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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.
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THU TRANG MANAGEMENT OF ASSESSING LEARNING OUTCOMES OF STUDENTS MAJORING IN PEDAGOGY BY THE COMPETENCY - BASED APPROACH AT UNIVERSITIES IN THE NORTHERN MOUNTAINOUS REGION Major: Education Management Code : 14 01 14 ABSTRACT OF PhD THESIS OF EDUCATION SCIENCE Ha Noi - 2022 THE STUDY WORK IS CARRIED OUT AT HANOI 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 Reference at: National Library of Vietnam Library and Information Center - HNUE 2022 HEADING 1.Reason for writing 1.1 General education is currently dealing with the next important requirements of the fundamental and comprehensive renovation of Vietnam education The birth of the General Educational Curriculum 2018 presents many new requirements for current and future teachers, which requests renovation in teacher education programs, innovations in forms of training and assessing students’ learning outcomes, and strengthening activities of training quality assurance in schools and faculties of teacher training 1.2 A competency – based approach opens up many new research directions for teacher training in educational institutions/faculties of pedagogy (SP), and teacher development in specific countries, regions, and localities In which, the research on assessing the learning outcomes of students in major of pedagogy by the competency – based approach is a principal research direction In particular, the management of assessing learning outcomes of students majoring in pedagogy by the competency based approach ensures that procedures of formative assessment and course summative assessment by the competency - based approach follow the right direction according to the output standard requirements of pedagogical courses, thereby constantly improving the assessment effectiveness towards preventing substandard educational products – contributing to gradual improvement of teacher training quality 1.3 The reality in management of assessing learning outcomes of students majoring in pedagogy by the competency - based approach at universities in the Northern mountainous region in recent years has shown many signs of limitations and inadequacies 1.4 There have been a number of studies on the management of assessing the learning outcomes of students at universities and colleges, which play an important role 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 management of assessing learning outcomes of students by the competency - based approach in the teacher 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 by the competency – based approach at universities in the Northern mountainous region” for the doctoral thesis Aim of the study Based on theoretical research on the management of assessing learning outcomes of students majoring in pedagogy by the competency – based approach and the current situation of management of assessing learning outcomes of students majoring in pedagogy at universities in the Northern mountainous region, this research recommends solutions to improve the effectiveness of the management of assessing learning outcomes of students majoring in pedagogy at universities in the Northern mountainous region, contributing to improving the education quality of teachers in these universities in the present and future Research object–Research subject 3.1 Research object: Assessment of learning outcomes of students majoring in pedagogy 3.2 Research subject: Management of assessing learning outcomes of students majoring in pedagogy by the competency - based approach at universities in the Northern mountainous region Research hypothesis The assessment of the pedagogical students' learning outcomes and the management of assessing the pedagogical students’ learning outcomes at universities in the Northern mountainous region have basically followed the regulations However, the practice of managing and assessing the pedagogical students’ learning outcomes by the competency – based approach at universities in the Northern mountainous region in recent years has shown many shortcomings and inadequacies in awareness and action, has not caught up with the requirements of education reform; lacked concretization of industry regulations and practical guidelines, etc If the measures of managing and assessing the pedagogical students’ learning outcomes by the competency - based approach at universities in the Northern mountainous region are recommended to influence awareness, update and complete guiding documents, organize implementation by application of Deming cycle (or PDCA cycle), it is possible to improve the effectiveness of assessing students’ learning outcomes, thereby improving the quality of teacher training at these universities Research tasks 5.1 Establish a theoretical foundation for management of assessing learning outcomes of students majoring in pedagogy by the competency - based approach 5.2 Research a practical foundation for management of assessing learning outcomes of students majoring in pedagogy at universities in the Northern mountainous region 5.3 Recommend and check measures applied to the management of assessing learning outcomes of students majoring in pedagogy by the competency – based approach at universities in the Northern mountainous region, and carry out testing one of the recommended measures Scope of research 6.1 Scope of research subject: Research on management measures of the Rector and other management entities by management hierarchy for management of assessing learning 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 from Departments/Divisions in charge of Training Management, Inspection, Testing, Quality Assurance; 197 lecturers (GV) who are providing training programs in major of pedagogy, 292 students majoring in pedagogy from 03 universities located in the Northern 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 collected in the last school years (school year 2017-2018, 2018-2019, and 2019-2020) Methodology and research method 7.1 Research approach The author