Quản lý đánh giá kết quả học tập của sinh viên ngành sư phạm theo tiếp cận năng lực tại các trường đại học khu vực miền núi phía Bắc.Quản lý đánh giá kết quả học tập của sinh viên ngành sư phạm theo tiếp cận năng lực tại các trường đại học khu vực miền núi phía Bắc.Quản lý đánh giá kết quả học tập của sinh viên ngành sư phạm theo tiếp cận năng lực tại các trường đại học khu vực miền núi phía Bắc.Quản lý đánh giá kết quả học tập của sinh viên ngành sư phạm theo tiếp cận năng lực tại các trường đại học khu vực miền núi phía Bắc.Quản lý đánh giá kết quả học tập của sinh viên ngành sư phạm theo tiếp cận năng lực tại các trường đại học khu vực miền núi phía Bắc.Quản lý đánh giá kết quả học tập của sinh viên ngành sư phạm theo tiếp cận năng lực tại các trường đại học khu vực miền núi phía Bắc.Quản lý đánh giá kết quả học tập của sinh viên ngành sư phạm theo tiếp cận năng lực tại các trường đại học khu vực miền núi phía Bắc.Quản lý đánh giá kết quả học tập của sinh viên ngành sư phạm theo tiếp cận năng lực tại các trường đại học khu vực miền núi phía Bắc.
Trang 1HANOI NATIONAL UNIVERSITY OF EDUCATION
NGUYEN THU TRANG
MANAGEMENT OF ASSESSING LEARNING OUTCOMES OF STUDENTS MAJORING IN PEDAGOGY BY THECOMPETENCY - BASED APPROACH AT UNIVERSITIES
IN THE NORTHERN MOUNTAINOUS REGION
Major: Education Management Code : 9 14 01 14
ABSTRACT OF PhD THESIS OF EDUCATION SCIENCE
Ha Noi - 2022
Trang 2HANOI NATIONAL UNIVERSITY OF EDUCATION
Mentors : Associate Professor Dr Nguyen Cong Giap; Associate Professor Dr Nguyen Thi Tinh
Reviewers 1:Professor Dr Nguyen Thi My Loc
VNU – University of Education
Reviewers 2: Associate Professor Dr Dang Thi Thanh Huyen
National Academy of Education Management
Reviewers 3: Associate Professor Dr Nguyen Thi Thanh Hong
Hanoi National University of Education
The Thesis is defended before the Jury at the level of Hanoi National University of Education
At date month 2022
Reference at:
National Library of Vietnam
Library and Information Center - HNUE
Trang 3HEADING1.Reason for writing
1.1 General education is currently dealing with the next important requirements ofthe fundamental and comprehensive renovation of Vietnam education The birth ofthe General Educational Curriculum 2018 presents many new requirements forcurrent and future teachers, which requests renovation in teacher education programs,innovations in forms of training and assessing students’ learning outcomes, andstrengthening activities of training quality assurance in schools and faculties ofteacher training
1.2 A competency – based approach opens up many new research directions forteacher training in educational institutions/faculties of pedagogy (SP), and teacherdevelopment in specific countries, regions, and localities In which, the research onassessing the learning outcomes of students in major of pedagogy by the competency– based approach is a principal research direction In particular, the management ofassessing learning outcomes of students majoring in pedagogy by the competency -based approach ensures that procedures of formative assessment and coursesummative assessment by the competency - based approach follow the right directionaccording to the output standard requirements of pedagogical courses, therebyconstantly improving the assessment effectiveness towards preventing substandardeducational products – contributing to gradual improvement of teacher trainingquality.
