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Đánh giá quá trình trong dạy học trực tuyến theo hướng nâng cao động lực học tập cho sinh viên đại học. Đánh giá quá trình trong dạy học trực tuyến theo hướng nâng cao động lực học tập cho sinh viên đại học. Đánh giá quá trình trong dạy học trực tuyến theo hướng nâng cao động lực học tập cho sinh viên đại học. Đánh giá quá trình trong dạy học trực tuyến theo hướng nâng cao động lực học tập cho sinh viên đại học. Đánh giá quá trình trong dạy học trực tuyến theo hướng nâng cao động lực học tập cho sinh viên đại học. Đánh giá quá trình trong dạy học trực tuyến theo hướng nâng cao động lực học tập cho sinh viên đại học. Đánh giá quá trình trong dạy học trực tuyến theo hướng nâng cao động lực học tập cho sinh viên đại học. Đánh giá quá trình trong dạy học trực tuyến theo hướng nâng cao động lực học tập cho sinh viên đại học. Đánh giá quá trình trong dạy học trực tuyến theo hướng nâng cao động lực học tập cho sinh viên đại học. Đánh giá quá trình trong dạy học trực tuyến theo hướng nâng cao động lực học tập cho sinh viên đại học.MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION PHAM DUONG THU HANG FORMATIVE ASSESSMENT IN ONLINE LEARNING ORIENTED TO ENHANCE LEARNING MOTIVATION FOR STUDENTS AT UNIVERSITY.
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION PHAM DUONG THU HANG FORMATIVE ASSESSMENT IN ONLINE LEARNING ORIENTED TO ENHANCE LEARNING MOTIVATION FOR STUDENTS AT UNIVERSITY Major: Theory and Methodology of Teaching Industrial Technology Code: 14 01 11 THE SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCE Hanoi - 2022 This thesis has been completed at the Faculty of Technical Pedagogy Hanoi National University of Education Scientific instructors: Assoc Prof NGUYEN HOAI NAM Assoc NGUYEN TRAN QUOC VINH Reviewer 1: Assoc Prof PHAM NGOC THANG Hung Yen University of Technology and Education Reviewer 2: Assoc Prof PHAM KIM CHUNG VNU University of Education Reviewer 3: Assoc Prof NGUYEN VAN HANH HaNoi University of Science and Technology The thesis will be defended before the University-level Dissertation Judging Board meeting at Hanoi National University of Education at ……… on………… The thesis can be found at the library: National Library, Hanoi or Library of Hanoi National University of Education LIST OF PUBLISHED SCIENTIFIC WORKS RELATED TO THE THESIS Pham Duong Thu Hang, Nguyen Hoai Nam, 2018 formative assessment" at the university level with the support of technology Journal of Occupational Sciences 57+58 June 6+7 Pham Duong Thu Hang, Nguyen Hoai Nam, 2019 Formative assessment in E-learning: Role and experience for implementing information technology trainee teacher training in Vietnam Proceedings of the first international conference on teacher education revonation – ICTER 2018: "Teacher education in the context of industrial revolution 4.0" Pham Duong Thu Hang, 2019 Connecting formative assessment and instruction based on learning outcomes for blended learning model in higher education HNUE Journal of Science, Educaitional Sciences, Volume 64, Issue 12, pp 101-111 Pham Duong Thu Hang, Nguyen Hoai Nam, 2021 Formative b-Assessment – A new concept in higher education Case study at University of Science and Education, The University of Danang, Vietnam ILITE 2021 INTRODUCTION I Reasons to choose a topic Firstly, Circular No 08/2021/TT-BGDDT dated March 18, 2021, Promulgating the Regulation on university-level training has had several amendments, including a change in the conditions for recognition of graduation of students According to the Circular, in addition to the current requirements for graduation recognition for students, students need to achieve the course learning outcomes (CLOs) of the training program – which is the orientation of the teaching process, and also the destination of students in the educational program Therefore, teaching and learning activities, including assessment activities, need to be regularly updated and improved to meet the increasing requirements of educational innovation, especially in higher education currently In additional, also according to the Circular, online teaching-learning has been allowed and has specific regulations Specifically, training institutions may organize online classes when meeting current regulations on information technology application in the management and organization of online training with a maximum allowable duration of 30% of the total volume of the training program Accordingly, instructor can design teaching forms to suit the teaching context, including fully synchronized online forms Secondly, according to the current students-centered teaching-learning orientation at universities, the innovation of assessment methods is essential to promote the role of students Assessment is not only done by each instructor, but students and instructors become “responsible partners in learning and assessment”, meaning that students have a “responsibility to evaluate” rather than just “receive assessment” from an instructor Formative assessment (FA) is an assessment type that expresses the above meaning and has concerned many educators about its importance and effectiveness in improving the quality of teachinglearning The goal of FA is not only to rank students but also to promote the learning of students by helping students to be self-reliant and timely self-regulate their learning throughout the learning process of students thanks to the support of the instructor and also their classmates In addition, in the era of technology 4.0, along with changes in higher education towards more flexibility, online learning (OL) is an inevitable trend today and has been deployed and applied by most higher education institutions for convenience, quickly and efficiently this environment brings The COVID crisis of 2019 is a testament to the motto “The schooling may stop, but the learning must not” thanks to the implementation of full OL form Learning motivation (LM) is a topic that receives a lot of attention from researchers in the field of education LM urges students to carry out learning activities and, at the same time, orient, maintain and determine the intensity of such behaviors to regulate and improve learning outcomes Therefore, in OL teaching for students of technical majors, FA measures can make the students' LM to be increased This positively affects the learning and teaching results of students and lecturers, contributing to improving the quality of training Thirdly, although most studies identify that the FA, OL, and FA in OL help motivate students to progress and improve their academic performance However, when implementing FA in OL, the works not describe specifically how the measures or assessment activities of FA are carried out, based on the criteria or steps taken In addition, in OL, the technological element is often 'abused' and is more focused on implementing assessment activities instead of needing to emphasize and focus more on the 'process' factor Depending on the context in which the teaching process takes place, the teaching facilities in OL should be defined under the FA activities so that technology plays an intermediary role, supporting teaching-learning activities to achieve maximum efficiency