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MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI HA PHUONG MANAGEMENT OF THE ACADEMIC PERFORMANCE ASSESSMENT ACTIVITIES OF STUDENTS AT PEDAGOGICAL UNIVERSITIES BY COMPETENCY-BASED APPROACH Branch: Educational Management Code: 9140114 SUMMARY OF DOCTORAL THESIS IN EDUCATION SCIENCE NGHE AN - 2021 The thesis is completed at Vinh University Academic supervisors: Assoc.Prof Dr NGUYEN THI HUONG Assoc Prof Dr NGUYEN THI MY TRINH Reviewer: Reviewer: Reviewer: The thesis is defended before the School-level Doctoral Dissertation Evaluation Council Location: Vinh University Time: At hour, date month 2021 Theses can be found at: - National Library of Vietnam - Center of Information - Nguyen Thuc Hao Library , Vinh University PREFACE Rationale 1.1 Assessment is a crucial stage of the teaching process in general and in the university training process It has a direct impact on the quality of education and training In the context of fundamental and comprehensive innovation of Education and Training in Vietnam today, the assessment of students' academic performance (AP) is considered a breakthrough, an important task, and solution, is the core content In the current innovation in Vietnam, it is required that assessment and management of this activity must be conducted in a synchronous and more scientific manner Therefore, the issue of academic performance evaluation management and its management of the Assessment of Academic Performance (AoAP) of students by Competency-based Approach (CA) should be fully researched in a systematic manner, which plays a role as the basis for this activity implementation in universities in general, and in pedagogical universities in particular 1.2 From the school year 2020 - 2021, the General Education Program in 2018 has been implemented nationwide, with a comprehensive innovation, from objectives, content and methods The AoAP of students from developing CA requires pedagogical universities to renew their training methods, in which academic performance assessment of students is a critical stage The AoAP of students by CA is a crucial stage 1.3 Currently, in pedagogical universities (PU), the AoAP of students has initially innovated towards CA However, the AoAP of students still has certain shortcomings in terms of objectives, content, methods, forms of assessment and especially the competencies that need to be formed for students in the training process This problem is caused by many reasons such as awareness and experience in organizing, implementing AoAP of students by CA of managers, lecturers There are still many inadequacies in the training programs, facilities, which is not suitable for requirements assessed by CA The research of management solutions to improve the effectiveness of students’ AoAP at PU by CA, to meet the requirements of innovating higher education and high education program in 2018 is an urgent issue From the above reasons, we chose the topic "Management of the academic performance assessment activities of students at pedagogical universities by competency-based approach" as a topic for research 2 Research purposes Based on theoretical and practical research, the thesis proposes solutions to manage AoAP activities of students at PU by CA to improve the efficiency of assessment, contribute to improving the quality of PU in the context of radical innovation, comprehensive renovation of Education and Training The subjects and objects of study 3.1 The subjects of study: The AoAP activities of students at PU by CA 3.2 Objects of the study: Management of AoAP activities of students at PU by CA Hypothesis Management of the AoAP activities of students at PU by CA is still encountering a lot of inadequacies The effectiveness of the AoAP activities of students in PU by CA can be improved if the solutions are proposed and implemented scientifically and feasibly The assessment should based on the functions and content of management Some solutions are: planning and process of organizing, directing AoAP activities of students by CA; enhancing the competence of AoAP of students at PU by CA for managers, lecturers; building competencies framework as a basis for the AoAP of students at PU by CA; establishing conditions to ensure the management of AoAP activities of students at PU by CA The aims of research 5.1 Research on the rationale of management of AoAP activities of students at PU by CA 5.2 Surveying and evaluating the status of management of AoAP activities of students at PU by CA 5.3 Proposing and testing solutions to manage AoAP activities of students at PU by CA Scope of the research - The thesis researches on the management of AoAP activities of full-time students at PU by CA (common competencies and pedagogical competencies of students) - Survey locations: Universities: Hanoi University of Education, Thai Nguyen University of Education, Hue University of Education, Ho Chi Minh University of Education - Time of survey: in the academic years 2017 - 2018 and 2018 - 2019 Research Approach and Methodology 7.1 Approach point of view: process approach; operations approach; competencies approach; content approach; management function approach; practicality approach 7.2 Research methodology 7.2.1 Group of theoretical research methods Document analysis and synthesis method; The method of generalizing independent statements; Modeling method 7.2.2 Group of practical research methods: Methods of investigation by questionnaires; Methods of discussion, topic interviews; Methods of summarizing educational experience; Experimental method 7.2.3 Mathematical statistical methods Using statistical formulas to process obtained data quantitatively, compare the research results of the thesis Arguments to defend 8.1 Evaluate students' AP at PU by CA not only assess what students have learned, but also more importantly what students can in relation to their future careers Managing the AoAP activities of students at PU by CA is an area of training management, which requires planning, organizing, directing and testing the assessment in order for this activity to achieve progress assessment goals and the development of students in the learning process 8.2 Currently, in PU, AoAP activities and management of AoAP activities of students mainly follow content approach This approach is no longer appropriate