1.3 The reality in management of assessing learning outcomes of students majoringin pedagogy by the competency - based approach at universities in the Northernmountainous region in recent years has shown many signs of limitations andinadequacies
1.4 There have been a number of studies on the management of assessing thelearning outcomes of students at universities and colleges, which play an importantrole in finding management solutions towards fairness in student assessment.However, changes in the social context set new requirements for management affairs.In particular, there have not been many studies and publications on the managementof assessing learning outcomes of students by the competency - based approach in theteacher training, that show the specific requirements for the pedagogical disciplines
On the basis of the above reasons, the author decided to choose the topic:“Management of assessing learning outcomes of students majoring in pedagogy bythe competency – based approach at universities in the Northern mountainous region”for the doctoral thesis
2 Aim of the study
Based on theoretical research on the management of assessing learning
Trang 4outcomes of students majoring in pedagogy by the competency – based approach andthe current situation of management of assessing learning outcomes of studentsmajoring in pedagogy at universities in the Northern mountainous region, thisresearch recommends solutions to improve the effectiveness of the management ofassessing learning outcomes of students majoring in pedagogy at universities in theNorthern mountainous region, contributing to improving the education quality ofteachers in these universities in the present and future.
3 Research object–Research subject
3.1 Research object: Assessment of learning outcomes of students majoring inpedagogy
3.2 Research subject: Management of assessing learning outcomes of studentsmajoring in pedagogy by the competency - based approach at universities in theNorthern mountainous region.
4 Research hypothesis
The assessment of the pedagogical students' learning outcomes and themanagement of assessing the pedagogical students’ learning outcomes at universitiesin the Northern mountainous region have basically followed the regulations.However, the practice of managing and assessing the pedagogical students’ learningoutcomes by the competency – based approach at universities in the Northernmountainous region in recent years has shown many shortcomings and inadequaciesin awareness and action, has not caught up with the requirements of educationreform; lacked concretization of industry regulations and practical guidelines, etc Ifthe measures of managing and assessing the pedagogical students’ learning outcomesby the competency - based approach at universities in the Northern mountainousregion are recommended to influence awareness, update and complete guidingdocuments, organize implementation by application of Deming cycle (or PDCAcycle), it is possible to improve the effectiveness of assessing students’ learningoutcomes, thereby improving the quality of teacher training at these universities.
5 Research tasks
5.1 Establish a theoretical foundation for management of assessing learningoutcomes of students majoring in pedagogy by the competency - based approach.5.2 Research a practical foundation for management of assessing learning outcomesof students majoring in pedagogy at universities in the Northern mountainous region 5.3 Recommend and check measures applied to the management of assessinglearning outcomes of students majoring in pedagogy by the competency – basedapproach at universities in the Northern mountainous region, and carry out testingone of the recommended measures
Trang 56 Scope of research
6.1 Scope of research subject: Research on management measures of the Rector andother management entities by management hierarchy for management of assessinglearning outcomes of students majoring in pedagogy at universities in the Northern
mountainous region
6.2 Scope of survey area and target: 60 managers (CBQL) and specialists fromDepartments/Divisions in charge of Training Management, Inspection, Testing,Quality Assurance; 197 lecturers (GV) who are providing training programs in majorof pedagogy, 292 students majoring in pedagogy from 03 universities located in theNorthern mountainous region, namely Tay Bac University, Tan Trao University and
Hung Vuong University
6.3 Scope of survey time: The data on the current situation of universities collectedin the last 3 school years (school year 2017-2018, 2018-2019, and 2019-2020)
7 Methodology and research method
7.1 Research approach
The author combines the system approach, quality management approach,practice approach, competency - based approach, and Standard - basedassessment approach to carry out the study, of which two main approachesconsist of competency - based approach and quality management approach.
7.2 Specific research approach
7.2.1 Theoretical research methods: analyze, synthesize, and generalize the scientificdocuments on educational management, learning outcome assessment, etc., towardsbuilding a theoretical basis of the research problem.
7.2.2 Practical research methods: surveying by forms of questionnaires, interviews,research works’ product, synthesize experience…
7.2.3 Mathematical statistical methods
8 Defense argument
8.1 Management of assessing learning outcomes of students majoring in pedagogyby the competency – based approach plays an important role in the process ofimproving the training quality Application of the quality management approach withthe Deming cyrcle in combination with the competency approach, the standard - basedtraining approach will determine the content of managing and assessing thepedagogical students’ learning outcomes by the competency - based approach This isa process of planning, doing, checking and adjusting the formative assessment andcourse summative assessment according to the competency - based approach in orderto continuously improve the assessment efficiency of assessing learning outcomes
Trang 6process, contributing to gradual improvement of teacher training quality
8.2 Management of assessing the pedagogical students’ learning outcomes atuniversities in the Northern mountainous region has shown many shortcomings andinadequacies in awareness, has not caught up with the regulation of assessinglearning outcomes of students majoring in pedagogy by the competency – basedapproach towards the requirements of education reform; adjusting – improvingactivities have not been significantly considered and implemented in eachmanagement procedure, which leads to insubstantial transformation in learningoutcome assessment procedure.