Moreover, when implementing FA in OL, it has not been determined that it is necessary to approach implementation in a specific direction for the evaluation activities to play a role, meeting specific goals in that direction, such as LM enhancement approach For the above reasons, the thesis author chooses the research topic related to FA in OL according to a clear approach in the design of assessment activities The name of the research topic is: Formative assessment in online learning oriented to enhance learning motivation for students at university II Purpose of research Clarify the rationale and status of FA in OL oriented to enhance LM for students at university On that basis, it is proposed that measures to implement FA in OL in the direction of improving LM in order to improve learning outcomes for technical students III Subjects, objects and scope of study Research subject: The teaching-learning process at “Industrial Technology” major Object of study: FA in OL at university for “Database” course Scope of research: - Scope of current research: Scope of investigation and survey of the situation FA in OL oriented to enhance LM for students at university at member universities of The University of Da Nang, Hanoi National University of Education, Hung Yen University of Technical Education, Institute of Technical Education, University of Economics - Industrial Engineering - Scope of pedagogical testing: Experimental teaching-learning “Database” courses for Information Technology students at at the University of Education, University of Danang IV Scientific hypotheses If the synchronous use measures of FA in OL oriented to enhance LM for students at university into university teaching-learning practice, this will help students orient themselves and adjust their learning As a result, improves learning outcomes for students, contributes to innovation, and improves the quality of teaching-learning V Research tasks - Study the rationale and status of FA in OL oriented to enhance LM for students at university - Developing measures FA in OL oriented to enhance LM for students at university - Testing and evaluating research results VI Research methodology Group of theoretical research methods: The author uses methods of analysis, synthesis, generalization, and systematization of research works related to LM, FA in OL, and factors in the direction of raising LM for students Based on this, the thesis builds a research model that demonstrates the relationship between the FA in OL and the LM of students From there, the thesis proposes FA measures in OL to positively influence the above factors to improve the LM for students Group of practical research methods: - Survey method by questionnaire: Using a questionnaire to survey the status of FA in OL oriented to enhance LM for students at university; Using questionnaires to test the proposed research model about the influence of FA in OL on LM of students at university - Observation and interview methods: Interviewing instructors and students to get more opinions on the status of FA in OL oriented to enhance LM for students at university; Observing learning activities and interview students to develop measures and make qualitative comments on the effectiveness of pedagogical impact on students - Methods of pedagogical experimentation: Experiment with measures FA in OL oriented to enhance LM for students at university to evaluate the impact of measures FA in OL on LM of students - Expert method: Ask experts about the necessity, suitability, and feasibility of the measures FA in OL oriented to enhance LM for students at university Other support method groups: - Descriptive statistical method: Use SPSS software to process data after collecting data from questionnaires and provide information about sample size, sample distribution, average value, standard deviation, and smallest and largest values of variables in the actual survey and research model inspection - Statistical analysis method: With the research model proposed by the thesis, the thesis uses the method of Structural Equation Modeling (SEM) analysis using AMOS software to verify the research model VII New contributions of the thesis Scientific significance: Development of theoretical basis (overview research; basic and related concepts of research problem; characteristics and role of FA in OL oriented to enhance LM for students at university; the basis for measuring the influence of FA in OL on LM of students) and the situation of FA in OL oriented to enhance LM for students at university currently at higher education institutions Practical implications: Develop FA in OL oriented to enhance LM for students at university measures VIII Defense arguments In online learning, formative assessment is an assessment strategy that emphasizes the process and how learning outcomes are achieved by students The formative assessment measures in online learning oriented to enhance learning motivation for students at university are suitable for the current teaching-learning situation in the higher education context Experimental results in the online “Database” course show that: a The formative assessment makes students satisfy basic psychological needs (including the need for autonomy, need for competence, need for relatedness) b The formative assessment has a positive impact on the learning process and enhances the learning motivation for students c The formative assessment brings effectiveness to student learning outcomes IX Thesis structure In addition to the Introduction and Conclusions and recommendations sections, the thesis content consists of three chapters: Chapter 1: Theoretical basis and reality FA in OL oriented to enhance LM for students at university Chapter 2: The FA measures in the OL “Database” courses oriented to enhance LM for students at university Chapter 3: Testing and Evaluation CHAPTER THEORETICAL AND REALITY BASIS FORMATIVE ASSESSMENT IN ONLINE LEARNING ORIENTED TO ENHANCE LEARNING MOTIVATION FOR STUDENTS AT UNIVERSITY 1.1 Research issues overview 1.1.1 Formative assessment at university Domestic and foreign research authors have carried out many studies on the implementation of FA at university Most of the works after implementation have made corresponding conclusions to clarify the nature, meaning, role as well as effectiveness that FA brings However, the FA that the work has undertaken usually focuses on FA activities in general only, without much mention of measuring the 'process' impacts To measure these impacts, the design of assessment activities should be oriented towards a specific goal to have a basis and basis for building a "scale" related to FA strategies On the other hand, in the matter of implementing FA, the issue of which level of FA activities instructors have implemented has not been highlighted in detail - this is the basis for regulating teaching The process of designing and implementing FA also has not seen the works mentioned in detail 1.1.2 Formative assessment in online learning at university Most of the research when implementing FA in OL emphasizes a lot of technological factors, focusing on assessing the effectiveness of technology without emphasizing 'process' and not defining the specific objectives