TEACHER ASSESSMENT POLICIES AND REGULATIONS TOWARD LEARNER CENTERED APPROACH A COMPARATIVE STUDY BETWEEN CANADA AND VIETNAM Ngo Ba Loi (VNU University of Education) Duong Thi Anh (The Saigon International University) Abstract Learner centered approach is an education methodology suitable in the present context of renovative education, as students are in the centre places of those education activities and are considered both subjects and purposes of those processes This study aims at analysing th[.]
Trang 1LEARNER-CENTERED APPROACH:
A COMPARATIVE STUDY BETWEEN CANADA AND VIETNAM
Ngo Ba Loi
(VNU University of Education)
Duong Thi Anh
(The Saigon International University)
Abstract: Learner-centered approach is an education methodology suitable in the present context of
renovative education, as students are in the centre places of those education activities and are considered both subjects and purposes of those processes This study aims at analysing the implementation of the learners centre approach towards current education policies in assessment in high schools in Canada and Vietnam The research employs the desk research method to compare documents relating to assessment policies and regulations on K12 education in Canada and Vietnam The study shows a significant difference in the two nations in terms of assessment While Canada respects the authorisation according to the regional diversity and teachers, Vietnam remains the agreement through the national system Unlike Canada, assessment policies in Vietnam tend to focus on evaluation and grade, without adequate support for those ideas of learners centre It is because of lacking the relevant documents or their contents without the necessary consent The research also recommends adjusting the assessment policies to support the learners centre approach in Vietnam.
Keywords: Assessment competence, teacher, student-centred, teacher-centred.
1. INTRODUCTION
The emergence of perspective as “learner-centred” in education is the inevitable consequence of the development of science and technology, especially information and communications technology Under the impact of the 4th industrial revolution, it is a typical educational perspective in many countries, including Vietnam and Canada The deployment implementation point of view depends on many factors such as the level of economic development of society, science and technology, scientific management
of education, etc
In recent years, as assessed by prestigious educational ranking organisations globally such as U.S News & World Report and World Population Review, Canada is consistently ranked a developed and top in high leading education systems worldwide Meanwhile, a developing country like Vietnam lies
in countries with low educational quality index ranking This study wants to clarify how and level of realisation of perspective as “learner-centred” in Vietnam and Canada in terms of policy management The paper focuses on analysing and comparing the institutionalised views on the educational policies and regulations, testing and assessing practices in general education (from primary school to high school) in Vietnam and Canada The study aims to find out the advantages and disadvantages and propose solutions
to improve quality suitable for Vietnam
Trang 22.1 Learners-centred approach in the education process
In each process of teaching and learning, it concerns the critical role of two main factors (teachers and learners) who have a central role in affecting the quality of education The fact shows two trends: teacher-centred and learner-centred
The traditional perspective «teacher-centred» takes the role of the teacher in controlling the quality of teaching The teaching activities as it usually takes place in the conditions and source of information are limited The content knowledge and skills are mainly due to teacher preparation, supply and transmission loads, with educational methods specifically giving presentations and lectures The learners, accordingly, passively acquire knowledge In addition, educational activities will increase efficiency because many students quickly access knowledge sources in a course Thus, learners can quickly absorb a large amount of expertise within a fixed time will complete a program However, with the thinking education fond of transmitting content knowledge, students are limited in exploring, widening, applying, creating, and solving problems Moreover, practical skills are challenging to form and develop
In the context of information explosion, knowledge explosion, and the strong development of science and technology, it raises new challenges In a limited program or course, teachers can not provide all knowledge and skills to learners can use all their life Or what students learn from school may soon be outdated Graduates always had to face increasing requirements to quickly and creatively adapt
to diverse realities, self-study, and constantly develop and perfect themselves The ability to connect unlimited and conditions to study well has allowed learners to be more proactive in accessing sources of knowledge and personalise the learning
At that time, the educational concept of “teacher-centred teaching” could no longer meet the requirements of the new era Instead, the approach of “learner-centred” emerges and confirms the role
of learners in deciding in the teaching process This approach characterises: The teacher plays the role of organiser and controller, connecting and leading learning and assessment activities, helping learners to progress and quickly achieve the educational goals of the program, as well as train and transform people The learner becomes a subject with needs, consciousness and activeness in learning activities, knowing how to self-study to dominate science And learners are active, proactive and creative in learning, taking self-study as the main Learners can personalise their education to actively participate in the learning process, search, discover, create knowledge, and self-assess to maximise their degree Learners should