combines the system approach, quality management approach, practice approach, competency - based approach, and Standard - based assessment approach to carry out the study, of which two main approaches consist of competency - based approach and quality management approach 7.2 Specific research approach 7.2.1 Theoretical research methods: analyze, synthesize, and generalize the scientific documents on educational management, learning outcome assessment, etc., towards building 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 Defense argument 8.1 Management of assessing learning outcomes of students majoring in pedagogy by the competency – based approach plays an important role in the process of improving the training quality Application of the quality management approach with the Deming cyrcle in combination with the competency approach, the standard - based training approach will determine the content of managing and assessing the pedagogical students’ learning outcomes by the competency - based approach This is a process of planning, doing, checking and adjusting the formative assessment and course summative assessment according to the competency - based approach in order to continuously improve the assessment efficiency of assessing learning outcomes process, contributing to gradual improvement of teacher training quality 8.2 Management of assessing the pedagogical students’ learning outcomes at universities in the Northern mountainous region has shown many shortcomings and inadequacies in awareness, has not caught up with the regulation of assessing learning outcomes of students majoring in pedagogy by the competency – based approach towards the requirements of education reform; adjusting – improving activities have not been significantly considered and implemented in each management procedure, which leads to insubstantial transformation in learning outcome assessment procedure 8.3 If the measures of managing and assessing the pedagogical students’ learning outcomes by the competency - based approach at universities in the Northern mountainous region are recommended to influence awareness, update and complete guiding documents, organize implementation through specifying regulations about assessing students’ learning outcomes by application of Deming cycle, especially requiring teachers apply the PDCA process in evaluating students’ learning outcomes, the assessment efficiency, and training quality can be improved New contribution of the topic 9.1 The thesis points out the importance of the management of assessing learning outcomes of students by the competency - based approach towards ensuring and improving the quality of teacher training, points out the essence of learning outcomes assessment management of students majoring in pedagogy by the competency – based approach, also proves the suitability when applying Deming cycle in establishing a theoretical foundation for management of assessing learning outcomes of students at teacher training universities 9.2 Based on professional competence in Professional Standards for teachers of general education institutions (2018), combined with referencing Germany’s model of four-area competence, the thesis recommends the competency framework structure, including four competence groups, namely: professional competence group, pedological competence group, social competence group, and pedologist self-develop competence group The thesis also recommends methods to review, adjust and complete output standards of the pedology training program by the competency – based approach, as well as methods to implement output standards of training program to learning outcome assessment criteria by the competency – based approach 9.3 The procedure for the management of assessing learning outcomes of students majoring in pedagogy by the competency - based approach and procedure for formative assessment is considered as a useful reference for universities to supply and complete a system of documents on the management of assessing learning outcomes 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 chapters: Chapter 1: Theoretical basis for management of assessing learning outcomes of students majoring in pedagogy by the competency - based approach Chapter 2: Practical basis for management of assessing learning outcomes of students majoring in pedagogy by the competency – based approach at universities in the Northern mountainous region Chapter 3: Measures applied to the management of assessing learning outcomes of students majoring in pedagogy by the competency - based approach at universities in the Northern mountainous region CHAPTER THEORETICAL BASIS FOR MANAGEMENT OF ASSESSING LEARNING OUTCOMES OF STUDENTS MAJORING IN PEDAGOGY BY THE COMPETENCY - BASED APPROACH 1.1 Overview of the research 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 solved The studies on assessment management all show the relationship between the learning outcomes and the management The outputs through large-scope assessment tools such as CLA or AHELO, can provide useful suggestions to managers to determine the current development status of universities as well as strategies and policies in the coming time Meanwhile, the outputs from the assessment in the classroom (learning outcomes of modules, semesters, courses assessed by universities) have not yet been effective in adjusting the teaching process and promoting learners' driven force In general, the theses on the management of assessing learning outcomes have provided well-founded solutions to remove the inadequacies in the current management of assessing learning outcomes However, those solutions have just provided a transparent and fair assessment environment for learners but have not really solved the development of learners' competence A few recent studies on the management of assessing learning outcomes of students by the competency - based approach have suggested different approaches in building management models, of which theoretical frameworks on the management of assessing learning outcomes are mainly established based on the traditional approach