when the PUs are innovating strongly in terms of goals, curriculum, methods and forms of training towards forming the core competencies of teachers 8.3 The management of AoAP activities of students at PU by CA must be based on the management functions, characteristics and AoAP methods of students, factors affecting this activity in PU Raising awareness for managers, teachers, and PU students about the importance of AoAP of students by CA; Develop plans and processes to organize and direct AoAP activities of students by CA; Organize training to improve the AoAP competencies of students at PU by CA for the team of managers, teachers; Develop competencies framework for students' AoAP at PU by CA; Establishing conditions to ensure the management of AoAP activities of students of universities of education by CA These are the basic solutions of the management of AoAP activities of students at PU by CA New contributions of the thesis 9.1 The thesis clarifies some theoretical issues about the AoAP of students at PU by CA and management of AoAP activities of students at PU by CA, especially clarifies characteristics of assessment activities of students at PU by CA, content, the subject of this management activities at PU 9.2 The thesis has objectively evaluated the current status of AoAP activities of students at PU by CA and management of AoAP activities of students at PU by CA, thereby showing the strengths, limitations and causes of the current situation as a foundation for proposing solutions to manage AoAP activities of students at PU by CA 9.3 The thesis proposes solutions to manage AoAP activities of students at PU by CA, especially the thesis has built a training program to improve students' AoAP competencies at PU by CA for managers, teachers, and building competencies framework as a basis for the AoAP of students at PU by CA, contributing to improving the training quality of PUs 10 The structure of the thesis: In addition to the Introduction, Conclusion, Recommendation, List of references and Appendices, the thesis includes chapters: Chapter 1: Rationale of the management of AoAP activities of students at PU by CA; Chapter 2: Current status of AoAP management activities of students at PU by CA; Chapter 3: The solution of managing the AoAP activities of PU students by CA Chapter RATIONALE OF THE MANAGEMENT OF THE ASSESSMENT ACTIVITIES OF ACADEMIC PERFORMANCE OF STUDENTS AT PEDAGOGICAL UNIVERSITY BY COMPETENCY-BASED APPROACH 1.1 Overview of research issues: Through an overview of overseas and domestic studies on the assessment and management of AoAP activities of PU students, it shows: The authors proposed the arguments, concepts, principles , methods, scales, forms of assessment and management of assessment activities in many perspectives, but in a nutshell, the assessment of AoAP of students by CA is a type of education showing many advantages, the dissertation can be seens as an exemplary model to be used From the results of the overview research, the thesis will continue to focus on solving the main issues: 1) Research to continue to solve theoretical issues about assessment and management of AoAP activities of students at PU by CA; 2) Research to clarify the current status of assessment and management of AoAP activities of students at PU by CA; 3) Research and propose solutions to manage AoAP activities of students at PU by CA 1.2 Some basic concepts: The thesis has clarified and drawn the content of concepts to use in research: Assessment; Study; AP; AP rating; AoAP activities of PU students; Competence; AoAP of students at PU by CA; Manage; management of AoAP activities by CA 1.3 Some problems about AoAP of students at PU by CA 1.3.1 The characteristics of AoAP of students at PU by CA: This is a higher development step than the content assessment, there are some basic differences between content assessment and goal assessment, assessment methods, forms, subjects, tools, time and context 1.3.2 The purpose, meaning, and function of AoAP of students at PU by CA: Provide accurate, timely and valuable information about the response level of the curriculum standards, the progress of the students to guide and adjust teaching activities, management, developing curriculum, improving the quality of training It means a lot to students, faculties, schools, employers and families The basic function is to orient, create motivation, classify and improve the forecast at different levels of the training process 1.3.3 Some principles of AoAP of PU students by CA: Guarantee the objectivity; Guarantee the comprehensiveness; Guarantee the fairness, reliability; Guarantee the regularity and for the development of students; Guarantee the competencies of students can be evaluated; Guarantee the integration of assessment with teaching 1.3.4 The content of AoAP of students at PU by CA: Assessment of ability to master knowledge, skills, application to solve practical problems in career and life Content of assessment activities include: Building an assessment toolkit; Building exam question banks based on levels of Bloom scale; Implementing the step-bystep assessment process: Defining a system of common competencies, specific competencies that students need to form in the learning process; Identifying appropriate AoAP methods and forms; Evaluation of student competencies has been achieved through different channels, at the same time incorporating self-assessment of students; Using the results of the assessment as a basis to confirm teaching quality, helping students and teachers adjust teaching activities; The school management at all levels in a timely manner can direct teaching activities to improve the quality of training 1.3.5 Methods, forms of the AoAP of students at PU by CA 1.3.5.1 The methods of AoAP of students at PU by CA: Observation; Multiple choice questionnaire; Open-ended question; Evaluation through learning records 1.3.5.2 Forms of AoAP of students at PU by CA: formative assessment; periodic evaluation; summative evaluation 1.3.6 Process of AoAP of students at PU by CA: Identify outcome standards, competencies, competencies that students need to know, can perform, need to achieve; Define and design tasks based on subject content to assess competencies; Identify the assessment criteria, indicators / task completion indicators; Build up a score for the tasks; Organizing