Dissertation summary of educational doctor managing competency based asessment of study results by technical secondary students

1 MINISTRY OF EDUCATION AND TRAINING THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES DAO THANH HAI MANAGING COMPETENCY-BASED ASSESSMENT OF STUDY RESULTS BY TECHNICAL SECONDARY STUDENTS Major: Educational management Code: 14 01 14 DISSERTATION SUMMARY OF EDUCATIONAL DOCTOR HANOI, 2019 The dissertation has been performed at : -The Vietnam National Institute of Educational Sciences Supervisors: Asso.Prof.Dr Phan Van Nhan Asso.Prof.Dr Nguyen Duc Tri Critic1: Critic2: Critic3: The dissertation will be defended at the Dissertation Assessment Committee of the Institute level at the Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi At date The Dissertation can be read at: - The National Library - Library of the Vietnam National Institute of Educational Sciences INTRODUCTION Rationale for this dissertation The 2011-2020 education development strategy states that “Focus on educational quality management” Besides, it is necessary to renew the content and methods of teaching, examination and evaluating the quality of education: “Continuing to renew teaching methods and assessing study results and training towards promoting the activeness, self-consciousness, creativity and self-study competency of learners Innovate high school graduation exams, university and college entrance exams while ensuring effectiveness, objectiveness and equality; combining the evaluation outcomes in the educational process with the exam results." According to the Resolution of the 8th Plenum of the 11th Party Central Committee November 4, 2013 on fundamental and comprehensive renovation of education and training, it was affirmed: "Fundamentally renovating the forms and methods of examination and evaluation of education and training, ensuring honesty and objectivity: “The examination and evaluation of educational and training results should be step by step according to the advanced criteria set by the society and the educational community in the worl trust and recognize Combine the process assessment with end-of-school and end-of-school assessments; teacher's evaluation with learner's self-assessment; school's evaluation with evaluation of the family and the society Innovating the testing method and recognizing high school graduation in a way that reduces social pressure and costs for society while ensuring the reliability, honesty, proper assessment of student capacity as a basis for admission in vocational education and higher education; Innovating methods of assessment and recognition of vocational education graduation on the basis of knowledge, practice capacity, sense of discipline and professional ethics Create mechanisms in place for stakeholders to participate in assessing the quality of training institutions” Currently, most of technical schools have changed their training objectives towards practice In particular, assessing students’ study results is an important and necessary step in the process of training students studying at vocational training institutions However, the actual testing, examination and evaluation are slowly renovated Because the content of the curriculum is theoretically heavy, teaching methods are not suitable with the characteristics of vocational education, on the other hand, due to the lack of a unified national qualification framework for education nationwide, the evaluation of students' study results is still inadequate (scales, criteria, indicators ) Currently, the network of vocational education institutions is widely distributed across provinces and cities of the country, diversifying types of schools, industries, training methods and resources in the direction of integration with the trend in the world Training scale has increased rapidly, step by step meeting the needs of the people The quality of training has made good changes in many aspects The activities of evaluation and quality assurance have initially had positive impacts on the management and training of institutions across the country But Vietnam's educational system at the present time is still behind advanced level of countries in the region and in the world, has not kept up with the requirements of socio-economic development of the country and the demands for qualified human resources of branches and localities Therefore, the issue of ensuring and improving the quality of vocational training is of special interest to all levels, sectors and society To support students after graduation working in the production location of the enterprise, school's training programs need to meet the requirements for the job positions in the enterprise To be able to accomplish that, the schools need to identify goals, develop programs, organize training to test and evaluate training quality Because of the above reason, the author has chosen the topic "Managing competency-based asessment of study results by technical secondary students" Research purposes Researching theoretical basis and practice of managing competency-based asessment of study results by technical secondary students and proposing management solutions to improve the management quality of assessing students’ study results Object and subject of the study 3.1 Research object: Activities of evaluating study results by technical secondary students towards competency-based approach 3.2 Research subject: Managing and evaluating study results by technical secondary students towards competency-based approach Scientific hypothesis The situation of managing and evaluating students’ study results at vocational schools is still limited in stages such as: planning, organizing the evaluation activities, checking/supervising the assessment, backup and manage post-evaluation information, which is still managed by the traditional methods, have not detailed the annual and full-course evaluation plan, and have not established a specialized evaluation organization structure However, the evaluation is assigned to subject groups and teachers, not strict in the inspection and examination of assessment outcomes If proposing solutions to manage and assess students’ study results using competency-based approach are appropriate and feasible, it is easy for students to reach the standard by the end of the coursea Research tasks - Researching the theoretical basis for managing and evaluating students’ study results at vocational schools - Researching the practice in managing and evaluating students’ study results at vocational schools - Proposing management solutions for assessing students’ study results at vocational schools - Testing the necessity and feasibility of the proposed solutions - Organizing the testing of solutions Research scope The thesis focuses on researching and analyzing the situation of managing and assessing students’ study results at vocational schools in Hanoi using competency-based approach according to the credit assessment regulations to propose appropriate solutions Approach and research methodologies 7.1 Approach - Systematic approach: The management system for assessing students’ study results at vocational schools is a synchronous system, solving the problems of managing the assessment based on developmental, scientific, effective and practical viewpoints Therefore, the management of infrastructure evaluation must be built from a systematic point of view, not overlapping and contradicting to each other - Functional approach: The tasks of the managing the evaluation of study results of students at technical schools are implemented in a unified whole, ensuring the implementation of the functions of the assessment management - Historical approach: The process of researching objects and learning to develop managing the l study results evaluation through specific time and space and with appropriate conditions but still ensure the indispensable rules and uphold the traditional values 7.2 Research methods - Group of theoretical research methods, retrospective literature: Studying books, documents, legal documents related to the topic, on which basis of analysis, synthesis and generalization - Group of practical research methods: Investigation method; Interview; expert discussion - Testing method: Conducting an experiment to test the feasibility and effectiveness of the management in evaluating students’ study results at vocational schools to verify a specific management measure - Methods of statistics and data processing: Collecting data and processing by SPSS software Recommended arguments - Assessing study results towards competency is one of the important contents to promote the development of the management of evaluation activities - Managing competency-based asessment of study results by technical secondary students is an effective management method, helping the educational managers achieve the desired effect Schools must implement to meet the management goals of evaluation and improve the quality of teaching and learning New contributions of the study - The dissertation has overviewed a number of basic issues about the research object, contributing to the development of a theoretical basis for managing competency-based asessment of study results - Systematize theoretical basis of managing the asessment of study results by technical secondary students - Evaluating the practice in managing study results by technical secondary students, contributing to renovating the method of managing the assessment of study results into the educational management - Proposing solutions and testing solutions for managing the assessment of study results to innovate management methods and thinking - The research results are a scientific basis for the development of educational management policies that are practical in the management and evaluation of study results of the education industry 10 Structure of the dissertation - Introduction - Chapter 1: Theoretical rationale for managing competency-based assessment of study results by technical secondary students - Chapter 2: Real situation of managing competency-based assessment of study results by technical secondary students - Chapter 3: Solutions to manage competency-based assessment of study results by technical secondary students - Conclusions and recommendations CHAPTER THEORETICAL RATIONALE FOR MANAGING COMPETENCY-BASED OF STUDY RESULTS BY TECHNICAL SECONDARY STUDENTS 1.1 Review of literature The analysis process, the system of research documents of the authors in Viet Nam and abroad are arranged in research related to the following contents: - Research orientation on assessing study results - Direction of research on management and evaluation of students' study results according to competency approach The authors have provided a lot of information on aspects of the quality of education, especially in general education Most authors often go into some specific aspects such as building question bank and evaluation criteria, proposing exam plans, exam forms for some subjects while not go into evaluating the study results of students at technical schools in terms of capacity-based approach The studies mentioned in this section have indirectly or directly affirmed the importance of assessing student achievement at different levels The views on the need for assessing student achievement also find a common voice among all authors Objective and subjective reasons in the evaluation are also limited to the authors' consideration, analysis and explanation A number of proposals have been made to overcome the inadequacies of the situation However, the number of in-depth studies on managing the evaluation of students' study results is not much Up to now, there has not been any outstanding and specialized work in this field yet The research works of foreign authors are clearly presented and convincingly explained the importance of evaluating students’ learning activities To some extent, while studying the importance of asessing students’ achievement, the authors provided a wealth of new and diverse knowledge, along with a multidimensional approach The overview of these works has helped the author of this dissertation have more bases to build criteria and basic content of the management and assessment of students' study results 1.2 Some related concepts 1.2.1 Management Management is the process of forming work through people, which is the exploitation of human resources to achieve the highest goals of the organization, affecting individuals and groups of people in the organization to achieve the goals The definitions reflect the nature of the management activity, which is an impact process, affecting the management object (managed person) (from the management entity - manager) in order to achieve common goal Management is both a science and an art affecting the social activity system, it needs to be very creative and flexible to direct the organization's activities to achieve the set goals 1.2.2 Assessment Assessment is a systematic process that involves gathering evidence, analyzing, explaining information, and making judgments about the nature and scope of the study results or the achievement of learners compared to criteria and performance standards are set In other words, it is identifying the level to which learners achieve learning goals Assessment is done through various methods such as: multidimensional assessment; Review by profile; Assessment through observation; Review by profile; Assessment through examination, in which evaluating through examination is the main method Thus, through examinations we see how the assessment, examination is an indispensable form when evaluating, in some cases, this is the only form Because of the inseparable relationship between examination and evaluations, in this dissertation, to refer to examination, author can use the words examination, assessment in general or examination or assessment in particular depending on each specific context but with the same meaning Assessment is a regular activity in education and training Through assessing study results, teachers and students can change in a positive way and managers can adjust the training process better 1.2.3 Study results The concepts vary but all claim that study results include knowledge (theoretical and practical knowledge), skills (cognitive skills, professional practice skills, and interpersonal skills, situation management, problem-solving skills; communication skills, teamwork skills, foreign language skills, information technology, etc.) and attitudes (ethical qualities, sense and professional working style, attitude, civic responsibility, orientation towards career development) that learners achieve in the learning and training process at school Content must ensure regulations on the minimum amount of knowledge, capacity requirements that learners achieve after graduation for the level of training 1.2.4 Competency Competence is the performance of tasks and jobs according to certain standards based on the knowledge, skills, attitudes, meeting the requirements of the activity and ensuring the operation to achieve good results 1.2.5 Technical secondary level According to the 2014 Law on Vocational Education, technical education is a level of the national education system to train primary, secondary, college and other technical training programs for workers, meeting the direct demand for manpower in production, business and services, which are provided in two forms: formal training and regular training 1.2.6 Assessment of study results Assessment of study results is the process of collecting and processing information about the performance and knowledge from learners' learning activities, comparing with the set goals (labor capacity according to occupational standards) as a basis for certifying competencies to confirm learners' study results after a learning period and provide feedback to improve their performance for the next stages In addition, it also helps to improve the teaching quality of teachers and the assessment management activities of the management departments 1.2.7 Managing the assessment of study results Currently, the concept of management in assessing the study results has many different interpretations Firstly, it is better to understand the different management approaches To clearly see its strengths, the optimal approach is the process approach and management function: - Functional approach: managing the assessment of study results has functions: • Planning to evaluate the outcomes • Organizing the implementation of assessing study results • Directing the evaluation of study results • Examining/Monitoring and evaluating study results - Process approach: • Managing to determine the evaluation objectives of study results • Managing to choose content and method to evaluate the study results • Managing to develop a tool to evaluate the study results • Managing to collect and process information • Feedback information Managing the evaluation of study results are comprehensively considered at different angles, from the functional management and the process management Therefore, the harmonious combination of both approaches will help to manage the assessment effectively The factors must be considered are managers, teachers, and students Thus, the managing the evaluation of students’ study results will be analyzed from the perspective of functions Managing the evaluation of study