be trained and accumulate skills and qualities to solve life’s problems independently and creatively Learners are regarded as the centre when identified they always fit the high target, both the subject of the educational process
Every educational process is related to the relationship between two subjects who teach and learners, and the factors support and impact these factors on the institution Therefore, at the system level, perspective “learner-centred” is not just a point of view, a teaching method; it should be viewed as
a perspective, an idea and philosophy in education Therefore, it will dominate the objectives, content, practices, forms of teaching and student assessment and subject to the effects of perspective policies, organisational and educational activities Meanwhile, this view is considered “learner-centred” in education with the characteristics described above
Trang 32.2. The reasons that policies and regulations on assessment can realise the “learner-centred” perspective in education
Many studies in education have confirmed the critical role of examination and assessment toward the quality of education It is viewed as one of the significant determinants of the success or failure of education (American Federation of Teachers & Association, 1990; Tian & Sun, 2018; Zlatkin-Troitschanskaia, Pant, Toepper, & Lautenbach, 2020) Assessment always has a role of orientation, impact and adjusting the activities and relationships of stakeholders in teaching and learning practice in every educational process In reality, the viewpoint of “learner-centred” in the process of teaching and education is a form of expression of the nature of the relationship between teachers and students in certain conditions of the educational process Therefore, policies and regulations on assessment will contribute to adjusting implementing this point of view
2.3. Policies and regulations on the perspective «learner-centred” in education in Vietnam and Canada
Both Vietnam and Canada have implemented the “learner-centred” view in education with different ways of organising and implementing it
In Vietnam, it is a whole system of ideas and viewpoints that are consistent, institutionalised and implemented in practice Originated from the leadership perspective of the Communist Party of Vietnam, institutionalised in state regulations and implemented regulations in the education system Specifically, the Resolution 29 of the Communist Party of Vietnam, on a basic and comprehensive renovation of education and training, has identified one of the solution tasks to consider “the learner as the central subject of the educational process”(Central Executive Committee, 2013) Vietnam has concretised this point of view into the 2019 Education Law, in Section 2, Article 7, which stipulates the fact that
“Education methods must be scientific; promote positivity, self-discipline, initiative, and creative thinking of learners; foster learners’ ability to self-study and cooperation, ability to practice, passion for learning and the will to grow” For general education, there are also provisions in Section 3, Article
30 which specify that “General education methods promote the positivity, self-discipline, initiative and creativity of students following the characteristics of each subject or class and characteristics of students; foster self-study methods, interest in learning, cooperation skills, independent thinking ability; comprehensively develop the qualities and capacities of learners” (National Assembly, 2019) Then, it will be implemented in the learning activities of the education system at all levels of education (school regulations for all levels) to design, develop and implement educational programs (in the promulgation
of educational programs and restrictions on assessment activities)
There is no national statement on implementing the “learner-centred” concept in education in Canada, and it is impossible to institutionalise or implement this view nationally as in Vietnam Because this country has delegated the management of education to the provinces (Canada, 1999), this idea of decentralisation aims to protect the interests of populations living in different regions with differences and diversity of ethnicity and religion and at the same time ensure that every student has the right to enjoy teachers fit themselves to become valuable citizens This way of organising education has clearly shown the tendency to implement the “student-centred” point of view in educational organisations compared to the unified nationwide educational management organisation in Vietnam This point of view is also widely implemented and varied among provinces On the other hand, all levels of documents in each province have been prescribed and guided to implement the “student-centred” ideology in education flexibly
At the national level, Canada has issued the set of “Principles for fair student assessment practices for
Trang 4education in Canada”, with features of a “learner-oriented” perspective in education, thereby serving as the basis for each province to build a system of policies and regulations on appropriate assessment It is specified in the rules on professional standards of high school teachers and the rules on assessment at the high school level of the states, which will be analysed in detail in section 2.4
2.4 Analyse the content of policies and regulations on assessment to implement the “student-centred” educational perspective of Vietnam and Canada in general education
In Vietnam, the content of policies and regulations on examination and assessment related to the realisation of the “student-centred” viewpoint in general education is most clearly expressed in school regulations and rules governing evaluation
