1. Trang chủ
  2. » Tất cả

Management of learning performance assessment and evaluation by capacity based approach at vietnamese military academies current situation and solutions

7 1 0

Đang tải... (xem toàn văn)

THÔNG TIN TÀI LIỆU

Thông tin cơ bản

Định dạng
Số trang 7
Dung lượng 484,41 KB

Nội dung

462 MANAGEMENT OF LEARNING PERFORMANCE ASSESSMENT AND EVALUATION BY CAPACITY BASED APPROACH AT VIETNAMESE MILITARY ACADEMIES CURRENT SITUATION AND SOLUTIONS Dr Tran Thi Hoai, PhD student Pham Van Phon[.]

462 MANAGEMENT OF LEARNING PERFORMANCE ASSESSMENT AND EVALUATION BY CAPACITY-BASED APPROACH AT VIETNAMESE MILITARY ACADEMIES: CURRENT SITUATION AND SOLUTIONS Dr Tran Thi Hoai, PhD student Pham Van Phong1 Abstract: Assessment and evaluation are important activities directly affecting the training quality of educational institutions Assessment and evaluation not only verify the level of learners but also become effective tools for teaching and learning that help develop learners’ capacity To appraise the actual status of the assessment and evaluation activities, we surveyed out of military academies (academies with tertiary training) across the country, accounting for 62.5% The results indicate some inadequacies such as the forms of assessment and evaluation are not really suitable for the military occupations; the management decentralization is not clear, etc Especially, learners’ capacity assessment is very fuzzy The paper presents the theories, the current situation of these activities, and proposes seven measures to manage the implementation of capacity-based assessment and evaluation to ultimately improve the quality of higher education in military academies of Vietnam Keywords: Management, assessment and evaluation, learning performance, military academies Institution for Education Quality Assurance, Vietnam National University Hanoi, 144 Xuan Thuy St., Cau Giay Dist., Hanoi, Phone: 0985982969, Email: hoaitt@vnu.edu.vn; Education University, Vietnam National University Hanoi, 144 Xuan Thuy St., Cau Giay Dist., Hanoi,Phone: 0983143613; Email: Phamvanphongqlgd@gmail.com MANAGEMENT OF LEARNING PERFORMANCE ASSESSMENT AND EVALUATION 463 Theories 1.1 Literature review Currently, there have been many researches on assessment and evaluation in teaching in the world In Europe, especially in the United States, the science of evaluation in education flourished in the first half of the twentieth century Ralph Tyler was the first to introduce the concept and emphasize the importance of evaluation in education He set the foundation for scientific thinking on evaluation and its practices in education According to Ralph Tyler: “The process of assessment is primarily the process of determining the achievement level of goals in educational programs” [3, p 32] At this stage, many works mentioned measurement and evaluation in education, including “Educational Measurement and Evaluation” by Jum C Nunnally (1964) [7] The work by Norman E Gronlund (1969) titled “Measurement and Evaluation in Teaching” describes essential principles and processes of assessment and evaluation for effective teaching [8] Subsequently, in 1971, B.S Bloom, George F Madaus and J Thomas Hastings published the book named “Evaluation to improve Learning” This book guides lecturers in evaluating learners’ performance The appropriate combination of assessment and evaluation techniques and methods would be an instrument for improving the teaching process [5] There are several reference books on assessment and evaluation such as “A Teacher’s Guide to Assessment” by D.S Frith and H.G Macintosh (1988) that provides more details on basic theories of classroom evaluation, evaluation planning and marking [6], etc Thomas A America & K Patricia Cross (1993) in “Classroom Assessment Techniques: A Handbook for College Teachers” orients lecturers to study and apply classroom assessment methods Classroom assessment provide useful information that help teachers approach advanced classroom assessment methods [10, p 109-114, 426] The work “Guidelines for the Assessment of Learning Outcomes” of the Arizona State University (2016) outlines input and output assessment and evaluation measures, designing steps in assessment and evaluation, measurement methods of learning performance, tools, experiments, interviews, etc using the learning results of graduates to improve the assessment and evaluation [9], etc Nguyen Duc Chinh (2012), the author of “Classroom assessment and evaluation by capacity-based approach appropriate the orientation for the general education program development after 2015”, studies deeply in the learning performance assessment and evaluation, capacitybased approach in education program development, classroom assessment and evaluation towards capacity training, and the procedure of organizing a batch of learning performance assessment and evaluation, etc [1, p.1] Nguyen Thi Phuong Hoa-Vu Hai Ha (co-editor, 2014) in the book “PISA and the Problems of Vietnam 464 KỶ YẾU HỘI THẢO QUỐC TẾ: GIÁO DỤC CHO MỌI NGƯỜI PROCEEDINGS OF INTERNATIONAL CONFERENCE EDUCATION FOR ALL Education System” have implemented research on issues related to the evaluation program of PISA international students By comparing and contrasting, the authors initially draw lesson-learnt for general education in Vietnam [4, p 7] Nguyen Thi Kim Dung (Editor in Chief, 2015) in the book “Training of pedagogical professions by forming professional capacity for students of universities of education” focuses on the pedagogical capacity required for pedagogical university students in some countries such as Australia, New Zealand and Germany, etc [2, tr 5, 32-36] These documents mentioned above mainly refer to the learning performance assessment