results using competency-based is comprehensively considered in aspects of process management and functional management From there, we can consider related factors, especially the contingent of managers, teachers and students The managing of evaluation students’ study results will be analyzed from the perspective of functions: planning to evaluate the outcomes, directing the evaluation of study results, organizing the assessment of study results, examining/monitoring and evaluating study results in each stage of the process in assessing of students' study results 1.3 Competency-based assessment of study results 1.3.1 Position, role and principles for competency-based assessment of study results 1.3.1.1 Position of competency-based assessment of study results Subject objectives Subject contents Teaching methos (teachers) Periodic/regular assessment Learning methods (students) Final evaluation Figure 1.1 The position of assessing study results in teaching-learning process 1.3.1.2 The role of competency-based assessment of study results Assessing students' study results not only plays a role in identifying the actual situation and orienting the adjustment of learning and activities, but it also determines the level of student study results after completing a lesson, a chapter, a module or a course, the ability to perform that work to what extent as a basis for the granting of certificates, graduation diplomas for students to be eligible to apply for a job, or continue to study to a higher level, and prepare to bring to the market a new team of qualified human resources that society requires 1.3.1.3.Principles for competency-based assessment of study results To assess study results based on competency-based approach, it is necessary to base on some of the following principles: Learners must know the contents and forms to be evaluated before studying; Assessment of study results is approached according to each individual and needs of the learners; Assessment of infrastructure should be conducted regularly, in many different forms to increase reliability and accuracy Teachers must know the limitations of each assessment tool to use them most effectively; assessming study results is to determine the achievement of the set target 1.3.2 Differences between assessing study results in traditional and competency-based approaches Table 1.1 Comparing the assessment of study results (practicing practice) in tradition and competency-based approaches Assessing in traditional method Assessing using competency-based approach "Confidential" assessment, mainly in ‘Open’ assessment, with participation of learners writing, by teachers Assessments are compared, competitive Assess each individual without comparing to the against each other others, with cooperation, sharing and orientation Assessing by the final results, according Assessing according to the process, according to to the program content the teaching objectives Assessing knowledge, criteria achieved Assessing skills, competencies, assessments or not achieved based on the scale mainly in real working situations Being achieved according to the criteria, standards of the subject, the module Test memory, level in memorizing Check the level of comprehension, the ability to information, knowledge analyze, synthesize, interpret and process information and knowledge Evaluation at the end of the course Partial evaluation, by module Score is important Academic competence is importanT Function of "punishment" checking, supervising, Tracking, improvement, development function Review and process the results compared Assessing is the basis for granting vocational to the objectives set out by the competence certificates to learners management 1.3.3 Types, methods and tools to evaluate study results according to competency-based approach 1.3.3.1.Types of competency-based assessment of study results * Hold regular assessment - Regular testing: Regular testing in the teaching process is a formal or informal step-by-step assessment test along with the formation of knowledge, skills and attitudes in learners, providing quick feedback information for timely additions or changes throughout the learning process This assessment aims to motivate learners to study more frequently throughout the learning process, and teachers rely on that as a basis to adjust teaching methods and support learners more - Periodic testing: Periodic testing is a very important component of the testing and evaluation system in training based on performance capability, it is conducted periodically according to specific regulations for the subject and the module * Final review (end): The assessment is done at the end of the theoretical part or practical part and at the end of the course It is based on the learning objectives of the theoretical part, the practical part and the training objective of the entire course And it must test the whole set of objectives, reflecting true ability of learners 1.3.3.2 Methods of competency-based assessment of study results Assessment of students' study results is not only done through tests with various forms as mentioned above, but also evaluates by many other methods: written test, oral exam, oral exam, Monitoring and self-assessment, process evaluation, product evaluation Methods of assessment Observation Oral test Regular Simplicity Students' performance Combination Writing test constructedresponse test Process Products Objectiveness Essay Multiplechoice Assigment True/False Thesis Matching Completing Short answer Figure 1.2 Methods of assessing study results 1.3.3.3.Tools for assessing study results towards competency The assessment tools must ensure the important contents of the assessment; There is a consistency in the contents and methods of assessing the learners; Assessments are valuable, reliable and fair There are many types of tools to assess the outcomes using competency-based approach The assessment methods are also a direct assessment tool in the teaching process, which is important to the results and quality of the assessment There are many methods to evaluate to be used: - Assessing knowledge (theoretical subjects): to assess the study results according to the knowledge objectives In the theoretical subjects, each lesson needs to be completed and list clearly the assessment tools for each learning objective and the core contents, the number of questions, the type of questions and the score factor must be filled with the tools to assess all chapters and subjects: open, essay, writing or oral questions, objective multiple choice questions, transcripts and grading scales need to be used - Assessing skills (practice module): to assess the study results according to the skill goals, including types: Intellectual skills; Psychotropic skills - Assessing attitude: To assess according to students' professional practice ability, people are often interested in working attitudes with specific criteria: sense of responsibility, discipline, honesty, behavior, teamwork however, attitude is a very complex and difficult area to evaluate 10 1.4 Management of competency-based assessment of study results Managing the assessment of study results is carried out through management functions (see table 1.2); This helps to make the management process transparent as well as regularly updated the stages of the assessment process Table 1.2 Management model for competency-based assessment of study results Managing the assessment of study results Competency-based approach Planning for assessment - Determine the target - Develop output standards and subject standards and modules - Develop a set of criteria - Developing a set for assessing outcomes by competencybased approach Directing the assessment - Close to each content of the assessment process; - The subject of managing the assessment at all levels affects the members and implementation departments; - Decentralization of management Organizing the assessment - Regularly assessment - Personal assessment (see personal progress) - Assessing according to learners' needs Inspecting/monitoring assessment (Managing assessment outcomes) the - Ensuring objectivity and fairness the - Compared to the personal progress - Compared to the target, the standard output 1.5 Factors affecting managing of competency-based assessment of study results - Awareness of students, teachers and administrators - Sense of responsibility, proactive innovation - Conditions of facilities, equipment and funding - The linkage among goals, programs, standards and competency of learners Conclusion of chapter CHAPTER REAL SITUATION OF MANAGING COMPETENCY-BASED ASSESSMENT OF STUDY RESULTS BY TECHNICAL SECONDARY STUDENTS 2.1 Orientation, guidelines, policies, and