to management functions On the basis of inheriting achievements from the studies above, this thesis will make the following issues more clearly: - Determine the theoretical framework for the management of assessing learning outcomes of students majoring in pedagogy by the competency - based approach based on the application of the Deming cycle, thereby clarifying the role of management of assessing learning outcomes for application of the teacher training model by the competency - based approach; - Assess the current situation for management of assessing learning outcomes of students majoring in pedagogy by the competency - based approach at universities in the Northern mountainous region; - Recommend measures to the management of assessing learning outcomes of students 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 people to get success in a certain type of activity under a certain condition, expressed through corresponding behaviors 1.2.2 Competency - based approach “Competency - based approach" in teacher training is called “competencebased teacher education” (CBTE for short) In addition to output-based training, CBTE is also a professionalization-oriented training In particular, the output competence requirements of the training program not only show the specific professions that learners are required to follow after graduation but also show the new roles and social status of future teachers in a new context 1.2.3 Learning outcome “Learning outcome is understood as the knowledge, competence (in general) and skills (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 that learners can achieve their goals (for each specific learning stage), thereby adjusting the 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 the capacity development of pedagogical students through each learning stage based on the output standards of the pedagogical training curriculum, therefore making appropriate adjustments to facilitate the promotion of potential capacity and occupational competence development for students” 1.2.6 Management of assessing the pedagogical students’ learning outcomes by the competency - based approach Management and assessment of the pedagogical students’ learning outcomes by the competency - based approach is understood as an organized and purposeful impact of the management subject on the object to be managed in order to achieve the set goals from a system of assessing learning outcomes with a focus of developing professional competencies for students in major of pedagogy 1.3 Some theoretical issues on assessing the learning outcomes of students majoring 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 and organized to meet the standard requirements of Teachers in general and the Output standards of the Training program in major of Pedagogy in particular, thereby avoiding “substandard products” from the training process - Learning activities have to go with exercising, pedagogical practicing, which help students gain knowledge, skills, and basic attitudes to meet new general education requirements - Through learning activities, students majoring in pedagogy can enjoy pedagogical style, competence, ethical values, career interest, and so on from the Lecturers in major of Pedagogy 1.3.2 Requirements for assessing the learning outcomes of students majoring in pedagogy 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 of reference of output requirements for students must be exact, clear and explicit That framework of reference in this thesis is the Output standards of the Training program in major of Pedagogy Based on professional competence in Professional Standards for teachers of general education institutions (2018), combined with referencing Germany’s model of four-area competence (including: professional competence, methodological competence, social competence and personal competence) [Quoted from [111]], the thesis recommends the competency framework structure for students in major of pedagogy, including main groups of competencies, namely: professional competence group, pedological competence group, social competence group, and pedologist self-develop competence group - Secondly, the assessment of learning outcomes must ensure reliability, namely: the assessment results from two lecturers who assess the same work of learners or from an only lecturer but at different times must be consistent - 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 in Pedagogy by the competency - based approach a Formative assessment by the competency - based approach Formative assessment is an assessment during the learning process of each course Its results are expressed by the formative assessment scores, also known as the component 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 teaching compared 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/several component(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 output standard for any module In addition to traditional forms such as essay tests, multiplechoice tests, and multiple-choice tests combined with essays, the teacher should combine other forms such as questions - short essays, major assignments, class presentation/lecture, learning projects, Q&A, role play, case study, report on an experiment, etc b Course summative assessment by the competency - based approach Course summative assessment is an assessment that usually takes place at the end of each semester, after students complete the promotion and tests, assessments for registered courses in that semester The results of the course summative assessment 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 to students since the beginning of the course, thereby confirming the student's course outcomes Teachers, Head of Departments/Faculties/Subjects can use the course summative assessment as a foundation to make some adjustments such as: Training program, 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 to which students have achieved the course output standards specified in the Detailed course outline - Assessment method: Depending on the awareness capacity for the components