8.3 If the measures of managing and assessing the pedagogical students’ learningoutcomes by the competency - based approach at universities in the Northernmountainous region are recommended to influence awareness, update and completeguiding documents, organize implementation through specifying regulations aboutassessing students’ learning outcomes by application of Deming cycle, especiallyrequiring teachers apply the PDCA process in evaluating students’ learningoutcomes, the assessment efficiency, and training quality can be improved
9 New contribution of the topic
9.1 The thesis points out the importance of the management of assessing learningoutcomes of students by the competency - based approach towards ensuring andimproving the quality of teacher training, points out the essence of learning outcomesassessment management of students majoring in pedagogy by the competency –based approach, also proves the suitability when applying Deming cycle inestablishing a theoretical foundation for management of assessing learning outcomesof students at teacher training universities
9.2 Based on professional competence in Professional Standards for teachers ofgeneral education institutions (2018), combined with referencing Germany’s modelof four-area competence, the thesis recommends the competency frameworkstructure, including four competence groups, namely: professional competence group,pedological competence group, social competence group, and pedologist self-developcompetence group The thesis also recommends methods to review, adjust andcomplete output standards of the pedology training program by the competency –based approach, as well as methods to implement output standards of trainingprogram to learning outcome assessment criteria by the competency – basedapproach.
9.3 The procedure for the management of assessing learning outcomes of studentsmajoring in pedagogy by the competency - based approach and procedure forformative assessment is considered as a useful reference for universities to supplyand complete a system of documents on the management of assessing learning
Trang 7outcomes
10 Structure of the thesis
In addition to the introduction, conclusion, recommendations, list of references,and appendices, the research results of the thesis are presented in 3 chapters:
Chapter 1: Theoretical basis for management of assessing learning outcomes ofstudents majoring in pedagogy by the competency - based approach.
Chapter 2: Practical basis for management of assessing learning outcomes of studentsmajoring in pedagogy by the competency – based approach at universities in theNorthern mountainous region.
Chapter 3: Measures applied to the management of assessing learning outcomes ofstudents majoring in pedagogy by the competency - based approach at universities inthe Northern mountainous region
1.1.1 Studies on assessing students’ learning outcomes
1.1.2 Studies on management of assessing students’ learning outcomes
1.1.3 Overview of research results and determination of problems required to be solvedThe studies on assessment management all show the relationship between thelearning outcomes and the management The outputs through large-scope assessmenttools such as CLA or AHELO, can provide useful suggestions to managers todetermine the current development status of universities as well as strategies andpolicies in the coming time Meanwhile, the outputs from the assessment in theclassroom (learning outcomes of modules, semesters, courses assessed byuniversities) have not yet been effective in adjusting the teaching process andpromoting learners' driven force In general, the theses on the management ofassessing learning outcomes have provided well-founded solutions to remove theinadequacies in the current management of assessing learning outcomes However,those solutions have just provided a transparent and fair assessment environment forlearners but have not really solved the development of learners' competence A fewrecent studies on the management of assessing learning outcomes of students by thecompetency - based approach have suggested different approaches in buildingmanagement models, of which theoretical frameworks on the management of
Trang 8assessing learning outcomes are mainly established based on the traditional approachto management functions On the basis of inheriting achievements from the studiesabove, this thesis will make the following issues more clearly:
- Determine the theoretical framework for the management of assessing learningoutcomes of students majoring in pedagogy by the competency - based approachbased on the application of the Deming cycle, thereby clarifying the role ofmanagement of assessing learning outcomes for application of the teacher trainingmodel by the competency - based approach;
- Assess the current situation for management of assessing learning outcomes ofstudents majoring in pedagogy by the competency - based approach at universities inthe Northern mountainous region;
- Recommend measures to the management of assessing learning outcomes ofstudents majoring in pedagogy at universities in the Northern mountainous region.
