the development and evaluation of training curriculum play an important role in the educational development of vietnam

TABLE OF CONTENTS I INTRODUCTION II LITERATURE REVIEW Curriculum 2 Curriculum design 2.1 Forward design 2.2 Central design 2.3 Backward design 2.3.1 Backward design with a targeted approach .6 2.3.2 Backward design with a capacity development approach Application 3.1 View 3.2 Objectives 3.3 Syllabus 10 3.4 Methodology 11 3.5 Evaluation .12 Conclusion 13 REFERENCE 15 I INTRODUCTION In our country's educational and training reform process, the content and training curriculums at all levels of the national education system have set new benchmarks The expected learning outcomes or learning outcomes of learners are the focus of educational quality accreditation and training curriculum development approaches However, the 2011-2020 education development strategy has identified some shortcomings in this field, including "Curriculum content, teaching and learning methods, examination, testing, and assessment are being renewed slowly The content of the curriculum is still heavy on theory, and the schools have not been closely associated with economic and social life; have not changed strongly to training according to social needs; have not paid attention to life skills education, promoting creativity and practical capacity of students”(Government, 2011) In some countries, evaluation of training curriculum is an indispensable part of the process of accrediting the quality of education in general and the quality of training curriculum in particular Stemming from the above reasons, it shows that the development and evaluation of training curriculum play an important role in the educational development of Vietnam in the face of the constant changes in the national and international socio-economic environment II LITERATURE REVIEW Curriculum Hilda Taba (1962) defines a curriculum as a study plan When defining a curriculum, Hilda Taba (1962) points out the elements of a curriculum as four elements: (1) A statement of specific goals and objectives; (2) Selection and structure of curriculum content; (3) Appropriate teaching strategies and learning styles; and (4) Learning outcomes assessment system Albert, I Oliver (1977) said that the curriculum consists of four basic elements: subjects; activities, learning experiences; services; and “hidden” operations Subjects, activities, learning experiences, and services are obvious parts of the curriculum, while the concept of “hidden” activities can refer to the organizational cultural values of the school, society, etc The curriculum is examined in a broader context, with an emphasis on the development of skills and other values that students learn in school Ronald C Doll's (1996) opinion on the curriculum reflected this: “The school curriculum is formal and informal educational content and activities; the process of implementing content activities, through which learners acquire knowledge and understanding, develop skills, attitudes, feelings, and ethical values under the organization of the school” Thus, the concept of an educational curriculum can be drawn as an overall design that is systematically presented for an educational and training activity of a course in a specified period, and can show the following four factors: 1) Training objectives clearly show learning outcomes; 2) Training content (subjects) and duration of the curriculum and each subject; 3) The process and methods of implementing the training content specified in the curriculum to achieve the training objectives; and 4) Method of testing – evaluating training results, in addition, there should be instructions for curriculum implementation Curriculum design In language teaching, input, process, and output are the three main factors in the process and structure of a teaching design Input indicates language content - language knowledge/skills to be taught in a lesson or course Once the input has been determined, the process establishes the teaching method, learning activities, and teaching materials The output indicates the learning outcome This can be a level achieved on a competency scale or a standardized language test, or the ability of the learner to use the language to some degree of skill, or the ability to effectively engage in specific communication activities Richard (2013) has identified and distinguished three approaches in language teaching design: forward design, central design, and backward design (Richard, 2013) 2.1 Forward design The forward design process starts with the planning of learning content objectives, then moves on to the methods, and finally to the evaluation of learning outcomes Solving problems with teaching content and sequence are important first steps in developing a forward design1 Figure Flowchart of teaching design according to forward design C ontent Proces R esult (Source: Richard, 2013) The forward design assumes that all inputs and outputs are connected linearly The creation of a series of stages that occur in a predetermined order, with the output of one stage becoming the input of the next, is known as forward design Forward design, according to Richards and Rodgers, is associated with creating lesson plans using content knowledge (Richard, 2013) Although learning objectives