of assessment activities and what to In other words, the FA activities in OL have not been designed with a specific approach such as aiming to improve the LM for students or aiming to equip students with certain learning skills On the other hand, when implementing FA activities in OL, the work does not mention barriers and assumes that all factors that need to be met to implement the implementation are satisfied such as the technological capacity of instructors, students; infrastructure, facilities, network systems; time and effort of instructor invested in the design, construction, and implementation of courses; strategies and policies of educational institutions; These factors determine the feasibility and effectiveness of applying FA in OL However, in practice, at different educational institutions, the level of response to the above factors is also different Therefore, depending on the specific context, OL now needs to serve as an enabling environment for the implementation of assessment activities instead of 'chasing' technology Design in terms of form, level as well as implementation related to technology should be focused on These issues have not been clarified in the studies 1.1.3 Formative assessment in online learning oriented to enhance learning motivation for students at university The LM of students at university is said by studies to be distinguished from the LM ones at other levels of education by the biological, psychological, and social characteristics of students that are different from other ages Most studies that implement FA or OL or FA in OL make the general show that FA and OL positively affect the dynamics of students However, specific research clarifies which elements of FA in OL affect LM and how much influence is limited Moreover, the research results of the works are also different because they are studied in different contexts such as different geographical locations, times, and learners, And a very important issue is that works when research hardly specifically mentions how FA or OL is implemented, and this can affect the results of research and other related proposals Therefore, it is not only necessary to specify whether or not FA in OL oriented to enhance LM for students at university, but also to indicate how it is FA in OL is done Based on the results of the overall analysis of the research problems of the topic, the thesis author found that the topic could be aimed at clarifying the above 'gaps', and at the same time, there is currently no complete study of FA in OL in the direction of LM enhancement Therefore, the thesis approaches the research topic in the following direction: Inherit and effectively promote the strategies of FA; Use OL as an environment that maximizes the convenience of implementing FA activities; Design assessment activities towards the goal of improving LM 1.2 Some concepts 1.2.1 1.2.1.1 Some basic concepts Formative assessment According to the dissertation author, FA is an assessment that focuses on the 'process', considering how (the way) students learning outcomes are achieved rather than by how much it is, and is understood by the thesis as: “FA is an assessment strategy that values skills and attitudes in learning and focuses on looking at learning outcomes in terms of how they are achieved” 1.2.1.2 Online learning The thesis defines OL as follows: “Online learning is a form of teaching-learning that uses electronic media and the Internet to organize, operate, manage and implement teaching-learning activities in that process” Media here is understood as all technical devices capable of containing or transmitting information about lesson content to support teachers and learners to organize and conduct rationally and effectively teaching process to achieve teaching goals 1.2.1.3 Formative assessment in online learning FA in OL is defined by the thesis as using electronic assessment when implementing FA or treating it as FA online because FA is now associated with the use of technology in a teaching-learning environment The thesis proposes the concept of FA in OL as follows: “FA in OL is a strategy that values skills and attitudes in online learning and focuses on how it is achieved” 1.2.2 1.2.2.1 Some related concepts Motivation Motivation is a thrust directed at a very close purpose, meeting a very direct need The opposite of motivation is impediment or resistance The level of motivation of each age group is different or is it influenced by factors related to human biology, psychology, and society It urges people to take action to achieve their own needs The thesis defines the motivation as follows: “Motivation is all about the biological, psychological, social factors that influence an individual's activity and drive it positively” 1.2.2.2 Learning motivation For students, LM is motivated by the difference between their current level of academic proficiency and their desired level The thesis defines LM as follows: “LM is the driving force in the learning process, or all about the biological, psychological, and social factors that affect learners' learning activities and positively promote learning activities” 1.2.2.3 Enhance learning motivation According to the thesis author, enhance LM is understood as improving, developing, increasing LM for learners Thus, if you identify the factors that can affect the LM and thereby make the impact on those factors, it can be to increase or enhance the LM for students Thus, enhance LM is understood by the thesis as: "To enhance LM is to increase the learner's LM by having a reciprocal effect on the factors affecting the LM” The factors that influence LM as mentioned are varied and complex However, in the research topic of the thesis, the factors affecting the LM according to the thesis topic are only related to FA Accordingly, the favorable effects on the LM of students are the measures related to FA in OL 1.3 Self-determination Theory in the relationship between formative assessment in online learning and students’s learning motivation at university 1.3.1 Self-determination Theory Concerning satisfying human needs, their motivations are clearly described in the Self-determination Theory proposed by Ryan and Deci According to this theory, human beings need to be satisfied with the following three needs to have endogenous motivation: need for autonomy, need for competence and need for relatedness 1.3.2 The relationship between the formative assessment in online learning and the learning motivation of students at university The thesis proposes a model that demonstrates the relationship between the FA in OL and the students’s LM asFigure 1, contains two sets of mechanisms: internal and external Figure 1 FA in OL as an integral part of learning through student need saticfaction and student motivation 1.4 Some reasoning issues about formative assessment in online learning oriented to enhance learning motivation for students at university 1.4.1 Biological, psychological and social characteristics of students at university For students at university age, their biological, psychological, social characteristics as well as their learning environment are the basis, which is a favorable condition for being able to implement measures to