and evaluation but not pay adequate attention to the initial and process assessment and evaluation These authors have not focused on the management of the assessment and evaluation process by capacity-based approach; Researches on the management of the assessment and evaluation process by capacity-based approach in the Military Academies are still unavailable 1.2 Assessment and evaluation by capacity-based approach The goal of assessment and evaluation by capacity-based approach is for the progress of learners or learning development Assessment and evaluation not only provide leaners with teachers’ comments or remarks on their performance but also help them build their own qualities and capacities at certain learning stages The training objectives, programs, contents and lectures should be built in accordance with the assessment and evaluation by capacity-based and qualitybased approaches; Forms of teaching should be corresponding to the forms of assessment and evaluation The form of assessment and evaluation by capacitybased approach is the process of gathering information from learners, assessing and evaluating learners’ capacity and qualities and comparing at certain learning stages Therefrom, evidences of professional competence, social competence and personal capacity are collected In our opinion, assessment and evaluation by capacity-based approach is the assessment and evaluation of learners’ ability to use the knowledge, skills and attitudes to behave, handle situations or solve problems in accordance with the specific criteria of each specific subject Assessment and evaluation by capacity-based approach is the assessment and evaluation based on the criteria of capacity and expected learning outcomes In order to obtain the goal for learners’ advancement, it is required to assessment and evaluation by stages, including diagnostic, process and final assessment and evaluation At present, because of excessive attention on final assessment and evaluation and less emphasis on diagnostic or process assessment and evaluation, stressful psychology in examination is becoming a great concern of the whole society Therefore, renovation of learning performance assessment MANAGEMENT OF LEARNING PERFORMANCE ASSESSMENT AND EVALUATION 465 and evaluation means focusing on the diagnostic and process phases The learning performance assessment and evaluation in the higher education institutions should be planned, organized and directed and ultimately the implementation process should be comprehensively checked Assessment and evaluation steps include planning, questioning, preparing professional skills and collecting information, etc Currently, there are 11 military academies in the country, eight out of which offer higher education training The assessment and evaluation at tertiary institutions in general and in military academies in particular not well-perform the function of the assessment and evaluation which is to help learners improve throughout the learning and training process There have been some shortcomings in the management of the assessment The solutions for the shortcomings of training by capacity-based approach have not yet been addressed Especially, the progress assessment and evaluation (evaluation of learners’ progress) have not been implemented Thus, in the context of education shifting from the delivery of knowledge and skills to the building capacity and quality, what the assessment and evaluation question the management in the military academies? The purpose of this study is to comprehend the assessment and evaluation activities at military academies (during training process, students’ quality and capacity development etc.); identify the shortcomings in the current management process; propose measures to manage the learning performance assessment and evaluation of military students by capacity-based approach and ultimately contribute to the training quality improvement by capacity-based approach Research methods In order to appraise the current status of assessment and evaluation at military academies, we investigated and collected information by questionnaires at five military academies, including the Air Defense - Air Force Academy, Military Academy of Logistics, Military Science Academy, Academy of Border Defense Force and Military Technical Academy The selected sample size is based on the number of students, lecturers and educational managers, specifically as follows: Figure Components of investigation subjects KỶ YẾU HỘI THẢO QUỐC TẾ: GIÁO DỤC CHO MỌI NGƯỜI PROCEEDINGS OF INTERNATIONAL CONFERENCE EDUCATION FOR ALL 466 Investigation of lecturers and managers: The number of lecturers and educational managers participating in the investigation includes 311 persons, as follows: Table Structure of educational managers, lecturers by seniority Seniority in military academies Lecturers Bachelor MA., Dr to years 11 39 Assoc Prof., Prof Educational managers Bachelor MA., Dr 15 10 Assoc Prof., Prof to 10 years 27 9 11 to 15 years 44 Over 15 years 12 39 12 26 12 Investigation of students: We investigated 620 of third-year and fourth-year students who have gradually formed full learner capacity Air Defense - Air Force Academy Military Technical Academy Military Academy of Logistics Academy of Border Defense Force Military Science Academy Chart Division of the number of investigated students by school-year In addition, we interviewed 15 lecturers, 10 educational managers and 15 students to further evaluate the current situation of management of learning performance assessment and evaluation by capacity-based approach We used SPSS software to test the reliability of investigation samples and mathematical statistical method for descriptive analysis and