may be stated, they usually play a minor role in teaching or assessing the learning content The following diagram depicts the progression of designing a course or part of course: Figure The process of designing a forward teaching plan Program Content Process Result Evaluation distribution (Source: Richard, 2013) 2.2 Central design According to Richards (2013), central design begins with class processes and methods Issues about curriculum content and learning outcomes are not specified in advance but are raised as the lessons are implemented Many of the groundbreaking methods of the 80s showed central design Figure Diagram of teaching design according to the central design Content Process Result (Source: Richards, 2013) According to Bruner (1966) and Stenhouse (1975), the teaching process includes inquiry, decision-making, discussion, interpretation, critical thinking, cooperative choice, etc Content is selected according to purpose Learning outcomes not need to be detailed Therefore, central design is understood as a learning-oriented and learner-centered teaching perspective (Leung, 2012) Graves (2008) develops this approach by pointing out that the “curriculum enactment” is the core of the curriculum Learning and assessment processes are intrinsically linked and dynamic The purpose of assessment is to enhance teaching and learning, not just to measure the quality of teaching According to Richar’s analysis (2013), and Terrel’s Natural Approach (1983), Task-based Language Teaching TBLT (Version 1, Willis, 1996) are two typical examples of the central design Both of these instructional programs tend to be appropriate for language instruction for young students (Richard, 2013) 2.3 Backward design Backward design, as opposed to forward design, can be thought of as teaching design Backward design starts with clearly stating and specifying the learning outcomes, and then decisions about teaching methods and content are made based on the outcomes Figure Diagram of teaching design according to the backward design Content Process Result II.3.1 Backward design with a targeted approach Going back to the 40s to 60s of the twentieth century, we see that the reverse teaching design is the way to implement teaching in the direction of the goal approach (Tyler, 1949 & Taba, 1962) According to these two authors, instructional implementation begins with the specific description of outcomes as pre-requisites This process consists of basic steps as follows: (1) analyze learners' needs; (2) set the goal (knowledge-skills-attitude); (3) select content; (4) organize content; (5) select learning experiences; (6) organize learning experiences; (7) determine the content of the assessment and how the assessment will be carried out The role of the method is to determine what are the most effective ways to achieve the goal, while the evaluation adopts a criteria-based approach II.3.2 Backward design with a capacity development approach According to the backward design model of Wiggins and McTighe (2006), a lesson or lesson consists of three steps: (1) identify expected outcomes; (2) identify acceptable evidence of learning; (3) plan learning and teaching experiences According to Wiggins (2006), the objective approach presented presents three discrete linearities, which not distinguish between knowledge and skills Competence differs from learning goals and outcomes in that competencies indicate the ability of learners to apply skills in situations commonly encountered in everyday life Therefore, the elements in the Teaching Design for Capacity Development are closely related and mutually supportive They are based on a set of results drawn from the analysis of tasks that require learners in a variety of life situations As assessment improves, the quality of teaching and learning will also be enhanced by a clear description of expected outcomes and the ongoing feedback that competency-based assessment can provide (Docking, 1994) Application 3.1 View General Education Curriculum - English subject curriculum (Promulgated together with Circular No 32/2018/TT-BGDĐT dated December 26, 2018, of the Minister of Education and Training) has a view to building in the direction of open The curriculum development is conducted based on basic points of view including: (1) Comply with the regulations stated in the General Education Curriculum of the Ministry of Education This perspective helps to build an English curriculum that is consistent with the general education curriculum, consistent with the curriculum of all other subjects in forming the content direction as well as the interpretation method to present (2) Take communication capacity as the goal of the teaching process; Language knowledge is a means to form and develop communication skills through listening, speaking, reading, and writing The point of view of building a curriculum in the direction of developing learners' competencies is one of the current prominent trends in many countries with advanced education, aiming at the goal of forming and developing students' core competencies, necessary for learning and working in the 21st century At the same time, the English Curriculum is built based on the goal of developing communication capacity through listening, speaking, reading, and writing at increasing