1.2 Concepts used in the thesis
1.2.1 Competence
Competence is a complete system of knowledge, skills and attitudes for peopleto get success in a certain type of activity under a certain condition, expressedthrough corresponding behaviors
1.2.2 Competency - based approach
“Competency - based approach" in teacher training is called based teacher education” (CBTE for short) In addition to output-based training,CBTE is also a professionalization-oriented training In particular, the outputcompetence requirements of the training program not only show the specificprofessions that learners are required to follow after graduation but also show the newroles and social status of future teachers in a new context.
“competence-1.2.3 Learning outcome
“Learning outcome is understood as the knowledge, competence (in general) andskills (in particular) that are the results of learning” [1]
1.2.4 Assessment of learning outcomes
Assessment of student’s learning outcomes is a process of collecting,analyzing, and explaining information in order to determine the possibility thatlearners can achieve their goals (for each specific learning stage), thereby adjustingthe teaching process.
1.2.5 Assessment of the pedagogical students’ learning outcomes by the competency- based approach
The assessment of the pedagogical students’ learning outcomes by the competency- based approach is a process of collecting information and evidence to measure thecapacity development of pedagogical students through each learning stage based on theoutput standards of the pedagogical training curriculum, therefore making appropriate
Trang 9adjustments to facilitate the promotion of potential capacity and occupationalcompetence development for students”
1.2.6 Management of assessing the pedagogical students’ learning outcomes by thecompetency - based approach
Management and assessment of the pedagogical students’ learning outcomes bythe competency - based approach is understood as an organized and purposefulimpact of the management subject on the object to be managed in order to achieve theset goals from a system of assessing learning outcomes with a focus of developingprofessional competencies for students in major of pedagogy.
1.3 Some theoretical issues on assessing the learning outcomes of studentsmajoring in pedagogy by the competency - based approach
1.3.1 Fundamentals in the learning activities of students majoring in Pedagogy
- The learning activities of students majoring in Pedagogy must be designed andorganized to meet the standard requirements of Teachers in general and the Outputstandards of the Training program in major of Pedagogy in particular, therebyavoiding “substandard products” from the training process.
- Learning activities have to go with exercising, pedagogical practicing, which helpstudents gain knowledge, skills, and basic attitudes to meet new general educationrequirements.
- Through learning activities, students majoring in pedagogy can enjoy pedagogicalstyle, competence, ethical values, career interest, and so on from the Lecturers inmajor of Pedagogy.
1.3.2 Requirements for assessing the learning outcomes of students majoring inpedagogy by the competency - based approach
- Firstly, the assessment of learning outcomes must ensure the validity, that is:measure exactly what needs to be measured In other words, the framework ofreference of output requirements for students must be exact, clear and explicit Thatframework of reference in this thesis is the Output standards of the Training programin major of Pedagogy Based on professional competence in Professional Standardsfor teachers of general education institutions (2018), combined with referencingGermany’s model of four-area competence (including: professional competence,methodological competence, social competence and personal competence) [Quotedfrom [111]], the thesis recommends the competency framework structure for studentsin major of pedagogy, including 4 main groups of competencies, namely: professionalcompetence group, pedological competence group, social competence group, andpedologist self-develop competence group.
- Secondly, the assessment of learning outcomes must ensure reliability, namely: theassessment results from two lecturers who assess the same work of learners or froman only lecturer but at different times must be consistent.
Trang 10- Thirdly, the assessment of learning outcomes must ensure fairness, accuracy,objectivity and be for the sake of academic progress.
1.3.3 Components of assessing the learning outcomes of students majoring inPedagogy by the competency - based approach
a Formative assessment by the competency - based approach
Formative assessment is an assessment during the learning process of eachcourse Its results are expressed by the formative assessment scores, also known as thecomponent score
- Objectives of assessment: in order to provide regular feedback to learners on their
level of knowledge, skills, attitudes, and competence in the course of teachingcompared to the output standard of that course.