assessment and giving feedback and sharing with assessment stakeholders 1.4 Manage AoAP activities of students at PU by CA 1.4.1 The importance of AoAP activities management of students at PU by CA Meet the requirements of fundamental and comprehensive innovation of higher education; Meet the requirements of developing PU; Improve the training quality of PU 1.4.2 Content of management of the activities of AoAP of students at PU by CA: Planning of assessment; Implementing the assessment activities; Directing the assessment activities; Checking the AoAP activities and management of the conditions to ensure AoAP activities of students at PU by CA 1.4.3 Subject of AoAP management activities of students at PU by CA : Rectors; Heads of Department of Education and Training; Heads of departments / centers responsible for the assessment; Deans; Head of academic sections; Lecturers; Students 1.5 Factors affecting the management of the activities of AoAP of students at PU by CA 1.5.1 Objective factors : The strong development of science, technology and international integration; Regulations, regulations and guidance on the AoAP of students; Management mechanism, cultural environment of PU; Financial factors, facilities, techniques 1.5.2 Subjective factors: Perceptions of managers, lecturers; competencies applying methods and forms of AoAP by CA of teachers; Competence of specialized staff in charge of assessment; Awareness and self-assessment capacity of students CONCLUSION OF CHAPTER 1 Evaluate AP and management of the activities of AoAP of students at PU by CA is a matter of research interest of some national and international researchers Through the review of the authors' studies shows that the problems of assessment and management of the AoAP of students by CA have not been specifically studied in PU, there is no science-based solution which guarantees feasibility The AoAP of students at PU by CA is an accurate, objective and comprehensive measurement process of students' achievement level of common competencies, pedagogical competencies formed in the training process; Assessment by CA has its own characteristics compared to assessment based on content, which requires the use of many different methods and forms of assessment Management of the AoAP activities of students by CA is an important content in the management of training activities in PU It is the process of planning, organizing, directing and monitoring the assessment activities with the participation of many stakeholders Management of AoAP activities of students at PU by CA is influenced by objective and subjective factors Therefore, it is necessary to take into account these factors in the research process of managing AoAP activities of students at PU by CA Chapter THE CURRENT STATUS OF ASSESSMENT OF ACADEMIC PERFORMANCE MANAGEMENT ACTIVITIES OF STUDENTS AT PEDAGOGICAL UNIVERSITIES BY COMPETENCY-BASED ASSESSMENT 2.1 Conduct a survey of the current status 2.1.1 Survey objectives: Objectively evaluate current status of the AoAP of students at PU by CA to establish the rationale of the topic 2.1.2 Content of the survey: The current status of assessment activities, management of assessment activities, factors involved in the AoAP of students at PU by CA 2.1.3 Survey subjects and areas 2.1.3.1 Respondents: Rector, Vice Rector, Head of Faculties /Departments of pedagogical disciplines, Heads of Center of Quality Assurance: 98 people; Teachers of the faculties / majors: 213 teachers; Students of pedagogical disciplines / majors: 620 students 2.1.3.2 Survey locations: Hanoi University of Education, Thai Nguyen University of Education, Hue University of Education, Ho Chi Minh University of Education 2.1.4 Survey method and process: Survey by questionnaire; indepthinterview; 2.1.5 Data processing and rating scale 2.1.5.1 The process of data and analysis includes the following steps: Building data processing models; Set up processing steps (Using SPSS 22.0 statistical software) (1) Create encrypted data entry; (2) Import data; (3) Data cleaning; (4) Scoring; (5) Data processing; Reliability assessment; Calculate the scale 2.1.5.2 Rating scale: levels of evaluation, ranked from to 2.2 Overview of the pedagogical universities (University of Education) surveyed The five PU selected above to conduct the survey are PU with a long history of establishment and development They are key schools in pedagogical training, always at the vanguard of in curriculum innovation, teaching methods, making many contributions in theory and practice to education science, teacher training These features meet the survey requirements of the the thesis 11 Assessment, organization of training competencies of design, how to use the assessment of subjects in the teaching process of lecturers has not really met the requirements of assessment by CA The implementation of the basic exam question meets the requirements, however, the basic exam papers are still in the direction of approaching the content The level of implementation of the AoAP process has only limited at implementing the steps and regulations from the testing department The organization of IT application in assessment activities, the organization of collecting and processing assessment feedback, building facilities has not really been effective 2.4.4 The status of directing AoAP activities of students at PU by CA: Assessment steering activities are of interest to assessors, but the direction has not been highly effective, has not met the training by CA in the construction of standard outcomes in the curriculum, in using the method, form of assessment, organizing the compilation and construction of the test bank according to the determined levels of competencies 2.4.5 The status of AoAP activities of students at PU by CA: The school's inspection and inspection activities have not really focused much on examining the implementation of the assessment process in teaching Not focusing on testing competencies defined by the training program's goals 2.4.6 The status of management of conditions to ensure the AoAP operation of students at PU by CA: The PU are very interested and invested in building facilities; however, the construction of LMS software has not been done evenly in schools, or has been implemented but not yet completed The universities have been able to building a system of