in the course output standard, each course is applied different assessment methods and forms for the course summative assessment, such as: For descriptive and explanatory 13 2.2.1 Purpose of the survey Collect quantitative and qualitative data to clarify the current situation of management of assessing learning outcomes of students majoring in pedagogy at universities in the Northern mountainous region, thereby finding strengths and weaknesses in the management procedure as well as advantages and disadvantages in that situation 2.2.2 Content of the survey - Carry out a survey on the current situation of assessing learning outcomes of students majoring in pedagogy by the competency – based approach for awareness capacity (of managers, teachers and students) and rate of implementation (of teachers and students) in the work of formative assessment and course summative assessment - Carry out a survey on the current situation of management of assessing learning outcomes of students majoring in pedagogy by the competency – based approach for awareness capacity (of managers and teachers) and rate of implementation (of managers, teachers and students) in the work of managing formative assessment and course summative assessment - Carry out a survey on the current situation of influence level of factors on management of assessing learning outcomes of students majoring in pedagogy at these 03 universities 2.2.3 Survey method The research method used in this thesis is Mixed Research - Quantitative / Qualitative 2.2.4 Survey objects and Survey form As a small-scale research population, the author applied the method of calculating samples according to Slovin’s formula (accuracy of 95% and standard error of ±5%); determined the survey size for the teachers and the students, including 197 teachers and 292 students For managers, the author conducted a survey of all managers and specialists in the units in charge of Training Management, Inspection, Testing, and Quality Assurance, including 60 people for entire 03 schools 2.2.5 Survey instruments 04 forms of questionnaires (Form Teacher’s opinion on the current situation of assessing learning outcomes of students majoring in pedagogy; Form Student’s opinion on the current situation of assessment and managing assessment of learning outcomes of students majoring in pedagogy; Form Teacher’s opinion on the current situation of the management of assessing learning outcomes of students majoring in pedagogy; Form Manager’s opinion on the current situation of the management of assessing learning outcomes of students majoring in pedagogy) 2.2.6 The way to carry out the survey 14 2.3 The current situation of assessing learning outcomes of students majoring in pedagogy by the competency - based approach at universities in the Northern mountainous region 2.3.1 The reality on awareness ability for assessing learning outcomes of students majoring in pedagogy by the competency - based approach The strength in the awareness of assessing learning outcomes is that most managers and teachers appreciate highly the importance of the assessment of learning outcomes towards training and development of students’ professional competencies In particular, they pay importance to the course summative assessment for the goal of “assessing the ability to achieve the output standards” (with average scores of 4.29 and 4.08, respectively) However, when being asked about awareness for the objectives of the formative assessment, the survey results showed limitations in the answers of managers and teachers They have no complete and deep understanding about the role of formative assessment in the promotion to the next grade as well as the overall training and development of students' professional competence in general 2.3.2 The current situation of the performance of formative assessment by the competency - based approach Stemming from an incomplete and non-profound awareness of the goals of the formative assessment, the performance of these goals, in fact, still focuses on “Determining the student’s competence at the time of assessment compared to requirements of module output standards” (with average scores of 4.40 and 4.43, respectively) However, the formative assessments are mainly designed to separately assess each aspect of knowledge, skill, and attitudes Despite being diversified and actively applied by the teachers, the formative assessment methods have not yet shown their effectiveness to stimulate the high interest of students; rarely used the performance assessment When being asked about the difficulties encountered in the course of the formative assessment, most teachers revealed that they feel awkward using scoring tools for large assignments, projects, and essays 2.3.3 The current situation of the performance of the course summative assessment by the competency - based approach In general, course summative assessment in the surveyed universities is mainly traditional methods and forms in order to assess knowledge with a very few modules applied with the assessment method by the competency - based approach Instead, it mainly focuses on the modules of the training program for Physical education – a subject that requires practice exams Meanwhile, the exams of training programs in major of Pedagogy for Mathematics, Physics, Chemistry, etc., are mainly organized by constructed-response test There are also very few modules that are completely assessed by multiple-choice exams, which also makes it difficult in case that there is a need for statistics and analysis for scores by theoretical multiple-choice 15 2.3.4 General review of the current situation of assessing the learning outcomes of students majoring in pedagogy by the competency - based approach 2.4 The current situation of management of assessing learning outcomes of students majoring in pedagogy by the competency - based approach 2.4.1 The reality on awareness ability for management of assessing learning outcomes of students majoring in pedagogy by the competency - based approach When being asked about the role of the Management of assessing learning