Tóm tắt: Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực

Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực Quản lí hoạt động đánh giá kết quả học tập của sinh viên các trường đại học, học viện công an nhân dân theo tiếp cận năng lực

VIETNAMESE NATIONAL UNIVERSITY OF EDUCATION OF HA NOI

DO ANH DUNG

MANAGEMENT OF LEARNNG OUTCOMES

ASSESSMENT ACTIVITIES OF STUDENTS OF UNIVERSITIES AND PEOPLE’S POLICE ACADEMY ACCORDING TO COMPETENCY-BASED APPROACH

Major: Education Management

Code: 9.14.01.14

SUMMARY OF DOCTORAL THESIS IN

EDUCATIONAL SCIENCES

HA NOI - 2024

VIETNAMESE NATIONAL UNIVERSITY OF EDUCATION OF HA NOI

Scientific supervisors:

Asst.Prof.Dr Nguyen Thi Tinh

Dr Nguyen Thanh Tung

Reviewer 1: Asst.Prof.Dr Nguyen Thi Tinh

Reviewer 2: Asst.Prof.Dr Pham Van Thuan

Reviewer 3: Dr Nguyen Quoc Tri

The thesis will be defended at the Thesis Examination Council under University at Vietnamese National University of Education of Ha Noi

at … hour … day … month… year 2024

The thesis is available for reference at: National Library of Viet Nam

or Library of Vietnamese National University of Education of Ha Noi

RELATED TO PUBLISHED THESIS

1 Do Anh Dung (2019), "Innovating the form of final exam - One of the solutions contributing to

improving the quality of training at the People's Police Academy", Journal of Educational Management,

No 10, October 2019, p 155-160, (ISSN: 1859-2910).

2 Do Anh Dung (2019), Innovating methods of testing and evaluating the learning outcomes of students

of the People's Police Academy in the current period, Education Magazine, special issue July 2019,

(ISSN: 2354- 0753).

3 Do Anh Dung (2020), Building an objective multiple-choice question bank system in testing and

evaluating the learning outcomes of the "English 1" module of students of the People's Police Academy,

Education Magazine, No 486 (session 2 - September 2020), (ISSN: 2354-0753).

4 Do Anh Dung (2020), Improving the efficiency of compilation and management of question banks for

end-of-course exams at the People's Police Academy, Journal of Education and Society, special issue October 2020,

(ISSN: 1859-3917).

5 Tran Thi Thuy, Do Anh Dung (2020), "Increasing the application of information technology to

contribute to improving the quality of education and training during the 4.0 Industrial Revolution in the People's Police force", Science Magazine Intelligence Studies and Training, No 49, June 2020, p 14-19,

(ISSN: 1895-4395).

6 Do Anh Dung, Tran Thi Thuy (2020), "Solutions for managing tests and assessing the learning

outcomes of students at the People's Police Academy according to the competency approach", Journal of

Educational Management, No 7, July 2020, p 155-159, (ISSN: 1859-2910).

7 Do Anh Dung, Tran Thi Thuy (2021), Managing the process of self-assessing the quality of educational

institutions at the People's Police Academy, Educational Management Magazine, No 9, September 2021,

(ISSN : 1859-2910).

8 Do Anh Dung, Tran Thi Thuy (2021), Deploying digital transformation in testing and ensuring training

quality at the People's Police Academy, Educational Equipment Magazine, special issue September 2021,

(ISSN: 1859-0810).

9 Do Anh Dung (2022), Current status and solutions for building and managing final exam banks at the

People's Police Academy, Education Magazine, volume 22 (special issue 1), March 2022 , (ISSN:

2354-0753).

10 Do Anh Dung (2022), Improving the quality of assessing the learning outcomes of students at People's

Public Security schools according to the competency approach in the current period, Journal of

Education, volume 22 (special issue 4), May 2022, (ISSN: 2354-0753).

11 Do Anh Dung (2023), Current status and proposals for some measures to manage the assessment of

learning outcomes of students at People's Public Security schools in the current context, Education

Magazine, No 23 (special issue) 1), March 2023, (ISSN: 2354-0753).