regulatory documents, instructions of use, protection, saving facilities, so the assessment and management activities initially changed positively, although funding for activities in the universities remains inadequate The majority of students are satisfied with the conditions that ensure the assessment 2.5 Current status of factors affecting AoAP activities of students at PU by CA: Objective factors: Strong development of science, technology and international integration; Regulations and guidance on AoAP of students; Management mechanism, cultural environment of PU; Financial factors, facilities, techniques Subjective factors: Awareness of educational managers, lecturers on assessment of students' academic performance by CA; Capacity to apply AoAP by CA of teachers; Capacity of full-time assessment staff; students' self-assessment awareness and competencies These factors strongly influence the AoAP activities of PU students 12 2.6 General assessment of the status: From the results of the survey, the thesis review has assessed the general situation, clarifying the strengths, limitations, causes of the situation of assessment and management of AoAP activities of students at PU by CA CONCLUSION OF CHAPTER From the results of the study in Chapter 2, we draw the following conclusions: PU / faculties have many quality improvement activities to evaluate and manage AoAP activities and have encouraging results: Management of AoAP by CA activities is aiming to comply with conditional requirements Many criteria have been achieved at a good level The majority of staff and lecturers have been interested in carrying out assessment activities with a variety of methods and forms of assessment Initially, we have formed a dedicated team with consensus, responsibility and creativity in the implementation of assessment activities However, from the perspective of management of AoAP activities of students by CA, the PU still has many limitations to overcome: Awareness and understanding of managers, lecturers, students about the nature and method of assessment is not high The organization of the apparatus, direction, planning, assessment process lacks synchronizity and unity between the functional departments and the lecturer team Some criteria were assessed superficially The inspection and supervision is not really done in a scientific manner, so the efficiency is not high Objective, subjective factors, guaranteed conditions have a significant impact on the management of AoAP activities of students at PU by CA From this situation, we recognize the need to develop solutions to manage the AoAP activities of students at PU by CA, contributing to improving the quality of higher education and the innovation of general education in the current context 13 Chapter SOLUTIONS OF MANAGING THE ASSESSMENT OF ACADEMIC PERFORMANCE ACTIVITIES OF PEDAGOGICAL UNIVERSITY STUDENTS BY COMPETENCY-BASED APPROACH 3.1 Principles for proposing solutions: Ensuring objectives; Ensuring practicality; Ensuring system properties; Ensuring efficiency; Ensuring feasibility 3.2 Some solutions to manage students' AoAP operations at PU by CA 3.2.1 Awareness raising organization for managers, lecturers of PU about the management of AoAP activities of students at PU by CA 3.2.1.1 Meaning and objectives of the solution: To help managers and lecturers clearly see the superiority of the new training method, agree on the awareness of the importance and need to innovate the management of AoAP activities of students by CA Promoting high consensus, positive, proactive and creative of managers, teachers, students to carry out assessment and management of AoAP activities, contributing to the success of the training goal by CA 3.2.1.2 Content of solutions and ways of implementing: Organizing activities to raise awareness for managers, lecturers and students about the importance and necessity of innovation and management of AoAP of students by CA Raising the sense of responsibility of managers, lecturers in management of AoAP activities of students by CA 3.2.1.3 Conditions for implementing the solution: Comply with the documents prescribed by the Ministry of Education and Training; The school needs to promulgate regulations on functions, tasks, powers and responsibilities of the assessing, assigned officials in charge of specific tasks; Strengthening the dispatch of staff and lecturers to participate in training courses, studying and organizing seminars at all levels on assessment; Developing assessment management models, assessment feedback, IT application priorities; There should be more plans to appropriately invest resources in innovative management of the AoAP activities of students by CA 3.2.2 Develop plans for AoAP of students at PU by CA in accordance with training activities of each PU 3.2.2.1 Meaning and objectives of the solution: Develop a plan to determine the objectives, content, methods; set up steps, options, measures and methods of implementation to manage assessment activities in accordance with the context of the school; help the school to have a comprehensive vision, determine specific directions, choose the optimal plan, the coordination of related units; anticipate solutions to respond to risks; facilitate supervision and inspection; help the school achieve its 14 goals economically, save resources; Contribute to building an environment of democratization of schools, attracting the wisdom of members towards the defined training goals 3.2.2.2 Content and how to implement the solution: Include students by CA's AoAP plan in the general plan of PU and pedagogical faculty; The subjects of assessment management and lecturers at PU training sectors specify the general requirements for the assessment plan appropriately; Develop a plan according to the process: Analyze the situation, determine the objectives and targets of the plan; identify assessment activities; arrange resources to implement the assessment plan; develop indicators that monitor, test and assess AoAP activity by CA 3.2.2.3 Conditions for implementing the solution: Correct the awareness of the whole school political system about the role and importance of AoAP innovation and management by CA; there should be a consistency throughout the school about the requirements for developing a scientific, feasible plan that is appropriate for the circumstances