data processing Current status of management of learning performance assessment and evaluation by capacity-based approach at Vietnamese Military Academies Due to the requirements for innovating training contents, methods and processes of the Military Academies, especially the transformation of tertiary education from “content-based approach” to “capacity-based approach”, it is vital to change the forms of the assessment and evaluation accordingly To examine the current status of assessment and evaluation at military academies, the authors surveyed 311 lecturers and educational managers, the results with the cronbach alpha reliability coefficient of 0.78 are as follows (Table 2): 467 MANAGEMENT OF LEARNING PERFORMANCE ASSESSMENT AND EVALUATION Table Educational managers and lecturers’ evaluation on the level of management of learning performance assessment and evaluation by capacity-based approach No Contents Very poor )%( Poor )%( Average )%( Good )%( Very good )%( Awareness of educational managers and lecturers on assessment and evaluation by capacity-based approach 1.61 10.93 37.62 29.26 20.58 3.56 Building and publicizing the plan of assessment and evaluation for each subject 1.93 4.18 29.90 28.62 35.37 3.91 Developing the design skills, the use of assessment and evaluation tests of the subjects for various purposes throughout the school year 0.96 3.54 31.51 25.08 38.91 3.97 Building question-and-answer banks by capacity-based approach 1.29 3.54 32.48 28.62 34.08 3.91 Applying information technology in assessment and evaluation and in self-assessment and self-evaluation 0.00 8.04 30.55 27.97 33.44 3.87 Collecting and processing learning performance feedbacks 0.00 8.36 31.51 25.40 34.73 3.86 Specialized knowledge and skills in learning performance assessment and evaluation by capacity-based approach for lecturers and educational managers 2.89 6.11 30.23 21.86 38.91 3.88 The process of implementing the learning performance assessment and evaluation by capacity-based approach 5.14 8.68 33.12 29.26 23.79 3.58 In Table 3, we found that the evaluation of educational managers and lecturers at "poor" and “not good” level accounts for from 0.96% to 2.89% and from 3.54% to 10.93%, respectively This demonstrates that the current status of management in learning performance assessment and evaluation still remains limitations and inadequacies, especially in planning and publicizing the assessment and evaluation for each subject These activities are not regularly implemented, or have not yet deployed at some institutions Educational managers and lecturers at some military institutions, are not well-equipped with specialized knowledge and skills The implementation of the assessment and evaluation is only limited to "self- KỶ YẾU HỘI THẢO QUỐC TẾ: GIÁO DỤC CHO MỌI NGƯỜI PROCEEDINGS OF INTERNATIONAL CONFERENCE EDUCATION FOR ALL 468 study, self-learning and self-doing, etc" That affects the implementation of the assessment and evaluation in which some activities are performed and some are not Furthermore, the "marking" is mainly implemented by lecturers’ experience Consequently, students only receive “mark” results without lecturers’ feedbacks and could not track their performance The marks are only used by managers for classifying, reporting and rewarding Information technology application is mainly in military equipment, and lack of software for evaluating the progress of students; because the evaluation is based on knowledge and skills Furthermore, the survey and interview results show that it is necessary to equip the lecturers with methods of combining different forms of assessment and evaluation in order to assess and evaluate students' capacity based on the forms of teaching organization (on the fields, training yards, military equipment, lecture halls, etc.) The survey results of 620 military students with the cronbach's alpha reliability coefficient of 0.75 are shown in Table Table Students’ evaluation on the management of learning performance assessment and evaluation by capacity-based approach No Contents Very poor )%( Poor Average Good )%( )%( )%( Very good )%( Lecturers return the tests, give comments, and announce scores to each student 5.16 9.19 34.35 29.19 22.10 3.54 Application of information technology in assessment and evaluation and self-assessment and selfevaluation 0.00 8.08 31.34 26.98 33.60 3.86 Feedbacks on learning performance 0.00 9.03 32.26 24.52 34.19 3.84 Table shows that the management of learning performance assessment and evaluation is still limited This correlates with the students’ evaluation of 5.16% at poor level for the criterion: "Lectures return tests, give comments and announce scores to each student" In addition, students also evaluate the criterion of information technology application and feedbacks in learning performance at "not good" level of 8.08% and 9.03%, respectively The results show that the evaluation of educational managers, lecturers and students fully reflects the current situation This calls for timely and proper solutions ... 1.2 Assessment and evaluation by capacity- based approach The goal of assessment and evaluation by capacity- based approach is for the progress of learners or learning development Assessment and evaluation. .. and mathematical statistical method for descriptive analysis and data processing Current status of management of learning performance assessment and evaluation by capacity- based approach at Vietnamese. .. LEARNING PERFORMANCE ASSESSMENT AND EVALUATION Table Educational managers and lecturers’ evaluation on the level of management of learning performance assessment and evaluation by capacity- based approach

Ngày đăng: 23/02/2023, 18:21

TÀI LIỆU CÙNG NGƯỜI DÙNG

TÀI LIỆU LIÊN QUAN

w