12 Do Anh Dung (2023), Research on the theoretical basis for assessing student learning outcomes

according to the competency approach at universities and public security academies, Journal of

Educational Management, No 4, April 2023, (ISSN: 1859-2910).

13 Do Anh Dung (2023), Factors affecting the management and assessment of learning outcomes of

students at People's Public Security schools according to the competency approach, Proceedings of the

international scientific conference "Psychology, education in the context of social change”, September

2023, (ISBN: 978-604-88-7127-7).

14 Do Anh Dung (2023), Improving the quality of students’ assessment of foreign language learning

results in compliance with the six-level foreign language proficiency framework of Vietnam, Education,

Science, Scientific personnel, 2023; (2): 250 - 254, (ISSN: 2073-3305).

15 Do Anh Dung (2023), Improving and innovating methods of testing and evaluating students' academic

results at the People's Police academies and universities in the current period, Proceedings of the

scientific conference "Improving the quality of education and training after accreditation by People's Police academies and universities contributes to fundamental and comprehensive innovation education and training of People's Police in the new situation, July 2023.

16 Nguyen Kim Phong, Tran Thi Phuong Diep, Truong Dieu Loan, Nguyen Duc Tuan, Nguyen Cam

Hang, Trieu Thi Huong, Do Anh Dung, Dang Quang Trung, Lam Thi Lien (2019), Quality

Assurance Handbook, the People's Police Academy, January 2019.

17 Do Anh Dung (2021), Application of evidence file management software to serve self-assessment at the

People's Police Academy, the People's Police Academy, Improvement Initiative, June 2021.

1 Objectives

Assessing student learning outcomes is a important step in the training process atuniversities This is the final stage of the teaching process, it not only reflects directlyteaching and learning outcomes but has a strong effect on other stages of this process.Through learning outcomes assessment, educational managers have a legal basis to come upwith solutions in order to better organize teaching and learning activities

Through evaluating learning outcomes, educational managers have the basis topropose measures to improve the quality of teachers' teaching and better student learning.Therefore, universities need to be aware of the importance and pay due attention to theassessment of learners' learning outcomes and the management of assessment activities oflearners' learning outcomes in the current context

Evaluating learning outcomes according to the competency approach is aimed atevaluating the ability to apply knowledge, skills and attitudes to solve practical tasks, notsimply to evaluate knowledge and skills, learners' attitudes Thus, assessing learningoutcomes based on the competency approach has a positive impact on teachers and learners.For learners, this assessment method helps learners realize and practice the ability to self-assess their own abilities; Continuously motivate learners to always strive to study andpractice throughout the learning process, thereby developing their comprehensive capacity.For teachers, assessing learning outcomes based on the competency approach helps teachersobtain feedbacks from learners during the teaching process, thereby requiring teachers toinnovate assessment methods to evaluate effectively general capacity and individual capacity

of learners, thereby contributing to improving the quality of teaching and learning In orderfor the assessment of learners' learning outcomes to be effective, it is necessary to pay dueattention to the management and assessment of learners' learning outcomes, because it is one

of the important factors that determine the quality of the training process training and this isalso the important step that has the most effective impact when universities want to improvetraining quality Therefore, innovating the assessment of learning outcomes and managing theassessment of learning outcomes in higher education institutions is always directed by theParty, the State and the Ministry of Education and Training

Resolution 29-NQ/TW dated November 4, 2013, of the Central Executive Committee

of the Communist Party of Vietnam term XI clearly stated: "Evaluating university training

results towards focusing on analytical capacity, creativity, self-update, knowledge innovation; professional ethics; the capacity to research and apply science and technology; practical capacity, organizational capacity and adaptation to the working environment" [3;

p7] Thus, to create fundamental and dramatic changes in quality and effectiveness ofeducation in general and higher education in particular, it is necessary to strongly andsynchronously innovate the basic elements of education and training, in particular, payingspecial attention to innovate learners' learning outcomes evaluation Accordingly, it isnecessary to shift towards innovating methods of assessing learning outcomes based on the

competency approach, focusing on assessing learners not only on their level of knowledge,but also on their ability to think creatively and communicate effectively Practicalapplication of the career and life of learners after graduation.

