Capability of assessing students is one of the output standards of education students. This capability includes the following components: capability to check and evaluate learning outcomes, Capability to organize assessment in primary education, Capability to design evaluation tools and use of software to support elementary school assessment.
62 Hoang Nam Hai, Ma Thanh Thuy A NUMBER OF PEDAGOGICAL MEASURES TO CONTRIBUTE TO THE DEVELOPMENT OF ASSESSMENT CAPABILITY FOR EDUCATION STUDENTS TO MEET OUTPUT STANDARD Hoang Nam Hai, Ma Thanh Thuy University of Education - The University of Danang; hnhai@ued.udn.vn, mathanhthuy.spdn@gmail.com Abstract - Capability of assessing students is one of the output standards of education students This capability includes the following components: capability to check and evaluate learning outcomes, Capability to organize assessment in primary education, Capability to design evaluation tools and use of software to support elementary school assessment Organized training courses to develop assessment capability for education students in recent years has received interest from the faculty of Primary Education, The University of Danang - University of Education Students with this capability will ensure the success of the primary school assessment task in accordance with Circular 03/VBHN-BGDĐT [4] Our article presents some experiences and measures to develop the assessment capacity for students of primary education at The University of Danang - University of Education Key words - Assessment; assessment of pupils; capability; assessment capability; elementary education department; students Introduction In recent years, the renovation of assessing primary school pupils has received special attention from the whole society The view of assessment of the progress of school students - not letting the students lag behind has been accepted in the whole society and the school students have been excited Therefore, primary education university students – future primary teachers must have the capacity of evaluating primary school students This requirement has become one of the output standards of the program of training primary education university students The mission of the Primary Education Department, Danang University - University of Education is to train primary school teachers to meet the output standards or professional standards of primary schools The capacity of evaluating primary students can be considered as one of the core competencies of the curriculum A good judgment not only promotes progress of primary students, but also adjusts and changes the teachers’ teaching methods The perception of the capacity and qualities of primary school students 2.1 The perception of the capacity of primary students 2.1.1 The perception of the capacity About capacity, so far there have still been many different understandings and interpretations Kyrutecxki argues that "when we say about the capacity, it means that we must say about the capacity in all activities of the human [9] Rubinstein considers that "the capacity is the total psychological attributes that make a person fit with a socially beneficial activity" [10] According to the Organization of the Developing Countries - OECD, "the capacity is the ability of the individual meeting complex requirements and perform tasks successfully in a specific context" [11] If the capacity is considered from the point of view of purpose and personality, Mr Pham Minh Hac considers that "the capacity is a combination of psychological characteristics of a human being (also known as the combination of the psychological attributes of a personality), this feature complex operates for a certain purpose, and produces the results of an activity"[8] If one considers the competency on the view of mastering skills in action, Rogiers thinks, "Capacity is the integration of skills that naturally affect the contents of a given set of circumstances solving the problems caused by the situation" [12] Thus, we can understand the capacity as the ability to apply the knowledge, skills and experiences with the beliefs and wills to successfully carry out a certain activity Capacity is often expressed through some of the following features: - Ability to survive and grow through activities - Ability is appealed through operations mastering skills in action - Different individuals will have different capacities - Capacity can be fully fostered to improve through education and training 2.1.2 The perception of the capacity of primary school students Circular 03 [4] (The circular uniting from circular 30/2014/Circular – Ministry of Education [2] and Circular 22/2016/Circular – Ministry of Education [3] on the evaluation of primary school pupils) defines some of the competencies of primary school students, including: selfservice, self-management; Capacity of cooperation; Ability to self-study and solve problems To assess these competencies, the teachers need to know some of the core manifestations of those abilities Expressions of competence can be explicit (for students with marked manifest capacity), may still be motivated to encourage patiently However, depending on living conditions and environments students have different levels of performance of abilities 2.2 The perception of the quality of primary school students 2.2.1 The quality conception The concept of qualities has both narrow and broad meaning In a narrow sense, qualities are physiological concepts, which are the physical characteristics of the body such as the nervous system, senses and organs Available characteristics are the natural basis for people to receive psychological phenomena and attributes In broad terms, qualities refer to psychological characteristics such as personality, will, excitement, temperament, human style 2.2.2 The perception of the quality of primary school students ISSN 1859-1531 - THE UNIVERSITY OF DANANG, JOURNAL OF SCIENCE AND TECHNOLOGY, NO 6(115).2017 Circular 22 defines that the qualities of students are formed and developed in the process of learning, practicing, and experiencing in life inside and outside school These qualities include: the quality of