outcomes of students majoring in Pedagogy by the competency - based approach, targets No 1, 2, are to ensure that the accuracy, fairness and objectivity for assessing learning outcomes of students, which the managers and teachers rate as the most important Meanwhile, the target of “Ensuring the assessment procedure towards the promotion of students’ progress” only reaches an average score of 2.26 and 2.36, meaning that it is “Not important”, ranking the lowest among the targets 2.4.2 The current situation of the performance of formative assessment by the competency - based approach When being asked about the current situation of performing steps of the PDCA cycle in the management of formative assessment, the survey results of teachers’ opinions are shown in Figure 2.2 The average scores of the steps of plan, do, check and action are 3.77; 3.87; 4.12 and 2.81, respectively 4.5 3.5 2.5 1.5 0.5 P D C A Chart 2.2 Actual situation of formative assessment management according to the competency - based approach 2.4.3 The current situation of the performance of the course summative assessment by the competency - based approach When being asked about the current situation of performing steps of the PDCA cycle in the management of course summative assessment, the survey results of managers’ opinions are shown in Figure 2.3 The average scores of the steps of plan, do, check and action are 3.93; 3.22; 3.29 and 2.97, respectively 16 4.5 3.5 2.5 1.5 0.5 P D C A Chart 2.3 Actual situation of course summative assessment management according to the competency - based approach 17 2.4.4 The current situation of hierarchical management and quality culture of the management of assessing learning outcomes of students majoring in pedagogy by the competency - based approach Regarding the current situation of hierarchical management, the author used the methods of researching products and activities in combination with interviews, researching the organization and operation regulations of the universities to be surveyed in this topic Generally, it can be seen that the hierarchical management for assessing the learning outcomes of students majoring in pedagogy by the competency approach in schools all strictly comply with the general regulations of universities, including levels of management: School level, Department level and Faculty/Department level The regulations of the schools on the formative assessment are basically consistent with the regulations of the Ministry of Education and Training, detailing the duties of teachers in preparing examination content, marking, and scoring the formative assessment In particular, at the end of each semester, the Faculty is responsible for approving the list of eligible students to take the final-term exam of which the assignment of tasks is different depending on the regulations of each school Regarding the current situation of quality culture, the interview response partly show the various obstacles in the performance of the philosophy of “assessment for the students’ progress” in which the teachers and students haven't had a firm belief yet Regulations on examination and assessment of learning outcomes at universities also show that the viewpoint of “assessment for the students’ progress” has not been strengthened or deepened in legal documents 2.5 The current situation of factors affecting the management of assessing learning outcomes of students majoring in pedagogy by the competency – based approach Table 2.30 Opinions of managers and teachers about factors affecting the management of assessing the learning outcomes of students majoring in pedagogy by the competency-based approach Factors affecting the management of assessing NO Managers’ Teacher’s the learning outcomes of opinions opinions students majoring in pedagogy Ran Average Rank Average k Changes in current 3,82 4,07 regulations on Training 18 Management Requirements of general education reform Leadership and management competency of school principals Awareness and professionalism of teachers on the assessment of learning outcomes Students’ initiative and positivity in learning The development and application of Information Technology in managing data about the test bank and students’ learning outcomes 3,15 3,69 4,28 4,19 4,38 4,25 3,52 3,76 4,15 3,85 The survey results show that the managers and teachers both agree that the teacher’s awareness and professionalism in assessing student’s learning outcomes is the most influential factor (with average scores of 4.38 and 4.25, respectively) 2.6 A general assessment on the current situation of management of assessing learning outcomes of students majoring in pedagogy at universities in the Northern mountainous region 2.6.1 Strengths At 03 surveyed universities, training management in general and assessing learning outcomes of student management, in particular, are designed and operated in a rather organized way It can be clearly seen through the system of documents and instruction of universities, which generally meet the requirements according to the Ministry of Education and Training regulations By the method of researching product activities (including training programs, output standards of training programs, and detailed course guide), there are advantages can be found in the way that each university implements: In the program development method at Hung Vuong University, the competence framework in output standards of pedagogical training disciplines is designed on the competency framework of teacher professional standard Or, as in the program development method of Tan Trao University, training program descriptions all express the course matrix clearly Tay Bac examination system is a worth-reference model This is a strength that other universities should learn from another, creating conditions for assessing students’ learning outcomes reform procedures to take place in the right direction toward the output standards 19 adjustment and development of training programs 2.6.2 Limitations In general, the reformation of assessing students’ learning outcomes has not created a noticeable transformation