regulations on organizing competency-based assessment of study results by technical secondary students 2.1.1 Development orientation to assess study results of technical secondary students - Assessing study results must be associated with students' learning motivation - Assessing study results must be based on professional judgment of teachers - Assessing study results must be compatible with training standards - Evaluation of study results must create conditions for students to play an active role in assessment activities, in order to raise students' sense of responsibility - Evaluation of study results should reflect a moral concept shared by the participants in the evaluation - Academic review must state whether the student is competent, thereby ensuring the social value of the degree 13 In summary, in fact, through surveys and interviews, it has been shown that the exam / exam questions have not been given much attention in the construction of specific assessment content according to the students' capacity In addition, exam construction techniques / exam questions such as matrix construction; construction to ensure the equivalent difficulty level of the test of the teachers is limited due to lack of in-depth training in professional skills, test construction skills and the combination of evaluation method 2.4.3 Current situation of managing competency-based assessment of study results by technical secondary students The management of assessment content of technical schools’ students is shown in such aspects as the implementation plan, the direction of the school leadership, the implementation organization and the inspection / supervision 2.4.3.1 Making a plan for evaluating study results In general, the planning of evaluation of study results has been thoroughly understood and directed by the leaders through the regulations on evaluation (on the one hand, sticking to the general regulations on vocational training, on the other hand, deploying in detail chemical regulations to suit the characteristics of each industry, each field of the school) • Goal setting Figure 2.2 The importance of setting up goals in planning results evaluation Through the survey, it shows that the managers, teachers, and students all show the importance in setting goals for the students' assessment outcomes in various stages Most managers and teachers think that the coordination between the parties is very important and necessary • Output standards - subjects Figure 2.3 The importance of the subject-learning standard in the planning of outcomes assessment 14 Among the contents of the output standard, almost all managers & teachers think that the implementation of conditions is the most important When concretizing how the work is done, it will be easier for the teacher and when based on the criteria, there will be points based on that criteria, the teacher will score more accurately and transparently • Building criteria: In planning, the construction of criteria is an important step Figure 2.4 The importance of formulating criteria in planning for study results evaluation The school has also made better adjustments to the construction or planning of the assessment activities but there are still many shortcomings Overall management plans of factors participating in the process of assessing students' outcomes such as orienting the quality of assessment of study results in the trend of meeting the renovation requirements of vocational education 2.4.3.2 Directing the evaluation of study results Figure 2.5 The level of direction for conducting the evaluation of infrastructure results Most of the managers and teachers realized that there was a management decentralization in the assessment of study results with the value of 3.55; management at all levels affects the members, the implementation department with a value of 3.29 and that management is close to the management content is 3.23 To be able to assess the leadership, directing the management and evaluation of students' study results at technical schools through the survey shows some of the following contents: • Management process: Managing the determination of evaluation purposes: Managing content, methods of evaluation in accordance with the purpose; Managing construction tools appropriate to the purpose and content of the assessment; Collecting management, information processing • Method of management: Management and evaluation of students' study results at echnical schools has a clear decentralization between teachers, faculty/subjects, and departments of the schools - Teacher, student level are the people who directly perform the assessment of study results 15 - Department / Division / Subject level - School level In general, the leadership and direction in managing and evaluating the study results of technial students are the work carried out during the process of assessing the infrastructure and in fact, shows that, wherever and whenever, they are led and directed well, management decisions are well made 2.4.3.3 Organizing the evaluation of study results Organizing the management of assessment of technical students' study results includes the following stages: Figure 2.6 The level of organizing the implementation of competency-based assessment of study results The assessment authorities and teachers both evaluate the organization of regular assessment and review are more often used with a value of 4.19; personal assessment is 3.06 and the needsbased assessment is not focused much with only an average of 2.93 * Regular evaluation and final assessment - questions management step In general, the work of teachers' examinations has been taken seriously because according to the regulations of the school, the taking of exam papers is done by teachers and subject groups in terms of professional knowledge In fact, the schools’ exam bank is not available and has not yet been built This is a limitation of the school in implementing competency-based assessment In brief, in order to improve the quality of students 'assessment outcomes, the information exchange between teachers and students needs to be done well, it will affect the true assessment of teachers' test taking - Organizing examinations The survey showed that, organizing and taking examinations at school were performed methodically and seriously in both general subjects, specialized subjects and part-points or practical exams, the seriousness in examination work is highly appreciated by administrators and teachers - Grading step Currently, the examinations ensure accuracy, fairness and objectivity But to achieve the accuracy, fairness, and objectivity of the exam depends greatly on the test Teachers must be experienced, writing skills to test, test will ensure that the students' ability will be accurately measured, as well as ensuring objectivity, accuracy, fairness or not not sure yet - Feedback after the test In the management and evaluation of students' outcomes, the feedback of teachers after taking exams / tests is an indispensable requirement in the training process because this is an activity to help students be aware of their outcomes Whether or not, from which to draw experience for the later exams / tests to improve the test quality - Managing scores The management of tests and exams of students has a computer management software system Thanks to the software system, the strict management of exams, scorecards, score books, transcripts; administer the exam review; Summary and statistics of evaluation results, full and 16 accurate classification This is really a scientific way, and demonstrates the investment in material as well as manpower to make the training in the direction of the modern school In general, the above management contents have been analyzed, the stages are implemented quite well But the issue of the exam is still a big problem is how to evaluate the ability of each student, which is related to the skills, the ability to compile test questions of teachers * Individual assessment Individual assessment is a very important step for students Individual assessments are not comparisons between individuals Assess the learning process including from theory and performing a task and the end result of completing a product in accordance with the criteria of that subject / module Teachers rely on the criteria and major assessments in the situation of performing the work to see if the student is proficient or not proficient * Assessing according to learners needs Needs are generally very diverse and depend on the target group or individual Therefore, the first thing is to identify the target group or individual that needs to evaluate the study results according to the needs of the