hard working; the quality of confidence, the quality of responsibility; the quality of honesty, the quality of discipline; the quality of solidarity and the quality of love [3] The ways to evaluate primary school students Circular 30 [2] and Circular 22 [3] define the content of the assessment It is the assessment of the learning process, progress and learning outcomes of students according to the standards of knowledge, skills in each subject and other educational activities according to the primary education program; It is also the evaluation of the formation and development of students' capacities and qualities Methods of evaluation include regular assessment and periodic assessment Regular assessment is the evaluation of the learning process, training knowledge, skills, attitudes and some manifestations of students' qualities carried out in the process of the course content and educational activities [3] Regular assessments include regular assessment of learning and regular assessment of competence and quality Periodic assessment is the evaluation of the student's educational results after a period of study or training, in order to determine the level of completion of the student's learning task in comparison with the standard of knowledge, skills required in the primary education program and formation, capacity development, as well as students’ qualities ([3], [7]) Periodic assessments also include periodic assessments of learning and periodic assessments of competence and quality Periodic assessment is one of learning in each subject in the middle of the first term or the second term and at the end of the first term and at the end of the school-year at three levels: Good completion: good performance of learning requirements of the subject or educational activities.; Completion: being able to carry out the learning requirements of a subject or educational activity; Incomplete: Some of the learning requirements of the course or educational activity have not been carried out ([3], [7]) Periodic assessment is one of competencies, qualities in the middle of the first term, at the end of the first term, in the middle of the second term and at the end of the school-year Form teachers rely on some manifestations of students' perceptions, skills, attitudes in the ongoing assessment of the formation and development of each competency and quality of each student at the levels: Good: meeting the education requirements, expressing clearly and regularly; Passed: meeting the educational requirements, but not often; Necessary to try more: not fully meet the educational requirements, expressing unclearly ([3], [6], [7]) The assessment of students with disabilities and students in flexible classes is provided in Article 12 of Circular 22 ([3], [5], [6]) Output standards in training primary education university students 63 4.1 The Objective (Obj) for the curriculum of primary education 1st Obj: The primary education curriculum aims to create and provide conditions for the staff of primary educators to meet the educational innovative requirements in the industrialization and modernization era of the nation and international integration 2nd Obj: Graduate students must have strong political stance and ethical qualities of a teacher who is physically fit to perform the task of education 3rd Obj: Students are able to teach the programs of elementary level well 4th Obj: Students are able to carry out primary education activities 5th Obj: Graduate students of this training system can continue their studies at master and doctoral levels in Primary Education, Education Management and have the ability to become essential teachers at the primary level; the capacity to study and apply pedagogic research at elementary level, self-improve and self-develop [5] 4.2 Output standards (OS) of the curriculum of primary education bachelors The curriculum at the university level for the primary education has output standards: Output Standard 1: Qualities and ethics of teachers; Output Standard 2: Ability to understand learners and the educational environment; Output Standard 3: Educational capacity at primary level; Output Standard 4: Capacity of teaching at elementary level; Output Standard 5: Capacity of pedagogical competence; Output Standard 6: Capability of assessment in Education (Assessment towards the success of elementary school students); Output Standard 7: Capacity for social activities; Output Standard 8: Capacity to develop a career, develop themselves Output Standard of foreign languages and ICT [5] 4.3 Output Standard Assessment meets the objectives of the curriculum Graduate students can evaluate the satisfying levels of output standards to the objectives of the curriculum in terms of three levels Low (L), Medium (M), High (H), in the following table: Table Levels of satisfying Output standards to the objectives of the program OS1 OS2 OS3 OS4 OS5 OS6 OS7 OS8 OBJ H H H H H H H H OBJ H L M M M H M M OBJ L H M H H H L H OBJ M H H H H H M M OBJ L M M H M M M H Thus, graduate students from primary education except for other output standards, the Output standard on evaluation in education, and the assessment of elementary school students are essential and important [5] The current status of evaluating capacity to elementary students of primary education Faculty 64 In order to have a thorough and objective view on the evaluating capacity of primary education students, we have conducted a survey among students of the Faculty of Elementary Education, The University of Danang University of Education 5.1 Purpose of the survey The purpose of the survey is to carry out the students' understanding of evaluating primary school students before they have not been trained about evaluating elementary school students 5.2 Contents and organization of the survey 5.2.1 Survey contents We have designed the questionnaire with 10 questions as follows Q1: What is the role of evaluation in primary school teaching? a Very necessary b Necessary c Less necessary d Do not know Question 2: Who takes the decisive role in assessing primary school students, Student; Teacher; Parents? a Teacher b Parents c Students d Do not