in both aspects: formative assessment and course summative assessment There are inadequacies of procedure and specific instructions for implementing output standards in learning outcomes assessment in the school system of documents The current situation chart of formative assessment and course summative assessment management has clearly shown that the weaknesses of assessing learning outcomes management of the two procedures all refer to the Adjusting step 2.6.3 Causes of limitations Teachers have no complete and deep understanding about the goals of each assessment process (formative assessment and course summative assessment) for the students’ competence outputs; Teachers’ qualification of assessing learning outcomes is still limited; Despite being fully built and published in accordance with regulations, the expressions of the training program’s output standards in these universities have not been optimized in the course of training, especially the assessment process, etc 2.7 Experience in the management of assessing the learning outcome of students majoring in Pedagogy by the competency-based approach The international experience in assessing students majoring in pedagogy from Finland, Japan, and Germany are all good suggestions for teacher training institutions in Vietnam to innovate the management of assessing the learning outcome of students majoring in Pedagogy by the competency - based approach The common point of teacher training systems is still to determine the training competency framework as well as the levels of assessment criteria for future teachers at each specific education level in order to ensure the quality of training The addition of the module “Professional Ethics in Education” to the bachelor's curriculum at the HanoiUniversity of Education or the modules “Teacher’s Guide”, “Practical Practice for Teacher profession”, and “Practice of teacher's affairs” in Japan is a useful suggestion for teacher training institutions, helping students majoring in pedagogy to have a deeper sense of the role of an educator with a broader vision than just considering the teacher as a teaching profession CONCLUSION OF CHAPTER CHAPTER MEASURES APPLIED TO THE MANAGEMENT OF ASSESSING LEARNING OUTCOMES OF STUDENTS MAJORING IN PEDAGOGY BY THE COMPETENCY - BASED APPROACH AT UNIVERSITIES IN THE 20 NORTHERN MOUNTAINOUS REGION 3.1 Principles of recommending measures 3.1.1 Principle of legality assurance 3.1.2 Principles of ensuring training goals 3.1.3 Principle of ensuring inheritance and development 3.1.5 Principle of ensuring feasibility 3.1.4 Principle of ensuring systematicity 3.2 Measures for the management of assessing learning outcomes of students majoring in pedagogy by the competency - based approach 3.2.1 Measure Organize awareness-raising activities for managers and lecturers on assessing the learning outcomes of students majoring in pedagogy by the competency - based approach This measure points out activities directly affecting, especially raising the managers and teachers’ awareness about the necessity of innovation for the formative assessment by the competency - based approach, and the course summative approach by the competency-based approach The three proposed methods are: - Organize scientific seminars at the University and Faculty levels to discuss the quality of training in general and the necessity of innovation in assessing the learning outcome of students majoring in pedagogy by the competency - based approach in the course of improving the teacher training quality today; - Organize training courses for managers and teachers about the innovation in assessing the learning outcome of students majoring in pedagogy by the competency - based approach; - Strengthen the organization of professional activities at faculty/subject level to discuss the innovation in assessing the learning outcome of students by the competency - based approach 3.2.2 Measure Complete the system of documents and regulations of the universities on the management of assessing learning outcomes of students majoring in pedagogy by the competency - based approach This measure aims at supplementing principles, procedures, and regulations directly associated with the output standards to the assessment of students’ learning outcome in order to ensure consistency in management, leadership, and application in the management of assessing learning outcomes of students by the competency based approach at training institutions in general and students majoring in pedagogy in particular The two proposed methods are: - Build and disseminate the procedures for the management of assessing students’ learning outcomes by the competency based approach; - Supplement other necessary regulations on the management of formative assessment and course summative assessment 3.2.3 Measure Direct the procedures of assessing learning outcomes of students majoring in pedagogy flexibly in line with the development progress of training program This measure aims to suggest an organizational form to ensure that the 21 assessment innovation process takes places correctly and effectively, and closely follows the requirements of curriculum output standards The three proposed methods are: - Direct the review, adjustment and completion of the output standards for pedagogical training programs towards competency development as a basis to innovate the assessment of learning outcomes; - Convert the output standards of the curriculum into criteria for assessing learning outcomes by the competency - based approach; - Direct the drafting and completion of the forms for each specific steps of assessing students’ learning outcomes by the competency - based approach 3.2.4 Measure Direct lecturers to apply the PDCA process to the assessment of students’ learning outcomes This measure directly affects the effectiveness of formative assessment management through teachers - who both directly assess and manage formative assessment activities in the classroom Two proposed methods are: - Guide teachers to apply the PDCA cycle in the formative assessment management, - School leaders