of the PU; mobilize resources to ensure the successful implementation of the plan; have a contingent of managers, lecturers who has high capacity, responsibility, cooperation, good professional ethics; have the right policies and mechanisms for individuals and units participating in assessment management; build a state-of-the-art facilities system that ensures the effectiveness of AoAP operations and management activities of students by CA 3.2.3 Building the process of managing AoAP activities of students at PU by CA 3.2.3.1 Meaning and objectives of the solution: To establish a scientific, systemic assessment management process throughout the school; the process is professional, standardizing in the way of working, the coordination between the assessment management and pedagogical training institutions aims to ensure the reliability, value, transparency and publicity of AoAP, optimize time, minimize overlaps and errors in the implementation of AoAP's management activities; the assessment process is developed as a tool to help managers, lecturers organize and direct the implementation of AoAP activities effectively, in accordance with the principle of CA training 3.2.3.2 Content of the solution and how it is implemented: Identify the content and implementation method of the AoAP by CA operation management process throughout the school; direct specialized assessment units, pedagogical faculties, subjects to simplify the management process of AoAP activities of students by CA 3.2.3.3 Conditions for implementing the solution: School leaders need to determine the importance of the management process of AP assessment activities by CA for managers and lecturer; there are policies to encourage and promote the 15 effectiveness of the organization of the process development; the team involved in the process development are highly aware, capable, reasoned and practical officers of assessment by CA; the task assignment, decision making, guiding the implementation of specific and reasonable tasks for individuals participating in the development of processes should be appropriate; ensure funding and time for members to participate in the development of the process 3.2.4 Organize training to improve competencies about AoAP of PU students by CA for managers, lecturers 3.2.4.1 Meaning and objectives of the solution: Practically significant in the context of many barriers and difficulties, the effectiveness and management of AoAP activities of students at PU by CA in schools is not high; the operational innovation require change from the process, plans, organizational methods, management of assessment activities to building processes, tools and assessment criteria The objective of the solution is to raise awareness, capacity of assessment and management of AoAP activities of students at PU by CA for staff, lecturers so that they have knowledge, planning skills, build assessment processes, master the regulations, principles, guidelines, organizational processes, and the implementation of the management of assessment activities; they should possess qualifications and skills to use IT in assessment management; the solutions will help lecturers to master the regulations, guidelines, assessment processes, knowledge and skills at the level of proficiency to design, build sets of tools, exam papers, assessment criteria; they will be able to appropriate use effectively the forms of assessment of students' capacity in learning activities, have skills in general analysis and advice on AP of students 3.2.4.2 Content and steps of implementation of the solution Determine the need for fostering to improve assessment capacity of managers and lecturers; develop content, plans, programs, training materials about assessment; organize training to improve competencies for managers, lecturers: Develop fostering process, fostering methods, forms of fostering; assessment results of improving competencies for managers, lecturers 3.2.4.3 Conditions for implementing the solution: The Rector promulgates the instructions on developing content, training programs and plans; determining who is eligible for appropriate training; arranging time, financial resources, testing process, assessment; participants must actively study and foster themselves 3.2.5 Building competency framework as a basis for assessment of academic performance of students at PU by CA 3.2.5.1 The meaning and goal of the solution: The competencies framework of PU students is the "guideline" throughout the relationship between curriculum, 16 teaching organization and assessment; it is the orientation, basis for building curriculum, and the system of AoAP of students by CA; it is database to help managers, testing officers, quality assurance officials, teachers to know what competencies to train students to focus on, determine what competencies at which level is assessed and the assessment should be done by what type, tools; help students understand what competencies they need to achieve 3.2.5.2 Content and steps to implement the solution: Principal directs organization to raise awareness for managers, lecturers about the importance of building competencies framework of students, identifying competencies framework requirements of students at PU by CA, agree on the process of developing competencies framework, assessment framework for competencies, approving and issuing Requirements for PU Student Competency Framework: Synthesized description of competencies; Demonstrating key competencies, core competencies group, professional competencies group, management competency group and teacher professional standards of Ministry of Education and Training; describe and verify the component competencies: competencies, career skills; provides depth, breadth of knowledge and assessment of a student's development potential; develop competencies framework based on goals, standard outcomes based on blocks: discipline's knowledge; skills, personal and professional qualities; teamwork and communication Generic competencies framework template for pedagogical academic discipline: The competencies framework consists of 03 elements that are inclusive and constituent: important competencies, core competencies and component competencies; important competencies include: knowledge and academic discipline argument; professional skills and personal qualities; communication