learners The needs of the target group or individual are the expectations of the learners who are able to fight against the results when the first assessment has not achieved the desired results 2.4.3.4 Current status of examination / monitoring and evaluation of study results Figure 2.7 The level of checking / monitoring and evaluating the self-studying skills of technical secondary students by competency-based approach Over the past years, the inspection / supervision in the management and evaluation of study results at technical schools has been maintained seriously The testing activities have identified the focal points well and identified the error from that and helped teachers and students adjust to perform the evaluation objectives well However, through the survey, we see that the school has implemented the examination / supervision of students' assessment of the results of the results in the stages: problem solving, printing test questions, grading, managing points However, these inspections are not carried out regularly (according to the assessment of the managers of the training room), and the level is different But the inspection / supervision also needs to be improved more and more quality 2.4.4 Situation of factors affecting management activities in assessing study results by competency-based approach 2.4.4.1 Awareness and responsibility of students, teachers and administrators Raising awareness of the assessment of study results for students, teachers & administrators by: common form, time of dissemination and the suitability of the regulations The dissemination of the rules, regulations and assessments The dissemination of information about the assessment in the process of assessment of infrastructure to raise the awareness of evaluation and management is very important The administrators of the technical school will disseminate the rules and regulations for teachers and students in the school in advance about the contents and how to implement them so that the teachers and students will master the process to have time to prepare for thoughtful and careful in assessing the results of learning skills of technical students 17 Average value Average value Getting feedbakcs and making changes Disseminating plans to teachers Disseminating Time of regulations and disseminating policies Organizing assessment activities Managers & Teachers Monitoring & Testing & supervising examination assessment activities is a part of teaching Getting Monitoring & feedbakcs and supervising making changes assessment activities Time of Disseminating Disseminating Organizing Testing & disseminating regulations and plans to teachers assessment examination policies activities is a part of teaching Students Figure 2.8 Awareness level of assessing the study results of technical students by competency-based approach At present, the awareness in the assessment of study results based on the approach to capacity has been perceived by managers, teachers and students and has grasped the spirit and implemented but has not been thorough and dedicated In order to be able to change and improve students' study results, teachers must invest effort and time to study and put the content towards competency-based approach to perform a student's work according to the main policy State policies and school's requirements can motivate students, teachers and schools to develop 2.4.4.2 Conditions of facilities, equipment and funding service In recent years, schools have actively increased investment, promoting the construction of facilities and technical equipment to meet practical needs necessary for teaching and learning Recently, investment in development of vocational schools has been quite positive However, compared with the quality requirements, most schools (mostly non-public schools) are in a state of patchwork, lack of machinery and technology for organizing professional practice for students 2.4.4.3 The relationship among objectives, programs, study results and competencies There is a direct link between the objectives, the program and the study results, subject standards, and modules From the study results, the standards of subjects and modules are formulated for more specific assessment Based on the output standard to check target identified at the input Assessing by competency-based approach, between teaching objectives and control outputs The assessment of students can take place anywhere at different times Only when finished content and achieved results according to the prescribed standards will be granted a diploma 2.5 General assessment of the situation of managing competency-based assessment of study results by technical secondary students 2.5.1 Strengths • Managing and evaluating the study results of technical students by competency-based approach was initially fully and fairly effectively implemented for the contents, processes, and methods of management and evaluation of technical schools • Leadership in evaluating the students' study results at school has completed quite well such works as: Building and issuing guidance documents; Raising awareness of managers, teachers, students and training support units on the evaluation of study results • The management of evaluation of study results by competency-based approach has helped the management to achieve a number of goals: the goal of developing students' competencies (both self-study, self-study and teamwork, practice capacity); objectives on renovating teaching and learning methods of teachers and students; objectives of the training quality management of the school 18 2.5.2 Weakness The management of evaluation of study results comply with the regulations of the management agencies, but the diversification of evaluation forms has not been paid much attention, and has not paid enough attention to ensure the evaluation activities - The current assessment of study outcomes have not yet identified the cognitive requirements for the learners This assessment was general and was not accurate to the learners' performance - The evaluation, based mostly on the traditional method, has not met the practical requirements - The conditions of the assessment is still ineffective and have not focused on fostering awareness for the evaluation activities 2.5.3 Opportunities and challenges - Authorities and schools have seen the role of the assessment and evaluation of study outcomes in general and of secondary students in particular Based on this, staffs, teachers and administrators have gradually improved the quality of teaching and learning - Other countries have also had detailed research on the student assessment and have introduced the positive evaluation methods in learning, which is an opportunity to access new assessment methods by competency-based approach - Information technology also contributes to innovation and creates more favorable conditions for students, teachers, and administrators to implement and manage the assessment of study outcomes - Currently, the demand of employment in society still needs a lot, especially the trained human resources to ensure the quality of training 2.5.4 Reasons • Raising awareness of managing the assessment of related subjects by the dissemination of regulations on the assessment and management Besides, there is a lack of active participation of members of the school, the coordination between units in the school and not fully aware of the meaning and importance of the assessment of student's outcomes • Form and method of evaluation: The school has created the most favorable conditions for the evaluation of infrastructure results, but it can be seen with the teaching staff, administrators and managers who have not been in-depth training in assessing study results, making test / examination and evaluation methods still have shortcomings • Management and evaluation operations: Qualifications and competencies of the specialized assessment staff are still low in technical and professional knowledge, uneven and unprofessional Managers & teachers all think that the management of the school is not scientific • Regarding regimes / policies for teachers, administrators in charge of assessment: The school has built reasonable forms of commendation and discipline to encourage teachers and staff to self-study and improve assessment capacity However, the reward policy is not satisfactory with the managers and teachers who have achievements; Besides, the investment for management is limited • Funds and facilities: Most of the schools have tried to invest in equipment for the evaluation of study results but have not yet met the requirements of the evaluation, administrators and teachers Conclusion of chapter CHAPTER MANAGEMENT SOLUTIONS FOR