- Contents of assessment: test, measurement, and assessment for one/several
competencies through the student’s activity products or assessment for one/severalcomponent(s) of competence
- Assessment method: Teachers are encouraged to use a variety of assessment
methods and forms in order to comprehensively assess the components of the outputstandard for any module In addition to traditional forms such as essay tests, multiple-choice tests, and multiple-choice tests combined with essays, the teacher shouldcombine other forms such as questions - short essays, major assignments, classpresentation/lecture, learning projects, Q&A, role play, case study, report on anexperiment, etc.
b Course summative assessment by the competency - based approach
Course summative assessment is an assessment that usually takes place at theend of each semester, after students complete the promotion and tests, assessmentsfor registered courses in that semester The results of the course summativeassessment are expressed as the course summative assessment/final-term exam score.
- Objectives of assessment: in order to assess the achievement level of the course
output standard specified in the Detailed course outline that the teacher has provided tostudents since the beginning of the course, thereby confirming the student's courseoutcomes Teachers, Head of Departments/Faculties/Subjects can use the coursesummative assessment as a foundation to make some adjustments such as: Trainingprogram, detailed course outline, etc.
- Content of assessment: in order to test and measure the change in students'
competence from the beginning to the end of the course, thereby assessing the extent towhich students have achieved the course output standards specified in the Detailedcourse outline.
- Assessment method: Depending on the awareness capacity for the components in
the course output standard, each course is applied different assessment methods andforms for the course summative assessment, such as: For descriptive and explanatory
Trang 11output standard, it is recommended to use an essay-writing test, but for the solving and practical application output standard, performance assessment methodssuch as case study, projects, experiments, practice, etc are encouraged.
problem-1.4 A number of theoretical issues on management of assessing learningoutcomes of students majoring in pedagogy by the competency - basedapproach
1.4.1 The nature of management of assessing learning outcomes of students majoringin pedagogy by the competency - based approach
Firstly, the management of assessing learning outcomes of students majoringin pedagogy is essentially a process management; - Secondly, the management ofassessing learning outcomes of students majoring in pedagogy by the competency -based approach is essentially innovation management; - Thirdly, the management ofassessing learning outcomes of students majoring in pedagogy by the competency -based approach is essentially the management of teacher training quality.
1.4.2 Application of Deming cycle (or PDCA cycle) in management of assessinglearning outcomes of students majoring in pedagogy by the competency - basedapproach
The PDCA cycle is a cycle of continuous improvement introduced in the 1950sby Dr Deming “PDCA is structured by the first letter of a sequence of activitiesnecessary to run a business, including: Plan - make plan, Do - carry out, Check -Check the results and Action - Repair, improve the methods and thinking to getbetter The continuous performance of this cycle is called “repeating the PDCAcycle” [67, p.8] This thesis’s applying the Deming cycle in building the theoreticalframework of the research problem is because the Deming circle with continuouslyimproved and repeated 4 steps shows that:
- The mentioned-above properties of the Deming cycle are completelyconsistent with the nature of competencies discussed in Section 1.2.1 Whenconsidering competence as a comprehensive system, then that system must alwayschange, or competence must be always improved during training The PDCA cycleallows managers to determine the objectives for the management of assessing thestudents’ learning out majoring pedagogy towards developing students’ competenciesduring the training progress.
- The mentioned-above properties of the Deming cycle are completelyconsistent with the important requirements of assessing the students’ learning outmajoring pedagogy by the competency-based approach as indicated in section 1.3.2,that is, the assessment of the student's learning outcome must be for their progress.The PDCA cycle is a tool that can help administrators and teachers alwaysconsciously collect feedback from students through assessment results, therebypromptly adjusting the teaching process towards their academic progress.