competencies and team work; common / core competencies of pedagogical academic discipline include: general knowledge academic discipline; scientific knowledge platform, academic discipline; core knowledge academic discipline; advanced academic discipline (important competencies, knowledge and argument academic discipline); career competencies; competencies of system thinking; competencies for scientific research; IT application and personal qualities (belonging to important competencies: Professional skills and personal qualities); active in society; team work (belonging to important competencies skills in communication and teamwork); recognizing common contexts; Component Specific Competencies: Each core competencies is composed of specific, detailed component competencies The component competencies of academic discipline are defined with a competencies index on the Bloom competencies scale Competencies index is the basis for building 17 competencies quality assessment criteria; general competencies and component competencies, including: General knowledge, Academic discipline pedagogical background scientific knowledge, Academic discipline pedagogical core knowledge, Advanced knowledge academic discipline pedagogical, Personal qualities, career skills (Career Skills, Systems Thinking Skills, Scientific Research Skills, Personal Qualities), Interpersonal and Teamwork Skills 3.2.5.3 Conditions for implementing the solution: Issuing and providing full documents regulations, guidance on building competencies framework according to each academic discipline, subject; promote professional training in building competencies framework for managers and lecturers; assign staff with competencies to direct, supervise and support competencies framework development; provides the resources needed to develop and concretize the competencies of students in the university 3.2.6 Establish conditions to ensure the management of AoAP activities of students at PU by CA 3.2.6.1 Meaning and goal of the solution: Help managers, lecturers, students realize the important role of resources; helping the school to have solutions to mobilize, exploit and invest appropriately resources; create conditions for managers and lecturers to be trained and fostered to improve their assessment capacity Ensure the facilities, finance, resources 3.2.6.2 Content and implementation method: Construction and completion of modern facilities, equipment, and IT infrastructure (with priority given to building LMS); develop a Lifecycle model of assessment and feedback assessment; establish a network of educational institutions to join AoAP of academic discipline pedagogical students; actively mobilize, exploit and use effectively resources for management assessment activities; develop an effective coordination mechanism for management assessment activities 3.2.6.3 Conditions of implementation: University rector must balance, mobilize, allocate, and stipulate the correct use of resources for assessment activities and management of AoAP activities of students; to exploit and use the maximum of the resources and facilities available of the school to save and avoid waste 3.3 Survey the urgency and feasibility of the proposed solution 3.3.1 Purpose of the survey: Focusing on the urgency and feasibility of the proposed AoAP management activities of students at PU by CA 3.3.2 Content and survey method 3.3.2.1 Content of the survey: The necessity and feasibility of solutions for the management of AoAP activities of students at PU by CA has been proposed 3.3.2.2 Survey method: Surveyed by questionnaires and exchange of interviews; via supervised group, via email, zalo in levels 18 3.3.2.3.Respondents:Rector, Vice Rector; Dean, Associate Dean of Pedagogical; Head, Deputy Head of Department, Training Assistant; Head, Deputy Head of Functional Department; Director, Deputy Director of quality assurance centers; University lecturers at pedagogical faculty / academic discipline Number: 200 people 3.3.3 The survey results of the urgency and feasibility of the proposed solutions 3.3.3.1 Survey results on urgency: The proposed solutions are assessed as urgent, the average level of the urgency of the solutions is relatively high (from 2.73 to 2.85), the level "very urgent" is at high rate, over 80% According to the Spearman rho formula, the correlation coefficient r = 0.54, proving that the proposed solutions are positively correlated in terms of urgency 3.3.3.2 The feasibility survey results: the assessment of the feasibility of the solutions is quite high, the rate at the "very feasible" level is all over 73%, the average is from 2.71 to 2.82, the correlation of solutions according to the Spearman rho formula, the coefficient r = 0.50 in terms of urgency 3.4 Experimental 3.4.1 Organization of test 3.4.1.1 Test purpose: To determine the effectiveness, feasibility and urgent condition to implement one of the proposed solutions 3.4.1.2 Test hypothesis: It is possible to improve knowledge and skills for managers and lecturers on AoAP of students at PU by CA, contributing to improving the training quality of PUs, if applying the solution to improve competencies of managers, lecturers on AoAP of students at PU by CA 3.4.1.3 Content and testing method i) Test content: Because of time condition, we only choose to test the solution: “Organize training to improve competencies of managers, lecturers of AoAP of students at PU by CA.” ii) Test protocol: The test is carried out twice in parallel (first time, second time), between test groups (TG) and control groups (CG) Subjects performing training to improve competencies for the managers and lecturers are experts in measurement and assessment in higher education 3.4.1.4 Standards and evaluation scales for testing Test results are assessed based on two criteria: knowledge and skills to implement assessment activities of AoAP of students at PU by CA i) Evaluate the managers’ and lecturers' knowledge about the AoAP of students at PU by CA: assessment level of mastery of knowledge about the contents of the test subject by answering multiple-choice questions in the Knowledge Assessment Sheet - 19 appendix 11), including: the concept of assessment by CA; assessment form and process; content and constituents of the management of assessment activities; content of assessment skills; steps to design