T COMPETENCY-BASED ASSESSMENT OF STUDY RESULTS BY TECHNICAL SECONDARY STUDENTS 3.1 Basic principles for setting up solutions It is possible to identify a number of orientations or principles as a basis for managing the assessment of the students These orientations are regularly presented in a document that demonstrates the perspectives of learning assessments, the values that underpin the assessment, and the general framework for the implementation and evaluation 19 - Ensuring sciencetificness - Ensure systematicness - Ensuring the necessity and feasibility - Ensuring consistency - Ensuring the effectiveness 3.2 Management solutions to competency-based assessment of study results by technical secondary students 3.2.1 Fostering to improve the level of competency-based assessment of study results by technical secondary students 3.2.1.1 The objective of the measure The enhancement of the assessment capability of students at technical schools by competency-based approach is to make managers, teachers and students be more aware of the role, effects, benefits, and necessity of assessments in general, managing assessment in particular Thereby, it will improve the spirit, responsibility, self-awareness, positive and proactive attitude of individuals and collectives in assessing study results, improve the quality of managing assessment and contribute to school development In addition to raising awareness, it is important and necessary to foster professional competence in evaluating teachers and managers The capacity of every person is different, so the capacity is understood as the individual psychological attributes of the individual, it appears and develops in the process of activities and fostering 3.2.1.2 Content of the measure * Propagating to improve assessment capacity: In order to raise awareness about the assessming and gain a consensus from the people involved directly or indirectly, technical schools need to have a plan to disseminate and propagate in many appropriate forms At the school, the leaders and managerial officials must be the pioneers in having the proper awareness of the role and importance in order to promote the assessment of study results of students at techical schools by competency-based approach - There must be consensus from the school leader, the person who sets the strategy and promulgates policies On the other hand, relevant departments and individuals (staff of the training department; managers of the Departments / Departments) ) must constantly influence the perception of a leader through advice and persuasion so that they truly have innovative thinking - Propagandizing and disseminating knowledge and regulations in assessing study results of students at technical school by competency approach in the stages of the evaluation process - Through each content of the evaluation activities, the use of many measures affects teachers’ awareness - Enhancing the thorough grasping of guidelines, guidelines and policies for activities in assessing learning outscomes in professional activities; Concretize the guiding documents of all levels - Organizing conferences and seminars assessing study results in education and trainingwith practical issues - Besides, building campains in assessing study results * Organizing the trainings on assessment capacity: - The process of organizing training programs and contents must be suitable in many types and subjects for managers, teachers, in the direction of regularly updating new knowledge - The specialized officials working on the assessment must be equipped with comprehensive knowledge about the assessment 20 - Regularly organize professional and seminars to exchange experiences in assessing study results students at technical schools by competency-based approach - Apart from training and fostering activities, there should be self-fostering and self-study activities 3.2.1.3 Method of implementing measures * Organizing propaganda to raise awareness: - Planning propaganda and disseminating the importance of the evaluation work - Organizing classes to grasp thoroughly guidelines, policies and guidelines - Organizing of seminars and discussions - The strengthening and disseminating documents is necessary and relevant - Being self-initiative in thinking innovation, being aware of its role in the school - Deploying the application of managing management in information technology and management process effectively and quality - Organizing evaluation monitoring to draw experience during the implementation process * Organizing the training of assessment capacity - Planning training courses, improving the capacity in assessing for managers and teachers - In preparatory training, it is necessary to check detail qualifications - Training specilized staff through long-term or short-term training courses - Standardizing the assessment capacity for teachers is essential - Besides, training and coaching professional skills for experts composing question bank - Training skills for officers participating in steps of examination 3.2.1.4 Conditions for implementing the measure - Promulgating and disseminating regulations and instructions to each teacher and managers; - Make annual statistics and summaries to assess the quality and effectiveness of the evaluation, evaluating training quality, evaluating the training program and notifying officials and teachers - Funds for training and fostering activities must be sufficient and prevent wastefulness and ineffectiveness - Strengthening facilities for training and retraining 3.2.2 Develop a plan to perform the competency-based assessment of study results by technical secondary students 3.2.2.1 The objective of the measure Setting up the plan of evaluating study results of students at technical school by competencybased approach in order to perform well the responsibilities of managers and teachers, to ensure the rights of the evaluators and be evaluated people to implement managing assessment activities reasonably and effectively In addition, there is a need for unification from leaders to members involved in the evaluation 3.2.2.2 Content of the measure - Planning specific activities, assigning responsibilities, organizing and coordinating the implementation of the duties of the teachers - Before planning, it is necessary to consult the managers, teachers, participants in the work related to the assessment activities 21 - Monitoring and reminding members to abide by the evaluation regulations and procedures, encourage the cooperation between administrators, teachers and students while conducting this evaluation activity - Assigning tasks to the right people, the right jobs and the right functions based on their capacity, qualifications and expertise - The stages of assessing the study results of students at technical school by competencybased are managed through the software system - Developing specific criteria corresponding to each point in scale - The assessment plan needs to provide an open plan for students who have not yet achieved the first competence assessment, creating conditions for students who need to register for reevaluation 3.2.2.3 Method of implementing measures - Identifying a structure, management system suitable with the assessment activity - Selecting and allocating officers into the right positions that suitable to professional capacity in the assessing study results - Identifying management mechanism to ensure effective operation - Monitoring and directing strictly implementation of the evaluation regulations - Building a system of information technology applications in the evaluating - Strengthening facilities for the management and organizing evaluation activities 3.2.2.4 Conditions for implementing the measure - Ensuring conditions on cost, time, equipments for the assessment activities - Making documents defining the responsibilities of managers, teachers and students for the assessing study results - Clearly defining the functions, tasks and powers of the specialized section - Developing financial mechanisms, investing in facilities - Based on the established plan, estimating long-term and annual funding sources 3.2.3 Strengthening the management of competency-based assessment of study results by technical secondary students 3.2.3.1 The objective of the measure The leader conducts the assessment activities, facilitates the staff to carry out the tasks assigned in the assessment activities so that the activities can be operated as planned and achieve the objectives The criteria have been set out in the direction to assess the study results of students at technical schools by competency-based approach 3.2.3.2 Content of the measure - The school's leaders, together with the