improve their LM more effectively than other levels of education Factors affecting the students’s learning motivation at university in online learning 1.4.2 About OL, the thesis identifies the groups of factors affecting the LM of students in OL as: Group of technological factors; Group of pedagogical factors; Group of individual factors 1.4.3 The benefits and challenges of formative assessment in online learning oriented to enhance learning motivation for students at university 1.4.3.1 Benefits For both students and instructor, FA in OL oriented to enhance LM for students at university brings many benefits: time gian, effort, efficiency 1.4.3.2 Challenges Challenges exist as barriers affecting the effectiveness of FA in OL oriented to enhance LM for students at university: Requirements for investment and innovation of technological infrastructure; network systems and transmission lines; electronic teaching facilities and equipment; Requirements for designing and implementing assessment activities to suit the context, teaching-learning environment; to create interest, increase and maintain the participation of students; Request timely feedback for students; Requirements for the time and effort of instructor; Information technology skills requirements of both instructor and students 1.4.4 Characteristics of formative assessment in online learning oriented to enhance learning motivation for students at university 1.4.4.1 Meet the strategy of formative assessment Based on three questions and five strategies, the thesis identifies a number of FA implementation activities in the OL respectively for the three objects of instructor, students and classmates specifically proposed in table Table 11: Table 11 The assessment activities in the OL correspond to the five core strategies of the FA Instructor Where is student going? Where is student now? (1) (2) Create an enabling, technology-enabled environment to collect effective evidence of student’s learning through observation, monitoring, and discussion Provide, explain, and clarify the evaluation criteria of the CLOs with typical illustrative examples (1) Classmates Students How student gets to their destination? (3) Feedback to student is based on evidence that has been collected, supported by technology (4) Clearly define, understand, explain and Expressed through collaborative learning, back-and-forth share the evaluation teaching, peer-assessment, supported by technology criteria of the CLOs (1) (5) 1.4.5.3 Guidelines for adjusting learning Help includes providing resources, resources to achieve learning goals, and information on how to apply those resources, such as strategic explanations and self-regulatory recommendations Providing help to students will allow them to act autonomously and effectively (experience autonomy, competence) This role is demonstrated by providing timely feedback to students 1.4.5.4 Explain learning results This role involves assisting students in obtaining appropriate interpretations through FA This role is fulfilled by organizing student self-assessment and peer-assessment Thus, FA in OL oriented to enhance LM for students at university needs to be designed in a way that meets these roles or needs to create a context for which the basic psychological needs (including need for autonomy, need for competence and need for relatedness) of students are satisfied This is the basis for the thesis to propose measures FA in OL oriented to enhance LM for students at university 1.4.6 Measuring the impact of formative assessment in online learning oriented to enhance learning motivation for students at university The thesis proposes the research model as follows: H2(+) Satisfaction of a person’s basic psychological needs H3(+) FA in OL Autonomy motivation H1(+) Figure Proposed research model The three hypotheses of the research model are: H1 (+): The FA in OL affects autonomy dynamics in the same direction H2 (+): The FA in OL affects the same dimension as the satisfaction of a person’s basic psychological needs H3 (+): The satisfaction of a person’s basic psychological needs affects autonomy motivation in the same direction To test the above hypotheses, based on the relevant research work mentioned below, the thesis identifies the scales used as: scale in terms of the level of awareness applied FA in OL; scale on the degree of satisfaction of basic psychological needs; scale in terms of the level of motivation 1.5 The situation of formative assessment in online learning oriented to enhance learning motivation for students at university 1.5.1 Purpose, scope, objects of the survey Purpose: Survey the implementation status of FA in OL oriented to enhance LM for students at university Survey scope: member universities of Da Nang University, Hanoi National University of Education, Hung Yen University of Technical Education, Institute of Technical Education, University of Economics and Industrial Engineering Respondents: 75 instructors and 361 students from universities in the survey range 10 1.5.2 Survey methodology Surveys are sent to instructors and students through Google Forms online 1.5.3 Contents In order to provide an overview of the current situation regarding FA in OL as well as their impact on the LM of students, the thesis examines the following issues: Table 13 Information about the content of the current status survey Question groups Likert scale Number of questions Current status of FA implementation 1-5 13 The current use of OL in relation to FA activities 1-5 14 The impact of FA in OL oriented to enhance LM for students at university 1-5 15 1.5.4 Overview of survey data Present the proportion of men and women corresponding to different in speccific of students and instructors 1.5.5 Survey results Present the results of the above survey contents and determine the level of achievement of each issue 1.5.6 1.5.6.1 Analysis of results Current implementation of formative assessment The opinions of instructor and students on the current situation regarding the implementation of FA in the teaching-learning process are few differences but have not been appreciated 1.5.6.2 Current use of online learning related to formative assessment activities This factual result is a proof of the feasibility of using OL in teaching and judging by the existence of learning systems as well as other learning support software of educational institutions However, using technology to assist in the implementation of FA, meeting the 'process', to meet the maximum effectiveness of FA is not appreciated 1.5.6.3 Current impact of formative assessment in online learning oriented to enhance learning motivation for students at university The level of responsiveness of indicators expressed as LM can be enhanced by FA in OL but is not clear Therefore, it is necessary to establish a learning environment, namely assessment activities so that students feel a clear impact in the direction of improving LM for students 1.5.6.4 Some other related comments The opinions shared by students and instructors about the advantages and existence of FA in OL 1.5.6.5 Exchange and interview instructors, students There needs to be a system of criteria as well as tools to implement FA for both instructors and