rubric of survey questionnaires ii) Evaluate the skills of managers and lecturers about AoAP of students at PU by CA: In the test, the thesis evaluates 10 basic skills of AoAP of students at PU by CA of managers and lecturers (see appendix 12) The assessment scale and scale for each skill has levels: fair, average, weak 3.4.1.5 Test location, time, and samples i) Test sites: Thai Nguyen University of Education, Ha Noi University of Education, Ho Chi Minh University of Education ii) Test period: Semester of the academic year 2018 - 2019: Preliminary survey, First test; Semester of the academic year 2018 - 2019: Second test iii) Samples of the test object: The test object sample of two groups: 421, of which: The control group of 211 subjects (48 managers; 163 lecturers); Test group of 210 subjects (48 managers; 162 lecturers); 3.4.1.6 Processing test results: Use the following parameters to process the obtained data: Average; Variance; Standard deviation; Coefficient of variation 3.4.2 Analysis of test results 3.4.2.1 Analysis of the input results: The input levels of knowledge and skills in the TG and CG were similar; The knowledge and skills input level of managers and lecturers at the surveyed PU is low 3.4.2.2 Analyze test results quantitatively i) Test results on AoAP knowledge level of students at PU by CA in managers and lecturers of PU Figure 3.8.Table of frequency of test 1,about the knowledge of managers,PU lecturers Parameters Group University Number _ Standard Coefficient X Variance Deviation of variation Controls Hanoi University of Education Th Nguyen University of Education 126 6.69 2.24 1.49 22.27 85 6.61 2.42 1.55 23.44 84 6.65 7.33 2.33 2.21 1.52 1.48 22.85 20.19 126 7.25 2.04 1.42 19.58 7.29 2.12 1.45 19.88 _ X Tests Vinh University Ho Chi Minh University of Education _ X 20 Test 1: The average score, as well as the overall average score after the test of each group / school TG were higher than the CG: 7.29 > 6.65; The coefficient of variation as well as the overall coefficient of variation after the test of each group / university TG are smaller than the CG: 19.88 < 22.85; The curves representing the cumulative frequency and frequency of the knowledge TG are both higher and shifted to the right compared to the CG Thus, it can be seen that the knowledge level of the TG is higher than that of the CG Figure 3.10 Table of the frequency of test results after the second test about the knowledge of managers, PU lecturers Group University Number _ X Control Hanoi University of Education Th Nguyen University of Education 126 6.80 2.32 1.52 22.35 85 6.74 1.78 1.33 19.73 6.77 2.05 1.42 21.04 84 7.89 1.14 1.07 13.56 126 8.03 1.29 1.13 14.07 7.96 1.21 1.10 13.81 _ X Test Vinh University Ho Chi Minh University of Education Parameters Standard Coefficient of Variance Deviation variation _ X Test 2: Comparing the average score of the groups, the average score of the CG was 6.77, the average score of the TG was 7.96; The coefficient of variation in the test is smaller than the coefficient of variation in first test (13.81 < 19.88) The results of test compared to test are shown in Figures 3.3 and 3.4, it can be seen that the curves representing the cumulative frequency and frequency in test are both higher and shifted to the right compared to test This proves that the result of test is higher than test The knowledge level of the TG was much higher than that of the CG Figure 3.11 Distribution of the frequency and frequency of accumulation of knowledge f i f i  of the test groups in the first and second times Xi 10  Test Fi 37 38 34 41 40 20 210 Test fi fi  17.61 18.09 16.19 19.52 19.04 9.52 100 100 82.39 64.30 48.11 28.59 9.52 Fi 14 25 35 49 52 35 210 fi fi  6.66 11.90 16.66 23.33 24.76 16.66 100 100 93.34 81.44 64.78 41.45 16.66 21 Figure 3.3 Diagram of frequency distribution of test and test f i Figure 3.4 The diagram of cumulative frequency of test and test f i  ii) Test results of the skills of managers and PU lecturers Figure 3.12 Results on the skill level of managers, lecturers of PU in test Group Control (211) Test (210) Level 30.8 Good (65) 53.6 Average (113) 15.6 Weak (33) 41.4 Good (87) 48.1 Average (101) 10.5 Weak (22) _ Skills 28.5 (60) 57.3 (121) 14.2 (30) 38.1 (80) 50.0 (105) 11.9 (25) 31.8 (67) 53.6 (113) 14.6 (31) 40.0 (84) 50.5 (106) 9.5 (20) 28.0 (59) 57.3 (121) 14.6 (31) 38.1 (80) 50.0 (105) 11.9 (25) 29.9 (63) 53.0 (112) 17.1 (36) 38.1 (80) 52.4 (110) 9.5 (20) 31.8 (67) 53.6 (113) 14.6 (31) 40.0 (84) 50.5 (106) 9.5 (20) X 28.5 (60) 57.3 (121) 14.2 (30) 38.1 (80) 50.0 (105) 11.9 (25) 29.9 (63) 53.0 (112) 17.1 (36) 38.1 (80) 52.4 (110) 9.5 (20) 24.6 (52) 54.5 (115) 20.9 (44) 30.5 (64) 51.4 (108) 18.1 (38) 10 26.5 (56) 55.5 (117) 18.0 (38) 32.9 (69) 52.4 (110) 14.7 (31) 29.0 54.9 16.1 37.5 50.8 11.7 Test 1: The test result of the skill level of managers and lecturers of PU in test shows that the result of the skill level of the TG is higher than the CG: The number of people ranked at the level Good of TG is higher than CG (37.5% compared to 29.0%); The number of people ranked as Weak in the TG was smaller than that of the CG (11.7% - 16.1%) 22 Figure 3.13 Results on the skill level of managers, lecturers of PU in test Skills _ Group Level X 10 33.6 29.9 34.1 29.9 33.6 34.1 29.9 33.6 26.5 28.0 Good (71) (63) (72) (63) (71) (72) (63) (71) (56) (59) Control (211) Average (27) (33) (26) (33) (27) (26) (33) (27) (38) (33) 54.3 51.0 54.3 51.0 53.3 51.0 51.0 53.3 51.0 52.4 Good (114) (107) (114) (107) (112) (107) (107) (112) (107) (110) Test Average Weak (113) (115) (113) (115) (113) (113) (115) (113) (117) (119) 12.8 15.6 12.3 15.6 12.8 12.3 15.6 12.8 18.0 15.6 Weak (210) 53.6 54.5 53.6 54.5 53.6 53.6 54.5 53.6 55.5 56.4 45.7 49.0 45.7 49.0 46.7 49.0 49.0 46.7 49.0 47.6 (96) (103) (96) (103) (98) (103) (103) (98) (103) (100) 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 31.3 54.3 14.4 52.3 47.7 0.0 0.0 Test 2: The results of the skill level of managers and lecturers of PU in test showed that the result of the skill level of the TG was higher than that of the CG: the number of people was ranked at Good level of the TG was higher than the CG (52.3 > 31.3%); In the TG there no longer are people rated Weak, the CG still had 14.4% of people rated Weak Figure 3.14 Compare the results on the skill level of managers, lecturers of PU in test and test