Academic Department and the heads of the departments/subjects, are responsible for making decisions to set up evaluation boards for the process of elaborating the contents of the exam and judging - Academic Department must develop a system of program to manage assessing - The school invests in building website and intranet of the school - The application of information technology in creating management software is assigned by the school to the Department of Education and Training, responsible for participating in management, deployment and administration - Building content for the school's website is implemented by the information department in cooperation with the school's staff and students - Other functional departments such as the planning department, along with academic department, prepare the facilities for management and evaluation activities - Rector board give general guidance 22 3.2.3.3 Method of implementing measures - General agreement on the focal points of evaluation management and the development of regimes and procedures for management of evaluation activities - Raising theoretical awareness and the ability to make exam questions for teachers - Using equipment effectively, limiting waste - Directing, decentralizing management, exploitation and use of facilities and equipment - Enhancing the application of information technology in management and evaluation of study results 3.2.3.4 Conditions for implementing the measure - Having the involvement of managers, teachers & students and some other personnel - Supporting all necessary conditions and policies and regimes for participants - Management staff, teachers must have knowledge and be able to participate in training courses - Awareness of management staff, teachers & students in the evaluation 3.2.4 Organizing competency-based assessment of study results by technical secondary students 3.2.4.1 Objectives of the measure Organizing activities in assessing students’ study results by competency-based approach in a scientific way to find more effective and quality management methods through the management of exams and assessing students' study results 3.2.4.2 Content of the measure - Managing activities in organizing the assessment of study results in class - Managing the activities in organizing exams to end the course and program - Managing the assessment of organizing the intership, graduation thesis or graduation exam of students - Managing activities in organizing exam questions and tests - Managing graduation thesis and graduation examinations - Managing activities for examination and assessment 3.2.4.3 Method of implementing measures Assessing the study results of students through exams and tests with different levels, forms and purposes These results ensure fairness, objectivity and quality in order to achieve the set goals The school leader is the person who directly manage the professional departments of the school to perform and complete the assessment of students’ learning ooutcomes according to the rules and regulations on assessment 3.2.4.4 Conditions for implementing the measure - Building the structure, establishing the structure of the organizing activities in each department for rationality and science - The managers, teachers, and students must be responsible for monitoring, supervising and implementing it closely, transparently and objectively - Software information system must work well - Provide adequate facilities such as computers, printers, practical materials 3.2.5 Regularly supervising, supporting the competency-based assessment of study results by technical secondary students 3.2.5.1 Objectives of the measure Strengthening the inspection activities in school administration in order to assess students' study results Thereby discovering the shortcomings in the implementation process is to timely take measures to handle, overcome limitations and shortcomings in the management process to improve the quality of training 23 3.2.5.2 Content of the measure - Developing criteria to evaluate the study results The inspection is not only assessed at the time but also need to be conducted periodically, often at all stages - Inspection / supervision must be carried out continuously and more closely than inspection The inspection / supervision task must also focus on professional issues while the forms of inspection / supervision can be checking/monitoring results, checking/monitoring attitude, checking/supervising regularly In addition, there should be a mechanism to check / supervise each other in each department - The examination / supervision in assessing study results of students at technical schools by competency-baswd approach helps the managers and teachers to see if they have achieved the initial goals and the output standards of the students have been achieved, teachers can compare the progress of individuals - An important issue is that in the inspection / supervision, it is necessary to avoid bureaucratic inspection / supervision and to discipline or reward appropriately and promptly - After checking / supervising, feedback is required 3.2.5.3 Method of implementing measures Scheduling test, periodic and regular assessment - Assigning specific responsibilities for each unit to inspect and urge the units - Giving criteria to assess - Regular evaluation will help managers, teachers can find errors in the process of conducting the assessment activities to promptly correct and overcome - Establishment of supervising team or specialized departments, having specific plans for the assessment activities 3.2.5.4 Conditions for implementing the measure - Having the involvement of managers, teachers & students and some other personnel - Supporting all necessary conditions and policies and regimes for participants - Providing adequate facilities such as computers, printers for inspection work 3.3 The relationship among the solutions for competency-based assessment of study results by technical secondary students The proposed solutions all have specific functions and tasks, the solutions also have dialectical relationships, complement each other, promote development, and create a unified whole towards the goal to improve the management capacity to assess the study results of students by competency-based approach Solution 1: Fostering to improve the capacity in assessing study results of students by competency-based approach This is a prerequisite solution for deploying other solutions Solution 2: Develop a plan to perform assessment of study results of students at technical schools by competency-based approach This is the orientation solution for assessment of students at technical schools by competency-based approach Solution 3: Enhancing the direction of assessing the study results by competency-based approach This is the solution to implement the management tasks of the proposed plan Solution 4: Organizing activities to assess the study results of students by competency-based approach This is the basic solution for evaluating the study results of students at technical schools by competency-based approach Solution 5: Regularly supervising and supporting the evaluation of study results of students by competency-based approach This is a solution to monitor the assessment of study results at all stages of the assessment process, in order to ensure management functions If combining the implementation of the above solutions is well done,it will create significant changes, there may be breakthroughs, contributing to improving the quality of management and assessment of students' study results by competency-based approach 24 3.4 Testing the urgency and feasibility of the solutions 3.4.1 Purpose of testing 3.4.2 Assay content 3.4.3 Assay object 3.4.4 Tools and evaluation criteria 3.4.5 Assay results Test results show that the subjects highly appreciate the necessity and feasibility of the proposed solutions The opinions asked about the urgency and feasibility of the solutions are relatively high In which, the need of solution is highly appreciated and the group of respondents agreed that all solutions are feasible Solutions 3.8 3.6 3.4 3.2 3.7 3.84 3.75 3.77 3.69 3.73 3.83 3.97 3.57 3.61 Fostering capacity of 2.2.Xây Building planskế to management Implementing Regular supervising 1.1.Bồi dưỡng nâng dựng 3.Enhancing Tăng cường 4.4 Tổ chứcassessing triển Thường xuyên technical students in implement assessing in assessing technical technical students by and supporting assessing cao trình độresults ĐGby hoạch đạo by ĐG KQHT ĐG KQHT giám hỗ trợ assessing study technicalthực students by students study results by khai study results by technicalsát, students by competency-based results by competency-based competency-based