students that can be based on it to jointly carry out effective and practical assessment activities CHAPTER CONCLUSION 11 Based on published research at home and abroad, the thesis author has developed the rationale of the research problem related to FA, FA in OL, and FA in OL oriented to enhance LM for students at university – subjects with many academic characteristics that distinguish them from subjects of other ages because of their differences in specialty biological, psychological and social scores Students, have the advantages of self-assessment, self-awareness, self-direction, and self-regulation to achieve their learning goals The FA in OL is an assessment strategy that emphasizes process; values skills and attitudes in online learning – using electronics and the Internet to conduct learning activities and focuses on how learning outcomes are achieved rather than how much it is FA in OL oriented to enhance LM for students at university differs from FA in general in characteristics: (1) Meeting the strategies of FA; (2) Using appropriate teaching technology in the FA strategies; (3) Aiming to satisfy the need for autonomy, need for competence and need for relatedness of students In OL, technology, pedagogy, and individual learners are the groups of factors that influence the LM of students in online learning According to the Self-determination Theory, the satisfaction of a person’s basic psychological needs of students (including the need for autonomy, need for competence, and need for relatedness) positively affects the internal motivation (autonomy motivation) of students The FA in OL is the path, the environment, and the conducive context for making the basic psychological needs of the above students satisfied FA in OL, the satisfaction of a person’s basic psychological needs of students are factors that affect the LM of students at university The current situation of FA in OL oriented to enhance LM for students at university in some higher education institutions shows that FA in OL in the direction of improving LM can inherit, promote advantages and limit existence in FA activities CHAPTER FORMATIVE ASSESSMENT IN ONLINE “DATABASE” COURSES ORIENTED TO ENHANCE LEARNING MOTIVATION FOR STUDENTS AT UNIVERSITY 2.1 Basis for building measures of formative assessment in online learning oriented to enhance learning motivation for students at university The general goal of the methods of FA in OL oriented to enhance LM for students s is to increase LM for students thanks to the activities of FA in OL during the teaching process Based on the theoretical basis in Chapter of the thesis, in particular, the manifestations of the LM (section 1.2.2.2); characteristics, the role of FA in OL oriented to enhance LM for students s is to increase LM for students (sections 1.4.4, 1.4.5), the measures focus on aspects corresponding to measures 2.2 Measure 1: Analyze the characteristics of the “Database” courses 2.2.1 The importance of the “Database” courses Currently, developing the software industry is one of the important goals in the cause of industrialization and modernization in our country Job positions related to this industry are always attractive and attractive to workers 12 In fact, information technology is an attractive discipline for many learners After graduation, if the learner has good capacity and mastery skills in a database and a certain programming system, the chances of getting a good job are great, especially related to building and developing implementation of management information systems 2.2.2 The importance of the “Database” courses In fact, after completing the course, many students still find it difficult to assess whether the database design is good or/and the using queries have always been correct for every instance of the database or not 2.2.3 The importance of the “Database” courses At the Faculty of Informatics, University of Science and Education, the University of Danang, the “Database” course is a compulsory subject, belonging to the specialized knowledge block of the Bachelor of Information Technology training program The course is organized and implemented, including both theory and practice The course is suitable for exploiting Internet-based technology to support, respond, and interact with learners so that learners can self-regulate their learning progress and pace The course is also convenient in choosing the right time to organize active learning activities (experience ), attracting learners Therefore, through the analysis of the characteristics of the “Database” course, based on the FA activities in interactive teaching and learning, students' cooperative learning is interested and enhanced This measure is necessary, helping lecturers have grounds to analyze for each specific subject group in each semester 2.3 Measure 2: Define design principles of formative assessment in online learning oriented to enhance learning motivation for students at university 2.3.1 Use the course learning outcomes as the design content orientation The CLOs of the training program serves as a standard for ensuring quality and effectiveness in higher education Therefore, when designing FA in OL, FA activities should be a means throughout the teaching-learning process to bring learners to the destination of meeting the CLOs level of the courses 2.3.2 Determine the level of online learning suitable for assessment activities and teachinglearning environment FA in OL is FA attached to technical support or FA now becomes electronic FA, in the way the thesis approaches However, the design of FA in OL needs to focus, the priority is the goal of each measure instead of focusing more on technology Technology needs to be placed in its place as a supporting factor to enhance the effectiveness of measures rather than a guideline for the design of assessment activities This is called the principle of not focusing on technology 2.3.3 Meeting the 'assessment for learning' role FA focuses on gathering evidence and implementing 'feedback' associated with the assessment of learning support or 'assessment for learning (AfL) 2.3.4 Meeting '(self) assessment as learning' role The concept of 'Assessment as Learning' (AaL) was introduced as an aspect of FA and focused mainly on learners 'Assessment as learning' is understood as when students perform self-assessment learning In addition to self-assessment, FA also includes peer-assessment and collaborative assessment These strategies help learners play a more active role in their own learning and promote self-regulation 13 2.4 Measure 3: Define the requirements of formative assessment in online learning oriented to enhance learning motivation for students at university 2.4.1 For instructor From Table 1-1, the thesis identifies requirements of FA in OL that should be mentioned in the implementation of FA in OL for the instructor Namely: CLOs; Evaluation criterias of CLOs; Assignments and activities that elicit evidence of students learning; Loop questioning and feedback strategies elicit evidence of students learning; Specific feedback; Peer-assessment; Self-assessment; The context/environment of the classroom; Adjustment of the teaching process 2.4.2 For students Also based on the three questions