levels throughout all three levels of study, ensuring consistency, development, and gradual increase in the entire curriculum content This orientation clearly shows the characteristics of the capacity development curriculum, not taking equipment of knowledge as an educational goal (3) Designed based on a system of topics, the topics are closely related, meaningful, and suitable to the learning and living environment of students, suitable for capacity development communication needs to meet the requirements for each level of study; The design of the curriculum based on the system of topics and topics besides the language knowledge circuit (phonetics, vocabulary, grammar) and communication capacity is a multidimensional/hybrid curriculum design model This is also a remarkable trend in the development of foreign language c in many countries around the world today (4) Take students' learning activities as the center in the teaching process This view shows that the English curriculum has kept up with modern trends of active teaching methods, in which the student is the center and the teacher only plays the role of a guide (5) Ensure continuity of English teaching among elementary, secondary, and high school This is a new highlight of the new English curriculum (10 years, from grade to grade 12) compared to the old English curriculum (7 years, from grade to grade 12) The practice of teaching English in primary schools has become a common trend in foreign language education in the world Teaching English at primary school age with appropriate methods will promote the strengths of young children when learning foreign languages and increase the time for students to practice communication in the teaching process In addition, the application of the 6-level Foreign Language Competency Framework for Vietnam in teaching and assessing English in high school also shows the trend of standardization in foreign language teaching in general and English in particular (6) Ensure flexibility The point of view of curriculum building in an open direction represents a real innovation point in the construction of the English Curriculum This is also the current development trend of teaching curricula in the world The fact that the curriculum is built in an open direction will help textbook authors be more flexible and creative when compiling books and give schools and teachers more autonomy in teaching 3.2 Objectives Nurturing the young generation in each period because general education must aim at training generations of workers who can meet the requirements of the country; training citizens imbued with national identity and able to integrate with the region and the world At each stage of the country's development, the social, economic, political, cultural, and environmental contexts, people must innovate to meet the requirements of human resources The school, through the subjects, must contribute to meet that requirement Objectives of English subjects have shown the concretization of the general educational goals stated in the overall general education curriculum The outstanding goal of this renewal is to focus on developing the qualities and capabilities of learners It is an important basis for building English curriculum goals Each subject has its characteristics and strengths in contributing to the achievement of general educational goals Therefore, it must be based on the characteristics of specific subjects to determine appropriate goals Specifically, it is necessary to base on the characteristics of the subject structure, position, role, and nature of the subject in high schools to determine the goals The objective of the curriculum shows that English is a tool subject and has outstanding advantages in developing communication capacity Not only is it a tool subject, but English is also an aesthetic and humanistic subject that plays an important role in educating the quality, spirit, morality, and personality of learners In addition, the goals of the English curriculum also show that it is consistent with the goals of foreign languages in general and English in particular of countries with advanced education in forming a new communication tool for students and developing students' ability to communicate in English The training objectives of the English curriculum are consistent with the mission, educational goals and functions, and tasks of the general education curriculum, and at the same time associated with learners' learning needs and human resource of the labor market needs, in line with the training level and training system, by the overall general education curriculum objectives Objectives of knowledge: The objectives of the English curriculum have summarized the level of knowledge to be achieved for learners at each level, including elementary, secondary, and high school Objectives of skill: The objectives of the English curriculum have fully and clearly stated the skills that need to be equipped for learners, including necessary skills in learning foreign languages in general and English in particular Objectives of attitude: The objectives of the English curriculum have fully stated the moral qualities students need to practice: learners' attitudes towards society such as positive attitudes towards learning English ; know how to be proud, love