know Q3: What is the level of carrying out of your primary school student assessment? a Researched carefully b Studied c Not researched yet d Do not know Q4: The best elementary school student assessment is through oral tests or tests? a strongly agree b Agree c Disagree d Do not know Q5: Do teachers need to write notes in all students' notebooks? a Strongly agree b Agree c Disagree d Do not know Q6: It is necessary to compare students with their friends around to encourage the effort? a Strongly agree b Agree c Disagree d Do not know Q7: Assessment of student's capacity, qualities through observation, exercises, group discussions or student products from learning? a Strongly agree b Agree c Disagree d Do not know Q8: Asking students to rewrite 10 times of dictations when they make spelling errors? a Strongly agree b Agree c Disagree d Do not know Q 9: What are some signs of cooperative capacity? a Write right b Write one correct part c Write incorrectly d Empty Q10: What are some manifestations of problem solving Hoang Nam Hai, Ma Thanh Thuy capacity? a Write right b Write one correct part c Write incorrectly d Empty 5.2.2 Organizing the survey We conducted a survey among 20 students from Grade 12STH, Faculty of Elementary Education, The University of Danang - University of Education in February 2016 before they took pedagogy practice 5.2.3 Surveying results Table Surveying results Sentence No Selection a Selection b Selection c Selection d 5/20 103/20 1/20 4/20 13/20 1/20 5/20 1/20 1/20 7/20 8/20 4/20 5/20 7/20 6/20 2/20 8/20 7/20 3/20 2/20 4/20 6/20 7/20 3/20 6/20 7/20 4/20 3/20 3/20 5/20 9/20 3/20 3/20 7/20 6/20 4/20 10 1/20 5/20 8/20 6/20 5.3 Analyzing survey results Survey results show that 25% of students perceive that primary school assessment is not important, and especially, some students are unaware of the roles of assessment to teaching and learning tasks at elementary level Therefore, up to 60% of students are not interested in the evaluating circular for elementary education level They did not read, did not download the materials of research required by the instructors, and when asked, they said they did not know This is a lack of assessment capacity In the process of learning they are not aware that they should be equipped with professional capacity for the future It is also because of that indifference that 70% of students not know the core manifestations of problem solving capacity; 50% of students not know the core manifestation of the capacity of cooperation of primary school students In general, the capacity of evaluating elementary school students of primary education students taking entrance tests in 2012-2016 is limited in many ways from perception to technology and evaluating ways Developing assessment capacity for students is an indispensable task in the context of the renovation of general education, especially the trend of teaching innovation to develop and enhance pedagogical capacity for Teaching staff in elementary schools Some measures for developing evaluating capacity for primary education students The innovation of higher education, especially at The University of Danang - University of Education in the past years has received the much attention and guidance of the Party Secretary, Board of Management, faculty leaders and the response from the teaching staff has made positive changes and gained considerable achievements In that ISSN 1859-1531 - THE UNIVERSITY OF DANANG, JOURNAL OF SCIENCE AND TECHNOLOGY, NO 6(115).2017 context, the innovation of teaching in the Faculty of Primary Education has taken firm steps with many effective solutions These solutions include: 6.1 Solution 1: Innovating the contents of assessment unit of primary education 6.1.1 The purpose of the solution In the tendency to innovate in general education, assessment tasks are also innovated to fit new teaching modes In primary education, in 2005 there was rule 30 on the assessment by comments on Music, Art, Ethics, Physical Education and Social Studies and regular assessment and periodic evaluation by marks and comments for Maths, Vietnamese, History, Geography, Science [1]; In 2009, Circular 32 regulates regular and periodical evaluations of Mathematics, Vietnamese, History, Geography, Science by marks and comments; In 2014, Circular 30 changed the view of regular assessment with comments without marks; In 2016, Circular 22 amended and supplemented the inadequacies of Circular 30 ([2], [3], [4]) Thus, the checking and evaluating unit in the curriculum of primary education students needs to be renewed regularly to catch up with the "breath" of general education 6.1.2 How to perform - Every two years, reassess the appropriateness of each module to meeting of the learning outcomes of the curriculum; - Immediately update the innovations of elementary assessment into the contents of checking and evaluating unit for primary level The update is passed through the professional group, consulting elementary school teachers and experienced teachers on primary school assessment 6.2 Solution 2: Integrate the content and knowledge of student assessment into each unit of the teaching method 6.2.1 The purpose of the solution At elementary level, for specific subjects, students will have different specialized abilities To regularly assess the levels of performance of the standards of knowledge, skills and competencies in each subject, the integration of content and evaluating ways regularly and periodically into the contents of lectures of the method units (such as Mathematics Teaching Methodology, Vietnamese Teaching Methodology, Ethics Teaching Methodology in elementary schools) will help elementary education students to understand clearly how to evaluate the competencies of students through each specific subject 6.2.2 How to perform - Concentrate on the direction of unified action and point of view from the faculty level so that professional can help each lecturer teach the method units - Unify the systems of specialized abilities of elementary students and their expressions for each specific subject - Unify the assessment ways in the teaching staff of the method units, unify to