Group Level Skills _ X 10 41.4 38.1 40.0 38.1 38.1 40.0 38.1 38.1 30.5 32.9 37.5 Good Test Average 48.1 50.0 50.5 50.0 52.4 50.5 50.0 52.4 51.4 52.4 50.8 (210) Weak 10.5 11.9 9.5 11.9 9.5 9,5 11.9 9.5 18.1 14.7 11.7 Good 54.3 51.0 54.3 51.0 53.3 51.0 51.0 53.3 51.0 52.4 52.3 Test Average 45.7 49.0 45.7 49.0 46.7 49.0 49.0 46.7 49.0 47.6 47.7 (210) Weak 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 23 Test Test Figure 3.5 Compare the results on the skill level of managers and lecturers at PU in test and test 3.4.2.3 Qualitative analysis of test results Through practical research in universities, a general assessment can be done: The quality of managers and lecturers is enhanced through improving AoAP competencies of PU students according to CA The improvement of AoAP competencies for managers and lecturers has a great impact on the effectiveness of the quality management of education and training in universities CONCLUSION OF CHAPTER From the theoretical research results and the current situation survey, in Chapter 3, the thesis has proposed 06 solutions for management of assessment activities at PU by CA Solutions aim at urgency, efficiency, systematization, synchronization based on awareness, competencies of managers, lecturers The above solutions have been mentioned comprehensively through surveys, testing can be implemented in practice of management of AoAP of students at PU by CA, contributing to improving the quality of teacher training at PUs 24 CONCLUSION AND RECOMMENDATION Conclusion 1.1 AP assessment of students at PU by CA is an accurate, objective and comprehensive measurement process of students' achievement of competencies formed in the training process The management of the AoAP activities of students at PU by CA is the process of planning, organizing, directing and monitoring assessment activities, influenced by objective factors, subjective, and the participation of many subjects 1.2 The current situation survey shows that managers, lecturers, and PUs are fully aware of the role and importance of assessment and management of AoAP activities of students by CA and have taken many innovative measures However, there are still many limitations and shortcomings that have not met the requirements of training by CA The cause of the above situation is that managers and lecturers of some PUs have not yet grasped the theoretical basis, have not been trained for assessment and management of assessment activities in a regular manner 1.3 From the theoretical and practical research results, the thesis proposes 06 solutions: Awareness raising organization for managers, lecturers of PU about the management of AoAP activities of students at PU by CA; Develop plans for AoAP of students at PU by CA in accordance with training activities of each PU; Building the process of managing AoAP activities of students at PU by CA; Organize training to improve competencies about AoAP of PU students by CA for managers, lecturers; Building competency framework as a basis for assessment of AP of students at PU by CA; Establish conditions to ensure the management of AoAP activities of students at PU by CA Through the surveys, the test shows that the proposed solutions are urgent, feasible, and can be implemented in practice by CA, contributing to improving the training quality of PU Recommendations 2.1 For the Ministry of Education and Training: Complete and promulgate legal documents, parallel to implement programs to foster subjects to manage AoAP activities of students by CA; Support, professional assessment for PUs 2.2 For PUs: Actively organize activities to raise awareness, capacity and implement plans to train managers and lecturers under the training program of the Ministry of Education and Training on assessment and assessment management by CA Strengthen conditions to ensure effective management assessment; Organize effective coordination between functional units, training faculties in assessment 2.3 For the lecturers of PU: Each pedagogical lecturers must be properly aware of the need, the importance of assessment in the context of fundamental and comprehensive innovation of education, thereby innovating the methods and forms of AoAP of students by CA, contributing to improving the quality of training 25 LIST OF AUTHOR'S SCIENTIFIC WORKS RELATED TO THE THESIS PUBLISHED Nguyen Thi Ha Phuong, (2017) “Some issues of setting output standards and the academic discipline training curriculum approaching CDIO ” No 118 / (February 2017) Vietnam Teachers Journal Nguyen Thi Ha Phuong; Nguyen Xuan Binh, (2018) "Developing general education programs for approaching capacity development" Proceedings of scientific conferences: Renovate general education to meet the training requirements of global citizens IIG Vietnam, International Education Institute (ISME), National Economics University, Chu Van An National High School Нгуен Тхи Ха Фыонг, Нгуен Тхи Хыонг (2018) “Действительная оценка обноление оценки услеваемости студентов педагогического университета” Проблемы педагогики №2(34) 2018г., Проблемы науки, ISSN 2410-2881 Nguyen Thi Ha Phuong (2019) "The feedback and evaluation management model" Proceedings of international scientific conferences: Developing programs, organizing regular training and retraining for teachers and educational administrators towards competency-based approaches Vinh University Publisher Nguyen Thi Ha Phuong (2020) "Active teaching by competency-based approach" Proceedings of international scientific conferences on technology and career education National Taiwan University Publisher Nguyen Thi Ha Phuong (2020) ” Some issues about building the competency framework of the training program for students at PU ” Education Magazine, special issue November 2, 2020 ... some PUs have not yet grasped the theoretical basis, have not been trained for assessment and management of assessment activities in a regular manner 1.3 From the theoretical and practical research... approach; management function approach; practicality approach 7.2 Research methodology 7.2.1 Group of theoretical research methods Document analysis and synthesis method; The method of generalizing... activities of students at PU by CA 4 New contributions of the thesis 9.1 The thesis clarifies some theoretical issues about the AoAP of students at PU by CA and management of AoAP activities of students