Nowadays, the current international, regional and domestic situation has many rapid,complex and unpredictable developments; The sabotage ruses of hostile forces against ourcountry are increasingly sophisticated and cunning; the crime situation tends to increase andbecome complicated, thus imposing a requirement to build a People's Public Security forcewhich is both active and professional, ready to fight for the order and safety of the society.That requires universities and public security Academy to always innovate and improve thequality of education and training, focusing on renewing the management of studentassessment activities, contributing in improving the quality of training police officers inorder to meet increasingly high requirements

In recent years, the management of student’s academic results assessment inuniversities and Academy of People’s Pulic Security Academy has received attention fromleadership, direction, and implementation, with many positive transformation, including:focus on performing the task: "Research and innovate forms and methods of examination,testing, and evaluation of educational and training results to ensure honesty, objectivity, andcorrect assessment of learners' learning outcomes [6] However, in assessment activities ofstudents' academic outcomes at universities and public security Academy, there are stillsubjects that mainly focus on assessing students' knowledge grasp, not focusing onevaluating learners’ capacity; not really paying attention to students' formative assessment;many combinations of assessing methods have not been effectively used, therefore learners'comprehensive abilities have not been fully developed Managing student assessmentactivities according to the limited competence-based approach; assessment planning in someunits is not very strict; directing the organization of assessment of training results according

to the capacity approach, especially process assessment in some places where it is is stilllimited; The work of checking, monitoring, adjusting and improving the assessment ofstudents' learning outcomes is sometimes ineffective and infrequent Therefore, Managingthe assessment activities of students of universities and public security academies according

to the competency approach is a research topic of urgent theoretical and practicalsignificance today

2 Thesis purpose

Based on theoretical research and current situation, we propose measures to manageassessment activities of students at People’s Police academies and universities according tothe competency-based approach, contributing to improve the effectiveness of assessmentlearning results and training quality of People's Public Security officers in current period

3 Thesis subject and object

3.1 Thesis subject

Assessment activities of learning outcomes of students of universities, People’ PoliceAcademy

- Proposing measures to manage assessment activities of students at universities andpublic security Academy according to the competency-based approach.

- Testing the necessity and feasibility of measures and testing a proposed measure

6 Thesis scope

6.1 Content

- Research measures of Principals, Directors, functional agencies, and faculty ofteachers in managing assessment activities of students of universities and public securityAcademy according to the competency-based approach

- Focus on research and management of process assessment and final exams of subjects

- Only evaluates the general competencies of students at universities and public securityAcademy without going into specific competencies based on majors

6.2 Loaction: Survey at 03 schools including: People's Security Academy, People's

Police Academy, People's Public Security University of Technology and Logistics

6.3 Subjects

The topic focuses on researching and surveying by questionnaires for 120 managers, 130lecturers and 345 students of full-time training at 03 schools: People's Security Academy,People's Police Academy, People’s Public University of Technology and Logistíc In addition,the project also interviewed and discussed with 30 managers, lecturers, students and leaders andcommanders of Thanh Hoa Provincial Police (the unit employing officers), and alumni of theschools on related contents related to the topic The subjects of managers, lecturers, and alumniselected for the survey were diverse in terms of leadership, management positions, titles,academic titles, degrees, expertise, majors, age, and seniority Collaboration Due to the largenumber of students and diverse subjects, the topic only focuses on in-depth research on themanagement of assessment activities of students in formal training

7.2 Research methods

To solve the tasks of the topic, during the research process, the author mainly used thefollowing research methods:

- Theoretical research methods group

- Practical research methods group

- Observation method

- In-depth interview method

- Questionnaire survey method

- Professional solution

- Product research methods work

- Method of summarizing educational experience

- Pedagogical experimental methods

- Supporting methods

8 Arguments for protection

8.1 The assessment of students' learning outcomes at universities and public securityacademies according to the basic competency approach is carried out objectively, seriously,and with quality, but there are certain limitations in content and form , the methods are notyet rich