and five strategies of the FA above, the thesis proposes requirements on which students will base their learning through each CLOs by self-assessment Thereby, students self-identify and reflect on their learning throughout the process Specifically, the requirements are The frequency of the presence of students at the lessons; Level of understanding of CLOs and evaluation criteria; Frequency of participation in the implementation of assigned assignments of students; Frequency of participation in discussions and feedback at classes/groups; Results of the performance of assigned assignments of students; The level of CLOs's response is based on the evaluation criteria of the courses 2.5 Measure 4: Develop a design technique of formative assessment in online learning oriented to enhance learning motivation for students at university 2.5.1 Step 1: Make a plan The FA in OL oriented to enhance LM for students at university plan is built on the plan and teaching content of the courses, clearly shown in the detailed outline of the courses Assessment activities must be planned following the instructional plan The goal of this step is to develop a master plan for the whole curriculum of the courses to allocate a variety and complete range of assessment activities, per the objectives and CLOs to be achieved by the lesson At this step, the instructor needs to identify the following information to develop the plan: CLOs; Lesson content related to CLOs; Evidence obtained of the learning of students concerning CLOs; Measures used to implement FA in OL oriented to enhance LM for students at university (section 2.5); Implementation time 2.5.2 Step 2: Implementation The instructor and students carry out assessment activities according to the planned FA in OL oriented to enhance LM for students at university plan The goal of this step is to collect data about the learning of students and analyze and process that data In addition, the way and progress of the assessment activities of the instructor should also be saved to carry out the assessment and adjust in the next steps 2.5.3 Step 3: Evaluate The instructor evaluated the data on the learning of students obtained in step and the techniques FA in OL oriented to enhance LM for students at university implemented The goal of this step is for an instructor to test performance, identify strengths, and identify areas for improvement in assessment activities In any single lesson, the application of the FA implementation measures in the OL that the thesis proposes will be selected depending on the specific characteristics of that particular lesson The results of the implementation of the FA techniques in the OL are evaluated by the instructor based on the evaluation criteria of the corresponding techniques proposed by the thesis 14 2.5.4 Step 4: Adjust The instructor adjusts the plan based on: What is the result of the assessment in step compared to the set goal; either the result of collecting evidence about the learning of students; or the self-assessment result of students 2.6 Measure 5: Use some organizational and perform techniques a formative assessment in online learning oriented to enhance learning motivation for students at university 2.6.1 Use electronic learning materials to build course learning outcomes maps Objective: To provide students with a “complete” view of the CLOs to be achieved and the relationships related to the CLOs of the courses to help determine the destination for the students 2.6.2 Use electronic assignments and electronic discussions to increase students' participation in learning activities Objectives: Develop communication skills in learning, and self-confidence of students; Develop the ability of students to study and self-reflect; Increase the rate of information retrieval of students in lessons; Promote understanding by providing opportunities to seek clarification of issues; Increase the class participation rate of students; Students become practical in the approach to learning 2.6.3 Use electronic feedback to students for timely adjust learning Objective: Provide adequate and timely feedback to students, helping learners answer the question: Where are they now and how to get to their destination 2.6.4 Use electronic self-assessment to determine the status of learning Objectives: Develop a greater understanding of the evaluation criteria, which can be further expanded as students jointly develop the evaluation criteria; Improve accountability when making judgments and learn how to evaluate the work of your classmates; Develop skills that reflect and evaluate their work; Develop learning from building feedback for their classmates; For group work, helps address the risk of unfairness because it allows for an assessment of the individual's efforts and contributions to group work; Equip the skills needed for lifelong learning, especially assessment skills 2.7 Illustration of measure in “Database” courses To implement FA in OL oriented to enhance LM for students at university, some conditions need to be met namely: 1) The syllabus should be provided in advance for students and the outline is detailed and clarifies what CLOs students need to achieve 2) Rubrics should be provided to students in advance The criteria table should clearly show the evaluation of the students achieved at different levels corresponding to the CLOs of the courses 3) Learning materials should be provided in full and with a specific introduction to each document 4) Self-study instructions, the requirements for students to prepare in advance need to be complete and detailed to help students not have difficulties and ambiguities in determining what they need to 5) Conditions on facilities and learning support tools are fully met, ensuring the form of OL 2.7.1 Technical illustration: Use electronic learning materials to build course learning outcomes maps 15 The following is an illustrative example by a student implement: Figure Illustration of a CLOs map made by a student 2.7.2 Technical illustration: Use electronic assignments and electronic discussions to increase students' participation in learning activities Design and build electronic assignments: The assignments identified, designed, and constructed to illustrate the organization of the implementation of Technique of CLOs are given in Table Error! Reference source not found Organize electronic discussions: The instructor asks questions to lead students to discover new knowledge of the lesson as well as selfreinforce and string together related lessons learned 2.7.3 Technical illustration: Use electronic feedback to students for timely adjust learning The Couser uses some channels as follows to feedback for students: The instructor uses the learning system to send the results of multiple-choice tests as soon as the tests are completed to each student's academic account Commenting and giving feedback are done for the whole class in the virtual classroom forum Then, for students with poor results, the instructor needs to listen to students' opinions and share more - Comment online on each essay and send comments immediately to students through the learning system - feedback results of tracking learners on the online training exercise system