and respect the language and culture of their people; develop qualities such as love, respect for yourself, friends, family, environment; hard work, and honesty 3.3 Syllabus The English curriculum consists of a system of topics that equip learners with the knowledge, skills, and attitudes to meet the requirements and objectives of the curriculum according to the legal documents of the Ministry of Education and Training, and consistent with the general education curriculum The curriculum is suitable for the psychology and desire of the learners, the goals of the country's socioeconomic development, and the trend of globalization The curriculum is built to ensure the scientific and systematic development approach The curriculum has a strict layout, including the system of core and most necessary knowledge of the English curriculum The curriculum is designed in a multicomponent structure including (i) a system of topics (general), topics (specific); (ii) communication skills related to topics; (iii) a list of language knowledge (phonetics, vocabulary, grammar) Cultural content is taught and integrated into the system of topics Each topic carries the most core scientific knowledge content, not duplicate content with other subjects The English curriculum is built to ensure the updating of English subjects, in line with new knowledge and skills developed in recent years, creating conditions for learners to access current knowledge of the region and the world The content of the English curriculum is appropriate for the learners' level and time budget, as well as the educational institution's facilities and equipment, teaching staff, management staff, and other personnel As can be seen, the English curriculum is designed to ensure the feasibility The curriculum includes a system of topics, with inherited, non-duplicating content to develop the knowledge learned from the previous level and the subjects studied before in the curriculum The English curriculum is structured in such a way that it ensures continuity Knowledge modules are included in the curriculum to ensure a reasonable connection between levels of study The content of the subjects inherits knowledge from previous levels and does not overlap with the graduate level's knowledge content The curriculum has common subjects for several university training disciplines, enabling students to easily change careers, and can study some more subjects to get a second degree without having to repeat the same subjects studied in the first major The English curriculum is designed to ensure flexibility and openness Based on the mandatory requirements of listening, speaking, reading, and writing, textbook writers, educational institutions, and teachers can be proactive and creative in implementing teaching as requirements of the curriculum Teachers can choose textbooks, use one or a combination of books, and refer to many different sources for teaching based on sticking to the objectives and meeting the requirements of the curriculum The fact that the curriculum is built in an open direction will help textbook authors be more flexible and creative when compiling books and give schools and teachers more autonomy in teaching 3.4 Methodology Through studying the educational method of the English curriculum, it can be shown that the educational method has been built by the authors on factors such as: (1) Requirements for a fundamental and comprehensive renovation of general education, including innovative teaching methods; (2) Objectives of the subjects; (3) Teaching content; (4) Orientation on educational methods stated in the general general education curriculum and (6) Research achievements on foreign language/English teaching methods in the early years of the 21st century In addition to obeying the general guidance on teaching methods of subjects in the General Education Curriculum, the English curriculum has proposed guidance on subject-specific methods Due to nature is a national program document, the English curriculum only covers the most general contents related to English teaching methods in the direction of developing learners' qualities and competencies to meet the general goal of the subject The teaching method is appropriate and effective for achieving the primary goal of the English curriculum in high school, which is the development of English communication skills The communication-focused educational method allows and encourages the use of a variety of rich and flexible methods, techniques, and forms of teaching organization that are appropriate for a variety of teaching situations and students in various locations 3.5 Evaluation The English curriculum has been designed following the criteria of innovation in teaching methods, which should be associated with innovation in assessing the teaching process as well as innovating in testing and assessing students' learning achievements Evaluation of learning outcomes is the process of collecting information, analyzing and processing information, explaining the status of achievement of educational objectives, finding out the causes, making pedagogical decisions to help students learn more progress on a daily basis The assessment of learning outcomes does not place the ability to reproduce learned knowledge at the center of the