need to institutionalize the autonomy of teachers in the formative assessment management 3.2.5 Measure Organize the adjustment activities after each course summative assessment towards constant improvement This measure directly affects the adjustment - improvement step as a way to ensure that the management cycle of assessing the learning outcomes by the competency - based approach takes place comprehensively and completely When the adjustment step is improved, it will bring about the improvement for the activities of the next cycle, contributing to improving the students' learning outcomes to better meet the output standards after each semester, each school year, and each course The three proposed methods are: - Analyze the results of the student's course summative assessment; Organize periodic review and adjustment of the detailed course outline by the competency - based approach; Draw lessons learned in organizing and marking exams 3.2.6 Measure Build and develop the universities’ quality culture with the spirit of quality management through the Deming cycle in operating the system of managing and assessing the pedagogical students' learning outcomes by the competency – based approach Quality culture still needs to be discussed as an important factor affecting the performance of mentioned above measures Building a culture of quality contributes to establishing a serious system of learning outcome assessment management particular, thereby expanding the democratic rights and responsibilities of members for the quality improvement objectives of the schools The three proposed methods are: - School leaders must be determined to the school's quality assurance strategies and policies, and popularize this message to all members; Encourage students majoring in pedagogy to build Academic records; - The school should organize activities in collaboration with external partners, including general education institutions to improve the quality of teacher training 22 3.2.7 The relationship between the measures The measures that are recommended in this thesis are logically closely related The contemporary operation of these measures can transform the management system of assessing students’ learning outcomes by the competency – based approach Each measure's operation result significantly contributes to other measures' success Overall, measure no 2, measure no are the premise to apply measure no and measure no most effectively Measure no and measure no directly affect weaknesses of both assessment procedures and the crucial stage of developing the system Measure no and measure no are the two that positively promote other measures 3.3 Testing the necessity and feasibility of measures The graph shows the correlation between the necessity and feasibility of measures 4.60 4.40 4.20 4.00 3.80 3.60 3.40 3.20 Measure Measure Measure Necessary level Measure Measure Measure Feasibility level Chart 3.1 The correlation between necessity and feasibility of measures With the Spearman correlation coefficient of r = 0,76; it is possible to draw a conclusion that the necessity and feasibility of measures have a proportional and very close correlation, which means that measures are both necessary and highly feasible 3.4 Testing the measure The thesis decides to test Measure 4: Direct lecturers to apply the PDCA process to the assessment of students’ learning outcomes According to the above results, managers and teachers consider this measure the most necessary and feasible (with average scores of 4.41 and 4.24) On the other hand, measure no is the one that can look over, measure, and evaluate to have a more detailed result To conduct this test, the author of the thesis needs to discuss with officers in 23 charge of Testing, and Quality Assurance of one of the selected schools for testing about the idea of the management measure; After obtaining the permission of the school's leadership, the author conducts the test together with managers and a group of teachers selected for the test The test will take place between February and July 2021 The document of this test is a guide for teachers to apply the PDCA cycle in the management of formative assessment, including the easy-to-understand and easy-todo activities (For detailed contents, see Appendix 15) This test was implemented with a hypothesis that “Instruct lecturers to apply the PDCA process in the management of assessment procedure to help teachers to operate the cycle in the right direction, to use the learning outcomes for adjusting, improving learning activities, resulting in helping students to get the competence according to the output standards of the training program through the modules which are in charge by teachers By that, enhance the learning outcome assessment by the competency – based approach efficiency” Diagram 3.2 The diagram of PDCA cycle application in formative assessment management by the competency – based approach Legend P1 Accurately state the output standards of the course P2 Set up the matrix linking the assessment method with the output standards of the course P3 Develope the evaluation criteria for the learning outcome assessment of the 24 course P4 Make tables of assessment plan which is suitable for the teaching plan D1 Conduct formative assessments as planned D2 Be active and flexible, supplement other formative assessments if necessary C1 Self-check the progress of formative assessments of the class in charge C2 Always compare students’ learning outcomes with assessment target, assessment content, and assessment measures of end-of-term exams to identify gaps that need to be fulfilled A1 Explain results of exams, assessment of students according to specific assessment criteria A2 Timely adjust teaching methods after each formative assessment – if necessary; A3 Summarize the learning outcomes by class, by group and analyze by diagram A4 Recommend actions aimed at improving students’ learning outcomes The test took place for one group of 30 teachers The thesis decides to test “pre-impact and post-impact for a single group” The set of criteria for the effectiveness of