on the Khanacademy.org page (there is a “Database” courses here and students practice in many different types of lessons) - Suggestions for output standard maps of all students, groups of students, and each student when discussing the CLOs map - Send comments and suggestions to students in self-assessment and peer-assessment activities, in group activities 2.7.4 Technical illustration: Use electronic self-assessment to determine the status of learning Peer-assessment: Course designs and builds the following template for students to perform peer-assessment Table 1-4 Design template for peer-assessment Group name: Reviewer name: First member name of the group: 16 General comments on pros, cons and suggestions for how to fix it Contributions Ability to solve problems Working attitude Focus on work Ability to work with others The second member's name: Self-assessment: Figure Illustration using a web diagram showing the learning of students through each CLO Students self-assessment about their learning of each CLO based on the requirements that the thesis has proposed Below is an illustration, a self-assessment chart of a student represented in Figure 2.3 Based on the results of self-assessment, students self-complete the contents according to the following table: Table 1-5 Self - assessment template of students STT Request an assessment The frequency of the presence of students at the sessions The level of understanding of CLOs and the evaluation criteria The frequency of participation in the performance of assigned Description of activities performed Level of attainment Strengths Point of existence Action Plan 17 assignments of students Frequency of participation in discussions and feedback in classes/groups The result of performing the assigned assignments of students Level of responsiveness CLOs CHAPTER CONCLUSION The “Database” is a specialized course of the Information Technology training program, which plays an important role and makes a major contribution to the formation and development of learner capacity to meet one of the CLOs of the Training Program FA in OL oriented to enhance LM measures in "Database" courses have the common goal of increasing the LM of students thanks to the activities of FA in OL Analysis of the characteristics of the “Database” courses shows the need to develop measures related to this problem This is the first measure to ensure that the module is deployed in accordance with the characteristics and role of FA in OL oriented to enhance LM of improving the teaching and learning process FA in OL oriented to enhance LM ensures taking CLOs and the evaluation criteria of the courses to orient learners; designing FA activities in accordance with the technological responsiveness in OL; taking on the nature of 'assessment for learning' and 'assessment as learning' These principles are the content of measure The requirements of FA in OL are oriented to enhance LM for students at university to help instructors, students evaluate their own teaching-learning activities This is the basis for proposing measure Measure deals with design techniques The FA in OL oriented to enhance LM is a four-step cycle that represents the development or is described as the image of a continuous rolling circle uphill in order to meet the goal of continuous improvement in the quality of teaching-learning The result of this cycle is used as the basis for adjustment in the next cycle Measure is the techniques of organizing and implementing FA in OL oriented to enhance LM towards improving the teaching quality These techniques use electronic means divided into groups corresponding to the assessment strategies to respond quickly and conveniently when performing assessment activities in the online environment 18 CHAPTER TESTING AND EVALUATION 3.1 Purpose - Evaluate the effectiveness of FA in OL oriented to enhance LM for students at university measures when implementing “Database” courses teaching at university by empirical methods; Verify the influencing factors in the relationship between FA in OL and LM of students through statistical modeling - Assess the necessity, feasibility, and suitability of FA in OL measures oriented to enhance LM for students through expert methods 3.2 Pedagogical experiments 3.2.1 Experimental subjects The experiment was conducted in two phases on groups of “Database” courses at the University of Science and Education, The University of Danang, phase in the second semester of the academic year 2020 – 2021 (2 groups of courses) and the 2nd phase in the second semester of the academic year 2021 – 2022 (3 groups of courses) 3.2.2 Empirical content Phase 1: Apply the measures FA in OL oriented to enhance LM for students at university duration of the course, with all CLOs of the courses Phase 2: Apply the measures FA in OL oriented to enhance LM for students at university only for the lesson content of the two CLOs of the “Database” courses are: CLO 1: Design a relational data model CLO 4: Query data using SQL 3.2.3 1.1.1.1 Experimental results Experimental results of phase The end-of-semester exam results of the two groups of “Database” courses in the second semester of the 2020-2021 academic year are used and compared with the test results at the beginning of the semester (which is the first test after studying for a short time) of the students in these two courses Four groups of student's growth scores compared to the results of the beginning of the semester were determined in proportion to the student rate of each group: Group 1: There was less than 20% growth in end-of-semester test results compared to the results of the beginning of the semester, accounting for 17.5%; Group 2: There was 20% more growth in end-of-semester test results than early-semester test results, accounting for 38.1%; Group 3: There was 50% more growth in end-of-semester test results than early-semester test results, accounting for 20.6%; Group 4: There was more than 100% growth in end-of-semester test results compared to early-semester test results, accounting for 23.8%." In general, the statistical results show positive growth in the results of the end-of-semester examinations of students The end-of-semester test results of the two groups of “Database” courses in the second semester of the 2020-2021 academic year were also compared with the end-of-semester test results of the “Database” courses groups in the second semester of the 2019-2020 academic year (the previous school year) The “Database” courses in the second semester of the academic year 2019 – 2020 still apply FA in OL but are not as clear and complete as the measures proposed by the thesis The comparison results show that the average score of the “Database” courses groups in the second semester of the 2020-2021 academic year (the experimental group of measures in phase 1) is higher than the average score of the “Database” courses 19 groups in the second semester of the 2019-2020 academic year (the group did not apply the measures in the previous academic year) So that the FA in OL oriented to enhance LM for students at university techniques can be modified and proposed to be edited so that they are effective in the second round of experiments, in this first round of