8.2 Managing the assessment activities of students’ outcomes of universities andpublic security institutes according to the competency-based approach has achieved positiveresults but still reveals many limitations There are many factors that affect this situation,including the awareness and positivity of students, the awareness and capacity of managersand lecturers, in addition to the mechanisms and policies for managing and evaluatingresults The learning outcomes of students at universities and public security Academy arethe factors that have the strongest influence on this process

8.3 It is possible to minimize limitations and improve the effectiveness of assessmentactivities of students at universities and public security academies according to thecompetency approach if the PDCA process is applied to the management of this activity

9 Thesis contribution

The thesis has

- systematized and contributed to deepen the theory of assessment activities of learningoutcomes and management of assessment activities of learning outcomes of students at People’sPolice academies and universities according to the competency-based approach

- built a system of competencies to be achieved by students of universities and publicsecurity academies during the training process

- analysed the current status of assessment activities of training results and manage theassessment activities of training results of students at universities and academies of thePeople's Public Security Forces according to the competency approach, thereby findingways to overcome and improve the process of managing activities

- proposed and confirmed the effectiveness of measures to manage the assessment ofstudents' learning outcomes according to the competency approach when applying PDCA toimprove the quality and effectiveness of the assessment of students' learning outcomes inschools and universities universities and public security academies are feasible and suitablefor practice

The thesis is a reference document for People’s Police academies and universities in order

to build and complete a system of documents regulating the management and assessment oftraining results based on the application of the Deming circle; is an effective support tool formanagers and teachers in managing, innovating, managing and evaluating this activity

- Chapter 2: Reality of management of student’s learning outcomes assessmentactivities of People’s Police academies and universities according to the competency-based approach

- Chapter 3: Measures of management of student’s learning outcomes assessmentactivities of People’s Police academies and universities according to the competency-based approach

CHAPTER 1 RATIONALES FOR MANAGEMENT OF STUDENTS LEARNING OUTCOMES ASSESSMENT ACTIVITIES OF UNIVERSITIES, PEOPLE’S POLICE ACADEMY

ACCORDING TO COMPETENCY-BASED APPROACH

1.1 Overview of research issues

1.1.1 Researches on assessment activities of students’ learning outcomes according to the competency-based approach

1.1.1.1 Research on asssessment activities of students’ learning outcomes

Anthony J Nitko (2004), through” Educational Assessment of Students”has built a

modern content on the learning outcomes assessment of university students The focus includesdeveloping teaching plans combined with assessment, assessment of training objectives,assessment of learning effectiveness, overall assessment of students and standardizedachievement tests [ 96]

Besides, there are also research projects on methods of evaluating learning outcomes

in education such as Erwin T.D, Hopkins K.D, Stanley K.D, Mehrens W.A, Lehman I.J These authors focus on the method of measuring each area of educational goals, clearlydistinguish each type of assessment, especially highlighting the form of assessmentevaluated by multiple choice questions

In Vietnam, research focusing on testing and evaluating learners' learning outcomesare quite various and diverse with different approaches, but mainly research focusing on thetheoretical basis of testing and evaluating in educational activities, typically projects

In general, the research works mentioned in this section have indirectly or directlyaffirmed the importance of assessing learners' learning outcomes at different levels Theobjective and subjective reasons for evaluation are considered, analyzed and explained by theauthors A number of suggestions are proposed to overcome the shortcomings of the currentsituation However, the above authors only went deeply into concepts related to assessinglearners' learning outcomes and only stopped at evaluating class scores (in the traditional way)and did not mention the problem of assessing learners' learning outcomes according to theirperformance capacity

1.1.1.2 Research on assessment activities of students’ learning outcomes according to the competency-based approach

Shirley Fletcher (1995) with Competency-based Assessment Techniques has identified

some basic principles, suggested methods as well as benefits of competency-based assessment;providing some guidance for trainers towards work-based assessment [132]

In Vietnam, examining and assessing learners' capacities in recent years has receivedinterests for research from many authors, typically: Nguyen Duc Chinh, Nguyen Thi ThanhTra, Nguyen Manh Thang, Pham Thi Thuy Hang, Vu Thi Quyen

It can be seen that research on assessing learners' learning outcomes according to thecompetency-based approach has received a large number of authors' attention in recentyears This is an inevitable trend in the development of modern education The works haveaffirmed the necessity of examining and evaluating learners' learning outcomes according tothe competency-based approach, especially in higher education and vocational institutions.Competency frameworks according to output standards for different occupations haveinitially been pointed out by the research authors This is the basis for graduate students toresearch, inherit, supplement, and develop in accordance with the thesis topic.