set up specific guidance for each specific competence group - Frequently update when there is a change in the 65 practice of education 6.3 Solution 3: Organize training courses and workshops on primary school student assessment 6.3.1 The purpose of the solution This solution aims to equip, provide the latest contents and methods to assess students for future teachers Helping students have the full knowledge and skills of assessment to apply after graduation, and become teachers This is a very convenient forum for students to be rubbed, told evaluating experiences from practical education that is very useful for them 6.3.2 How to perform - Sending faculty members to set up professional groups, attend the training courses provided by the Ministry After that, the team will train, and report back in the group, then exchange experiences to have the information to report to students and teachers - Coordinating with the Department of Education and Training, Department of Education to unify the way of training for the core staff of the Department - Organizing seminars and training courses for students Giving tasks to reporting groups, exchange and discussing evaluation at primary schools Inviting core, experienced, teachers from some elementary schools to report on practical experience topics to help students experience how evaluation is done at elementary schools This is a meaningful work, bringing the theory and practice closer together Students will both have theory and learn sufficient practical experience - Organizing training courses for students on student assessment in information technology - Surveying 50 students (not identical to the 20 initial survey students) of the 2012 admission course after being trained about elementary school student assessment in accordance with Circular 30 by the Department Over 95% of students are confident with capacity of evaluating primary school students; Over 90% of students understand the core manifestations of collaborative capacity, problem solving capacity 6.4 Solution 4: Carrying out the principle of education "Learning with practice, the theory attached to reality" 6.4.1 The purpose of the solution The "satellite teaching practice" at The University of Danang - University of Education is a form of education reform applying the principle of education "learning along with practice, theory combined with practice" 6.4.2 How to perform In 20 weeks of satellite teaching practice, elementary education students will go to a lecture hall, a day at high schools They are observed, told how to evaluate primary students in accordance with Circular 30, 22 What they learn about primary school assessment is tested in practice to compare theories with practice, enrich their knowledge and pedagogical skills Surveying 30 students who enrolled in 2013 after practicing 66 Hoang Nam Hai, Ma Thanh Thuy satellite pedagogy (Feb, 2017) 100% of students are confident with the ability of evaluating their elementary students; Over 95% of students understand the core manifestations of collaborative capacity, solving the problems of elementary students Students think they can evaluate school students as well as a full-time elementary school teacher Conclusion Organizing training courses for approaching the capacity at the Faculty of Primary Education in particular and The University of Danang - University of Education in general has brought remarkable results The pedagogical solutions that we deployed initially have really worked The professional capacity of elementary Primary Education students in recent years has confirmed that They have always topped the recruiting times, and are highly appreciated about the professional capacity by many leaders of the district education and training departments in Danang city as well as teachers of primary schools [3] [4] [5] [6] [7] [8] [9] [10] [11] REFERENCES [1] The Ministry of Education and Training (MOET), Circular No 30/2005/QĐ-BGDĐT, MOET issued the Regulation on Primary School Assessment, performed September 30, 2005 [2] The Ministry of Education and Training (MOET), Circular No [12] 30/2014/QĐ-BGDĐT, MOET issued the Regulation on Primary School Assessment, performed October 15, 2014 The Ministry of Education and Training (2016), Circular No 22/2016/QĐ-BGDĐT, Ministry of Education and Training issued on amending and supplementing some articles of Circular 30, effective from Nov 6, 2016 The Ministry of Education and Training (2016), United Circular 03, Ministry of Education and Training issued on 28 September 2016, performed from Nov 6, 2016 The University of Danang - University of Education (2015), Regular training program in primary education Hoang Mai Le, Xuan Thi Nguyet Ha, Nguyen Duc Manh (2016), Q & A on primary school assessment, Vietnam Education Publishing House Nguyen Duc Minh (2015), Guidelines for assessing the capacity of pupils at the end of primary school, Vietnam Publisher Pham Minh Hac (1992), Some Psychological Problems, Educational Publisher Kơrutecxki V.A (1978), The Psychology of Mathematical Competence of Students, (Translated by Pham Van Hoan, Le Hai Chau, Hoang Them), Education Publishing House Rubinstein X L (1989), Fundamentals of General Psychology, Educational Publishing House OECD (2003), The PISA 2003 Assessment Framework Mathematics, Reading, Science and Problem Solving Knowledge and Skills, Paris Rogiers X (1996), Integrated Pedagogy or How to Develop Competencies in the School, Educational Publisher (The Board of Editors received the paper on 12/06/2017, its review was completed on 24/06/2017) ... Ability to understand learners and the educational environment; Output Standard 3: Educational capacity at primary level; Output Standard 4: Capacity of teaching at elementary level; Output Standard. .. 5: Capacity of pedagogical competence; Output Standard 6: Capability of assessment in Education (Assessment towards the success of elementary school students) ; Output Standard 7: Capacity for. .. of primary education bachelors The curriculum at the university level for the primary education has output standards: Output Standard 1: Qualities and ethics of teachers; Output Standard 2: Ability