also suggested several aspects that need improvement. The results suggest a transition in assessment practices in Vietnamese universities: teachers have brought in new practices while still holding onto their power in conducting assessment activities, without giving students much flexibility. The study also revealed differences in the experience with assessment practices between groups of students from public and private universities and from different disciplines and different years. The chapter explains the findings and suggests some implications for improving the effectiveness of implementing student-centred assessment practices.