1.1.2 Research on managing the assessment activities of students’ learning outcomes according to the competency-based approach

1.1.2.1 Research on managing the assessment activities of students’ learning outcomes

To evaluate universities, the state of South Carolina used 37 indicators in 9 distinctperformance categories, including mission focus, faculty quality, teaching quality,cooperative spirit, management efficiency, quality of incoming students, achievements ofthe graduates, friendly spirit and research funding that the university achieved

The Teaching Council of Australian Universities has identified the assessment of learningoutcomes as a central task among entire teaching process, not the final step in the teachingprocess Assessment activities of learning outcomes has to follow learning objectives andevaluate the student's ability to analyze and synthesize information

In Vietnam, research projects on management of testing and evaluating the learningoutcomes in education in our country have different directions and approaches Typicalauthors include: Dang Loc Tho, Pham Thanh Trung

In general, managing and assessing learners' learning outcomes is receiving research andapplication attention from many authors in many countries, especially countries with developededucation The works have evaluated the importance of managing and evaluating students’learning activities; determining the management contents and propose some measures tomanage the assessment activities of learners' learning outcomes suitable with each researchobject The authors have provided a rich and new amount of knowledge, along with a multi-dimensional approach This is the basis to help researchers have more theoretical basis to buildbasic criteria and content of managing and evaluating the learning outcomes of students ofPeople's Public Security schools according to competency-based approach

1.1.2.2 Research on managing the assessment activities of students’ learning outcomes according to the competency-based approach

In the US, educational quality accreditation has been of concern since very early on, inorder to confirm the quality of schools, facilitating the transition process of students fromone school to another, and building trust for employers

The Southeast Asian University Network (Asean University Network, abbreviated as

AUN) has introduced criteria to manage testing and evaluating academic results, which payattention to issues such as: the process of testing and evaluating to ensure trust and fairness;there are regulations on procedures for appealing the results of the testing and evaluating;lecturers need to use a variety of forms of evaluation based on the principles oftransparency, consistency, flexibility and suitability for goals; evaluation criteria need to beclearly disseminated to students; evaluation is proper with the purpose and content of theprogram; regularly evaluate the reliability and validity of assessment and evaluationmethods; new measurement methods are regularly developed and tested.

At Naynang Institute of Technology, Singapore, the assessment of university students'academic results is managed and evaluated according to a unified, strict process The exammarking process ensures high accuracy by: each subject has a mid-term exam; the lecturerwho teaches each class grades that class's papers, then submits the grading results along withthe test to the school; The councilors re-grade all papers and if there are any errors, they willhave a direct dialogue with the grading instructor The instructor's acceptance of thecoucilor’s results means he or she admits that they were wrong and their mistakes is recorded

as a basis for evaluating that lecturer [44]

In Vietnam, in recent years, there have been a few authors who have initiallyresearched the management of assessment activities of learners' learning outcomesaccording to capacity-based approach, typically the authors: Tran Trung Dung, Chu VanHac, Nguyen Van Dong, Dao Thanh Hai, Nguyen Thi Thu Phuong

In general, initial research projects have established competency standards of trainingsubjects within the scope of research Research projects have built a theoretical and practicalbasis for managing student learning outcomes assessment activities according to thecompetency-based approach In addition, the projects have proposed a system of solutionsthat are highly necessary and feasible, and many projects have experimented with thesolutions This is the basis to help researchers have more basis to build the capacityframework of students at People’s Police academies and universities and the content,measures to manage and evaluate the learning outcomes of students at universitiesandPeople's Public Security Academy according to capacity-based approach