Trang 12- Last, and most importantly, as a quality management tool, the PDCA cyclecan completely guide leaders and managers to improve training quality step by stepthrough a continuous and iterative cycle, with a focus on the step of“adjustment/improvement/action” to continuously innovate assessment, includingformative assessment and course summative assessment towards a better trainingquality In other words, the Deming cycle is consistent with all three natures of themanagement of assessing students’ learning outcome majoring in pedagogy by thecompetency-based approach (shown in section 1.4.1)
1.4.3 Content of management of assessing learning outcomes of students majoring in
pedagogy by the competency - based approach
The management of assessing learning outcomes of students majoring inpedagogy by the competency – based approach is the process of planning, doing,checking and adjusting the process of formative assessment and course summativeassessment according to the competency - based approach in order to continuouslyimprove the assessment efficiency, contributing to gradual improvement of teachertraining quality
Table 1.3 Fundamental contents of the management of assessing the learningoutcomes of students majoring in pedagogy by the competency - based approach
Formative assessment management bythe competency - based approach
Course summative assessmentmanagement by the competency - based
- Analyze the current status of thesystem/process of assessing students'learning outcome
- Draw lessons learned from the currentstatus and clarify the objective ofinnovating the assessment system in linewith the current situation and eachspecific period of the school
- Make reasonable decisions and optionson organizing the assessment of learningoutcomes (Determine the forms, andmethods of assessment based on theoutput standard of the course, andprepare other backup plans, etc.)
- Determine the plan of learning outcomeassessment for each school year (specifyobjectives, specific targets, methods andexpected resources)
Trang 13D – Do
- The teachers actively carry out the formative assessment according to the set plan, ensuring assessment schedule and form in the plan.
- Teachers design exam contents, conductassessments, and score on the basis offairness, accuracy, and objectivity.
- Explain to all members to be assessedabout the importance of the outputstandards for the formation anddevelopment of professional competenceof students and indicate the necessity ofbuilding a test bank by the competency-
examination and marking the examaccording to the requirements of outputstandards, and role of each step in theoverall assessment
- Conduct the steps including examdesign, examination, and markingaccording to the plan
- Conduct training so that officers andteachers can perform the steps correctly
C – Check
- Teachers should be self-control, andself-responsibility for the progress ofexams and formative assessmentsspecified in the Detailed outline, or dounder the supervision, encouragementand promotion of the Head of Faculties/Subjects
- Teachers promptly handle mistakesduring the assessment.
- Design report forms and formats forthe organization of exam preparation,examination, and marking in a scientific,accurate and objective manner
- Conduct inspection and supervision foreach step of preparing, monitoring andmarking seriously based on exam forms,and accurately record data andinformation
- Report, point out positive and negativepoints to be corrected after eachassessment period, and analyze therelationship between the cause - effect ofthe steps and the whole process oflearning outcome assessment.
- Verify whether the PDCA cycle is reasonably repeated in the Departments of Testing, Faculties, Subjects and other functional units or not?
A – Action
- Teachers carry out quick and accurate marking, quickly and promptly give feedback and assessment about exam
- Consider to adjust - innovate the reportform, adjust content and ways of
organizing summary meetings for
Trang 14results to students; explain the scores if students feel unsatisfactory.
- Teachers carry out adjustment of teaching activities and methods on the basis of feedback from the results of exams and assessments.
- Teachers guide students, or groups ofstudents to adjust the learning methodsbased on the feedback from the results ofexams and assessments.
lessons learned after each exam
- Consider to adjust - innovate the test bank - if necessary based on the results of the score spectrum analysis
- Review the student's score statistics,from which to review the significantscore difference - if any, therebyadjusting - innovating the Detailed courseoutline, teaching methods, examinnovation, and reviewing theeffectiveness of training management andscore management softwares
1.4.4 Hierarchical management of the management of assessing learning outcomesof students majoring in pedagogy by the competency - based approach.
1.5 Factors affecting the management of assessing learning outcomes of studentsmajoring in pedagogy by the competency - based approach.
1.5.1 Changes in the applicable regulations on Management of higher educationtraining
1.5.2 Requirements of general education reform
1.5.3 Leadership and management capacity of the Rector
1.5.4 Awareness and professionalism of Lecturer in the assessment of learningoutcomes
1.5.5 Proactivity and positivity of students in learning
1.5.6 The development and application of Information Technology in datamanagement of exams and students’ learning outcomes
2.1 Overview of the survey area
The thesis selected 03 multi-disciplinary universities located in the Northernmountainous region the survey sites, including: Tay Bac University; Tan TraoUniversity and Hung Vuong University
2.2 Organization of the situation survey