assessment consists of standards and criteria (See table 3.3) Quantity results about the performance level of formative assessment management, which are measured in pre-impact and post-impact groups of teachers, have been shown in table 3.4, allow to draw a conclusion about the effectiveness of the proposed measures CONCLUSION OF CHAPTER OVERALL CONCLUSION In terms of theory: The thesis has systematized the concepts such as learning outcomes, assessment of learning outcomes, and assessment of learning outcomes by the competency - based approach, thereby giving the definition of "management of assessing learning outcomes of students majoring in pedagogy by the competency based approach” The thesis also points out three essences of the management of assessing students’ learning outcomes by the competency – based approach, thereby proving the appropriation by applying the Deming cycle in establishing the theoretical framework of the management of assessing students’ learning outcomes by the competency – based approach The content of the management of assessing learning outcomes of students majoring in pedagogy by the competency - based approach consists of two main activities, namely: management of formative assessment by the competency - based approach and the management of course summative assessment by the competency - based approach In terms of practice, in three surveyed universities, management of training in general and management of assessing learning outcomes, in particular, are designed and implemented in an organized way It can be clearly seen through the system of documents and instruction of universities, which generally meet the requirements 25 according to the Ministry of Education and Training regulations Besides this, the diagram about the current management situation of formative assessment and summative assessment management shows that the weakness of managing these two procedures all belong to the adjusting step Because the adjusting activities have not been taken care of and implemented significantly after each management cycle, even in the classroom or in a bigger scope, which is other courses in the same discipline, or classes in the same pedagogical discipline, result in the current situation of assessment, leads to slow innovation for the assessment, especially the course summative assessment In order to improve the efficiency of management of assessing learning outcomes of students majoring in pedagogy by the competency - based approach, the thesis suggests the universities carry out a consistent implementation of measures All of the measures mentioned above have been tested and proved about the necessity and high feasibility The fourth measure was tested and initially showed its effectiveness RECOMMENDATION For the Ministry of Education and Training Direct and guide the Sectoral Advisory Councils to accelerate to develop the Standards of Training Programs for the industry of teacher training in general and the pedagogical industries in particular (as prescribed in Circular No 17/2021/TTBGDDT on regulations for training program standards) as the foundation for building output standards of training programs at universities For Universities in the Northern mountainous area - Conduct the development, review, adjustment, and completion of the output standards of training programs for pedagogical industries by the competence approach - Direct the development of the Competency Frameworks and Criteria for assessing learning outcomes by the competency - based approach for pedagogical students based on unifying the structure of the teacher training competency framework and detailing the assessment criteria for each competency - Establish instructions, regulations, assessment management procedures in particular, and other managing activities of universities according to the PDCA model toward ensuring and improving training qualities, investing in software that supports stages of learning outcome assessment management procedure - Work closely with employers to link teacher training activities with the vivid reality of general education For Faculties Research and apply the PDCA cycle in pedagogical internship outcome assessment management by the competency – based approach; in developing and 26 using detailed course guide by the competency – based approach; in renovating development of exams, development of assessing tools by the competency – based approach, etc contributing to gradual reformation in management of assessing pedological students’ learning outcomes by the competency – based approach in particular and management of teacher training by the competency – based approach in general THE LIST OF STUDY WORKS RELATED TO THE THESIS BY THE AUTHOR Nguyen Thu Trang (2021), Suggestions for managing and assessing the performance of pre-serevice teacher students from outcomes-based approach, Educational equipment magazine July 2021 Nguyen Thu Trang (2021), Applications of the Deming cycle into innovating the management of outcomes-based summative assessment at university, Journal of education management, June 2021 Nguyen Tien Sinh, Nguyen Thu Trang (2021), Applications of the Deming cycle into innovating the management of competence-based formative assessments at university, Journal of education management, September 2021 Nguyen Tien Sinh, Nguyen Thu Trang (2022), Applications of the Deming cycle into innovating the management of competence-based assessments at university, Journal of education management, April 2022 ... approach 7.2.1 Theoretical research methods: analyze, synthesize, and generalize the scientific documents on educational management, learning outcome assessment, etc., towards building a theoretical... improving the quality of teacher training at these universities Research tasks 5.1 Establish a theoretical foundation for management of assessing learning outcomes of students majoring in pedagogy... universities in the Northern mountainous region” for the doctoral thesis Aim of the study Based on theoretical research on the management of assessing learning outcomes of students majoring in pedagogy