study results by KQHT HSTC ĐGstudy KQHT của HSTC theo HSTC theo KTĐG KQHT competency-based approach approach competency-based theoapproach TCNL HSTC theo TCNL TCNL TCNL HSTC theo TCNL approach approach valuebình of necessity GiáAverege trị trung Mức độ cần thiết valuebình of feasibility GiáAverege trị trung Mức độ khả thi Figure 3.1 The average value of the necessary and feasible level of the solution 3.4.6 Correlation between necessary and feasible level of the solution in Table Table 3.1 Correlation of necessity and feasibility Averege value of necessity Averege value of feasibility With the allowable correlation coefficient results, the necessity and feasibility of the proposed solutions are positively and closely correlated, the necessity and feasibility of the proposed solutions not completely overlap in terms of level and scores but still ensure conformity and reliability 3.5 Testing solution Through researching the theoretical basis, surveying, assessing the current situations of management and evaluation of study results of students at technical schools by competency-based approach and proposing solutions to promote the assessment of study results into the stages of 25 management, to improve quality of the school's study results assessment Based on the purpose, content, and properties of the proposed solutions, based on the importance in the management system, we choose a part of solution "Fostering and improving the capacity in assessing students’ study results by competency-based approach” to conduct experiments Conducting experiments for solutions proves the necessity and feasibility of the scientific hypothesis of the thesis 3.5.1 Purpose, subject and scope of testing 3.5.2 Experiment content 3.5.3 Procedures and results of conducting experiment The results of the initial testing process have been achieved according to the requirements of the proposed management and evaluation, and it shows the feasibility and effectiveness of the solution "Fostering and improving the capacity in assessing students’ study results by competencybased approach” In order for the solution to be more broad-based and large-scale, the dessertation will have next recommendations for management levels Conclusion for chapter CONCLUSIONS AND RECOMMENDATIONS Conclusions Assessing students' study results in training process is a very necessary task that helps teachers see the teaching method and students know whether the learning is effective or not Besides, the school also sees the quality of training both the course in general and in each subject in particular, of each period Therefore, the study of management in assessing study results of students at technical schools according to competency-based is necessary in the current period, implementing comprehensive innovation in education Assessing outcomes is one of the key issues that the Party and the Government are very interested in These are also solutions that benefit the school in general and the managers in particular, helping improve the quality of the teaching and learning activities of teachers and students Assessing students' study results in the training process has great educational significance, with the aim of contributing to promoting the formation and development of student's personality according to the training objectives This is a part of the training process, an important tool, an effective solution to help managers improve the quality of training and achieve the desired management effect Through the process of surveying, analyzing and evaluating the situation of managing the assessment of study results of students at technical schools according to competency-based approach, the dissertation has analyzed the advantages, difficulties and influencing factors in assessing study results and the managing assessment To basically solve that situation, it requires many synchronous management solutions related to the functions and settlement powers of many relevant policies The solutions must have close relationship and support each other to achieve the goals of the system of management and evaluation of study results of students according to competency-based approach Another issue is that the professional responsibility and professional ethics of the forces involved in the assessment of students' study results, the most important of which is the teaching staff The desertation has proposed basic solutions that contribute to addressing the above situations and managers will implement it in a synchronized manner, suitable to the school's conditions The dissertation's solutions have been tested and highly appreciated by the managers and teachers And the test results of one solution also showed the effectiveness in renovating the method of managing the assessment of study results by competency-based approach 26 Recommendations 2.1 For the Ministry of Labor, War Invalids and Social Affairs - Elaborating in detail the rules and regulations on the assessment the study results of students at technical schools - Develop and promulgate standards and criteria to assess the management in assessing study results of students at vocational school by competency-based approach in particular and in managing the assessment of study results in general - Issue policies for funding, infrastructure investment for the school in general and managing the assessment study results in particular 2.2 For vocational schools - Building specific plans, assigning officials and teachers to perform work in the management and evaluation of students' infrastructure results in accordance with each person's abilities - Organizing propaganda to raise awareness and have a plan to foster the capacity of assessing students' learning skills according to the quality standards for teachers of the school to ensure the management in assessing study results have achieved good results - Building and upgrading the management software to be able to complete the process, the system of directing documents and instructions for managing the evaluation of students' study results - Supplementing and amending a number of contents in the grading regulations must be based on the criteria and standards depending on the subjects or modules Facilitating lecturers to evaluate fairer, more discriminatory in assessments - Strengthening steering, supervisory support, evaluation - Review the clear regimes, policies and rewards for officials, teachers and students in assessing study results - Developing specific standards and evaluation criteria for each industry module 2.3 For the school officials and teachers - For officials, teachers consciously constantly strive to raise awareness and professional qualifications; regularly improve and adjust to be proactive and creative in working to meet the requirements of modern higher education innovation and responsible in the implementation of students' assessment of study results - It is necessary to request the right evaluation of students' study results as one of the tasks, leadership content, regular direction of the Party Committee, cells of the departments, teachers, students and checking responsibility of each party member, each organization in their working positions - The priority regimes, selecting working places and bonuses for good students need to follow the principle of higher points, the more valuable priority benefits will be given, the lower the level of the good students will be entitled to lower priority benefits 27 LIST OF PUBLISHED SCIENTIFIC WORKS Dao Thanh Hai (2013), Current situation of assessing students' study results in technical education, Journal of Vietnamese Teacher Association, No.69, 1/2013 Dao Thanh Hai (2015), Assessing students' study results in education - Overview of theoretical and practical issues, Journal of Teaching and Learning, No.12/2015 Dao Thanh Hai (2017), Assessing Scotland students' study results, Journal of Vietnamese Teacher Association, No.129, 12/2017 Dao Thanh Hai (2018), Managing competency-based assessment of study results by technical secondary students, Vietnam Journal of Educational Science, No.5, 05/2018 ... study results by technicalsát, students by competency- based results by competency- based competency- based study results by KQHT HSTC ĐGstudy KQHT của HSTC theo HSTC theo KTĐG KQHT competency- based. .. to competency- based assessment of study results by technical secondary students 3.2.1 Fostering to improve the level of competency- based assessment of study results by technical secondary students. .. assessment of the situation of managing competency- based assessment of study results by technical secondary students 2.5.1 Strengths • Managing and evaluating the study results of technical students by