experiments, the thesis examines the opinions of students about the effectiveness of the techniques but at a general level is to name them without entering the tissue describe the specifics of each activity related to the techniques Self-assessment and peer-assessment are separated into two separate contents when collecting reviews Most students have an awareness of the techniques used and have a fairly good assessment of how effective the techniques are In these FA in OL oriented to enhance LM for students at university techniques, the technique involves clarifying CLOs and the evaluation criteria that are most effectively evaluated by students Meanwhile, the organization of assignments and discussions has not been appreciated as other measures The organization of students' self-assessments has also not been appreciated These assessments help the thesis authors make some adjustments when conducting the second round of experiments 1.1.1.2 Experimental results of phase In the second round of experiments, the measures FA in OL oriented to enhance LM for students at university were implemented for “Database” courses in the second semester of the academic year 2021 – 2022 In this experiment, the thesis collected data on the self-assessment results of students through each CLOs The chart shows the self-assessment results of students in CLO and CLO – the CLOs clearly and fully impacted FA in OL oriented to enhance LM for students at university measures have a higher average value than other CLOs on all assessment requirements This result clearly shows that students see a difference in the implementation of assessment activities for each CLOs because CLOs that not apply the measures of the proposed thesis is not well evaluated by students Thus, it can be said that students are self-conscious and master their learning 1.1.1.3 Results of the interview students a Activities that need to be maintained and continued to improve (if any) of FA in OL enhance LM that brings progress to students Some of the students were interviewed in the form of open but serious conversations to further clarify their feelings about the measures the thesis proposed had been implemented Some actual sharing is recorded b The desire to develop and make FA in OL oriented to enhance LM for students at university is increasingly meaningful Some of the wishes and aspirations of students are also recorded 3.3 Test the research model In addition to the results of the two waves of experiments presented above, in order to increase the persuasiveness of the reliability of the measures in these two waves of experiments, based on the research model proposed in section 1.4.6, the thesis tested this model with the test hypotheses of the model If these hypotheses are accepted, it means that the measures proposed by the thesis have an impact on LM and this effect is also through the satisfaction of a person’s basic psychological needs of students including the need for autonomy, need for competence, and need for relatedness 3.3.1 Survey objects 20 The accreditation was conducted with “Database” courses at the University of Science and Education, The University of Da Nang in the second semester of the academic year 2020 – 2021 and the second semester of the academic year 2021 – 2022 (which are the above courses in the two experiments) The learning process of these students applies the FA in OL oriented to enhance LM for students at university measures that the thesis proposes 3.3.2 Methods of implementation A survey was distributed to students from courses that were tested with FA in OL oriented to enhance LM for students at university measures above (see the appendix for the content of the questionnaire) The survey consists of 35 observed variables of the scales presented in section 1.4.6 The time to complete the slip is about 10-15 minutes 1.4.6Students are asked to take their opinions seriously according to their perceptions of each statement in the questionnaire 3.3.3 Implementation progress The progress of the inspection of the research model is presented through the diagram 3.3.4 3.3.4.1 Research results Metric overview Men and women correspond to the various students and instructors presented 3.3.4.2 Evaluate scales by Cronbach's Alpha reliability factor The research model of the thesis consists of scales: (1) The FA factor in OL This factor consists of sub-factors: Sharing CLOs and evaluation criteria; Class discussion; Teacher feedback; Selfassessment and peer-assessment (2) The factor of the satisfaction of a person’s basic psychological needs, including sub-factors: the need for autonomy, the need for competence, and the need for relatedness (3) Autonomic motivational factor These scales are tested through Cronbach's alpha reliability factor with data collected from quantitative research and are accepted 3.3.4.3 Overview of the level of evaluation of students for each observed variable After identifying the observed variables corresponding to each aspect that is actually related to the FA in OL oriented to enhance LM for students at university, the thesis author performs an analysis of each of them According to the results of the survey, the level of assessment of students about the factors of each factor is presented 3.3.4.4 Exploratory Factor Analysis (EFA) The variables that were satisfactory while evaluating the reliability of the scales using Cronbach's alpha coefficient were included in the EFA analysis with each scale on SPSS software and factors were extracted EFA results are relevant and statistically significant 3.3.4.5 Confirmatory Factor Analysis (CFA) From the EFA's results, the proposed scales of the study now have the following structure: These scales form a model for measuring the concepts in the research topic, so it is necessary to verify the suitability of the model and assess the reliability of the scale using CFA Factors include: - The Autonomy motivation factor is measured by AM4, AM5, AM3, AM2, AM1, AM6 - The Class discussion factor includes the variables CD4, CD1, CD3, CD2, CD7 - The Teacher feedback factor includes the variables TP5, TP3, TP4, TP1, TP2 - Self-assessment and peer-assessment factor includes SPA2, SPA3, SPA1, SPA4, SPA5 - The Satisfaction of need for relatedness factor includes RS2, RS1, RS3 21 - Factor Sharing CLOs and evaluation criteria factor includes CC3, CC2, CC1 - The Satisfaction of need for competence factor includes CS1, CS2, CS3 - The Satisfaction of need for autonomy factor includes AS1, AS2, AS3 CFA analysis of the components of the model showed that the normalized weights were all of the permissible standard (≥ 0.50) and statistically significant (p < 0.05) 3.3.4.6 Test the proposed model using Structural Equation Modeling (SEM) The SEM linear structure model is used to test the research model This result shows that the relationships between the factors in the study model are statistically significant by 5% At the same time, from this result, we can conclude that the scale of the model reaches the theoretical relation value Table 16 Results of testing the relationship between research concepts Relationship Estimate S.E C.R P TM < - FBA 748 105 7.122 *** AM < - TM 309 196 1.577 * AM < - FBA 796 164 4.857 *** (Where, *p