1.1.3 Overview of research results and identify thesis issues that need to be resolved

Evaluating students' learning outcomes according to the competency-based approachplays a crucial role in education and is of great research interest to many foreign andVietnamese authors In particular, the main theoretical studies on testing and assessingstudents' learning outcomes aim to build assessment and research models on assessmentmethods and techniques, and propose appropriate system of competency Studies on themanagement of student assessment activities based on the competency-based approach haveconfirmed the role and factors affecting the management of student assessment activities;

pointing out the management content, analyzing the current situation and propose measures

to manage the assessment activities of students' learning outcomes according to thecompetency-based approach in different subjects These are important theoretical andpractical bases for researchers to acquire, research, and build the structure of their thesis,which focuses on solving the following basic issues:

- Inheriting the research results of related works, the thesis focuses on solving issuessuch as: building concepts and factors to evaluate students' learning outcomes according tothe competency-based approach; building a capacity system of students at universities andpublic security Academy; developing concepts and contents to manage assessment activities

of students at universities and public security Academy according to the competency-basedapproach; pointing out factors affecting the management of assessment activities of students

at People’s Police academies and universities according to the competency-based approach

- Surveying and evaluating the reality of assessment activities of learning outcomesand manage the assessment activities of learning outcomes of students at People’s Policeacademies and universities according to the competency-based approach

- Proposing measures to manage assessment activities of students at universities andpublic security Academy according to the competency-based approach

- Testing the necessity and feasibility of the proposed measures and test a measure thathas a fundamental impact on the stages of the organization, implementation, and evaluation

of learning outcomes and is appropriate to the time carrying out the thesis

1.2 Basic concepts of the thesis

1.2.1 Assessment of the learning outcomes

Assessment of the learning outcomes is the process of collecting and processing information from learners' learning activities, then compare them with teaching goals in each stage to draw conclusions about learners' learning outcomes and information feedback, based on which to adjust the teaching process, improve the quality and effectiveness of teaching and learning.

1.2.2 Access to capacity

Assessment based on the capacity approach is a perspective on assessment, focusing

on output results, which is a system of competencies to be achieved Assessment according

to the competency approach is essentially the process of collecting evidence and makingjudgments about whether learners have achieved the necessary competencies, comparingthem with the set goals, as a basis for confirming the learner's competencies learners after alearning period and provide feedback that helps improve the learner's learning forsubsequent periods

1.2.3 Assessment according to capacity-based approach

Asssessment according to apacity-based approach is a perspective on assessment,

focusing on output results, which is a system of competencies to be achieved Assessmentaccording to competency-based approach is actually the process of collecting evidence andmaking indicates about whether learners have achieved the necessary competencies, comparingthem with the set goals, as a basis for confirming the learner's competencies after a period oflearning and provide feedback that helps improve the learner's learning for subsequent periods.

1.2.4 Assessment of the learning outcomes of students of universities, People’s Public Security Academy according to competency-based approach

Assesment of the learning outcomes of students at People’s Police academies and universities according to competency-based approach is the process of collecting, analyzing and processing information to determine the level of competency achieved by students compared to the output standards of the university modules and training programs, from which decisions can be made to adjust the teaching process at universities and public security Academy.

1.2.5 Management of assessment of learning outcomes of students of universities, People’s Public Academy according to competency-based approach

Management of assessment of learning outcomes of students of People’s Police academies and universities according to competency-based approach is the process of planning, implementing, checking and adjusting student learning outcomes assessment activities towards capacity development of students on the basis of effectively applying the knowledge, skills, and attitudes they have been equipped with in practical police operations

1.3 Activities to evaluate the learning outcomes of students at People’s Police academies and universities according to the competency approach

1.3.1 Characteristics of learning activities of students at People’s Police academies and universities

1.3.2 Competency system to be achieved by students of People’s Police academies and universities

1.3.3 Principles for evaluating the learning outcomes of students at People’s Police academies and universities according to the competency approach

1.3.4 Elements of the assessment of learning outcomes of students at People’s Police academies and universities according to the competency approach

1.4 Managing the assessment of learning outcomes of students at People’s Police academies and universities according to the competency approach

1.4.1 Decentralize the management of activities to evaluate the learning outcomes of students at People’s Police academies and universities according to the competency approach

1.4.2 Approach to managing assessment activities of students at People’s Police