assessment from the perspective of capacity development The ability to apply knowledge creatively in a variety of situations should be the focus of the assessment of learning outcomes by capacity Assessment of learning outcomes for educational subjects and activities in each grade and after school is a key measure to determine the level of achievement of teaching objectives, which plays an important role in improvement Types of assessment include question-and-answer tests, written tests, and practice tests Teachers develop the content, difficulty, and level of competency requirements of the test based on knowledge and skills standards and orientation of output capacity of each grade level as prescribed in the curriculum of the grade level The examination and assessment are conducted through different forms such as Quantitative (scoring), qualitative (commenting, grading), a combination of teacher's assessment, mutual assessment, and self-assessment of students Types of tests and assessments are developed following the orientation of classroom teaching methods, ensuring adequate assessment of language skills such as listening, speaking, reading, and writing, as well as language knowledge such as grammar, vocabulary, and phonetics Conclusion It can be said that training curriculum evaluation is a necessary activity for educational institutions to improve the quality and effectiveness of training curriculum Training curriculum evaluation can be carried out right from the training curriculum development stage, not necessarily during implementation and postimplementation evaluation Evaluation of training curriculum can be approached from many different angles In this essay, I applied the knowledge in the school and assessed the general education curriculum - the English curriculum (Promulgated together with Circular No 32/2018/TT-BGDĐT dated December 26, 2018, of the Minister of Education and Training) The assessment results show that throughout the general education curriculum, English is the goal of developing students' English communication ability, “communication ability is the goal of the teaching process; Language knowledge is a means to form and develop communication skills through listening, speaking, reading and writing” Most importantly, the English curriculum defines "emphasis on two skills of listening and speaking" as well as determining to teach natural language, helping students to approach new languages from easy to difficult, helping students to learn new languages, to absorb and nurture more easily achieve results The curriculum content, on the other hand, is divided into four topics for each level The topics are intertwined and are intended to be revisited and expanded upon over time Furthermore, the curriculum is designed with open-ended and adaptable content in mind This is demonstrated by the Ministry of Education and Training's provision of only four mandatory topics, while the system of specific topics in the program for all levels of education is only "suggestions." The general education curriculum, in general, and the English curriculum, in particular, can be described as a very practical step The English curriculum serves as a springboard for learners to learn the most authentic language possible, beginning with their first English lessons REFERENCE Bruner, J (1966), The Process of Education, Cambridge MA: Harvard Educational Press Docking, R (1994), Competency-based curricula – the big picture Prospect 9(2): 8–17.Doll, R.C (1996) Curriculum Improvement: Decision Making and Process Graves, K (2008), The language curriculum: a social contextual perspective, Language Teaching 41(2) 147–81 Hilda Taba (1962), Curriculum Development: Theory and Practice Harcourt, Brace & World, Inc, New York, Chicago , San Francisco, Atlanta Leung, C (2012), Outcomes-based language teaching In: Burns A, Richards JC (eds) The Cambridge Guide to Pedagogy and Practice in Language Teaching New York: Cambridge University Press, 161–79 Oliver, Albert I (1977) Curriculum Improvement: A Guide to Problems, Principles and Process, 2nd ed., New York: Harper and Row Richards, Jack C (2013), Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design, RELC Journal 44(1) 5–33- SAGE Stenhouse, L (1975), An Introduction to Curriculum Research and Development, London: Heinemann Taba, H (1962), Curriculum Development: Theory and Practice, New York: Harcourt Brace and World Tyler, R (1949), Basic Principles of Curriculum and Instruction, Chicago, IL: University of Chicago Press Wiggins, G., Mc Tighe J (2006), Understanding by Design: A Framework for Effecting Curricular Development and Assessment Alexandria, VA Association for Supervision and Curriculum  ... education in general and the quality of training curriculum in particular Stemming from the above reasons, it shows that the development and evaluation of training curriculum play an important role in. .. implementing the training content specified in the curriculum to achieve the training objectives; and 4) Method of testing – evaluating training results, in addition, there should be instructions... documents of the Ministry of Education and Training, and consistent with the general education curriculum The curriculum is suitable for the psychology and desire of the learners, the goals of the