In Article 22 of Circular 32 of the Ministry of Education and Training on the charter of junior high schools, high schools and high schools with many levels of education, it is stated: “The examination and evaluation of students should ensure comprehensiveness and fairness, honesty, objectivity, for the progress of students; attach importance to motivating and encouraging students to progress; assessment
by various methods, forms, techniques and tools; does not compare one student to another and does not put pressure on students, teachers and parents” According to Circular 27 of the Ministry of Education and Training on Regulations on assessing primary school students, there are detailed regulations on contents that fully express the concept of “student-centred” in education Typically, the purposes of testing and evaluation activities for teachers, schools and families have been identified: “The highest aim is for the progress of learners; improve the quality and efficiency of students’ learning and training activities; contribute to the realisation of educational goals; help students attain the ability to self-review and participate in comments; self-study, self-adjust learning style; communication and cooperation; Eager
to learn and practice to improve Assessment requirements: Assess progress and for student progress; attach great importance to motivating and encouraging students’ efforts in learning and training; helping students to maximise their abilities and capacities; ensure timeliness, fairness and objectivity; do not compare one student to another, do not put pressure on students, teachers and parents” Regarding the content of assessment: “Evaluate the learning process, progress and learning results; Assess the formation and development of students’ qualities and abilities” Regarding assessment methods, some main techniques can be applied, but it is recommended to use a combination of different approaches
to increase the effectiveness of the assessment There is a remarkable regulation regarding periodic assessment: “The teacher corrects the test, commented on and returned to the student Periodic test scores are not intended to compare one student to another Suppose the test results at the end of the first semester and the school year are abnormal compared to the regular assessment In that case, the teacher proposes that students take another test to assess the student’s learning results properly”
Some limitations in the regulations on testing and assessment to implement the “learner-centred” view in general education in Vietnam include:
1- The document system for each school level is not complete and synchronous Expressly, at the lower and upper secondary levels, the charters of junior high schools and high schools have stated obvious basic requirements for implementing the ideas of testing activities, is “student-centred” However, at the level of implementing documents, in the provisions of Circulars 58 and 26 (amended in 2020) of the Ministry of Education and Training, regulations on public assessment and grading of students at middle and high schools have not yet concretised and implemented the above point of view in testing and evaluation Moreover, because most of the regulations aim to assess and grade learners, little attention has been paid to process assessment, student progress assessment, and assessment for student progress
Trang 52- The specific content of the above circulars does not have guidelines, encouraging teachers to be flexible and proactive in using various methods, different forms of testing and evaluation, and prioritising methods, the structure of regular assessment in the classroom In addition, these circulars also detail the weight of the assessment tests by a group of subjects (by duration) in the subject scoring formula and the corresponding assessment, grading method, with consequences of regular tests is always smaller than the sum of the weights of periodic tests, which reduce the flexibility of teachers in teaching and personalised assessment On the other hand, while at the primary level, Circular 27 has been issued, which is a complete guide on testing and assessment activities in the spirit of “student-centred” in education; however, the Primary School Regulations do not contain any content in the section on re-evaluation on this issue
3- The content of the regulations on assessment for middle and high school teachers in Vietnam is primarily complex and mandatory regulations for periodic and final assessment An example includes fixed rules on the types, methods and tools of assessment and evaluation
4- The professional standards set of high school teachers also do not pay attention to the criteria
on the teacher’s ability to test and evaluate, and the needs of the standards are still low There are no professional standards for testing and evaluation capacity; While at the lower secondary and high school levels, there are regulations on this capacity, but the range of competencies is still narrow and low Most of them have only two levels that require teachers to know how to apply and creatively apply various forms and classroom assessment methods This will limit the capacity and ability to conduct classroom assessment activities, including implementing the “student-centred” ideology in education and assessment
5- The content of policies and regulations on examination and evaluation has not fully implemented the characteristics of the “student-centred” perspective For example, neither the Charters of Secondary Schools and High Schools nor the current circulars on assessment have any specific regulations and guidelines for students to participate in the evaluation and self-assessment of the learning process 6- The quality of the content of educational policies and regulations to implement the “student-centred” perspective is still limited The regulation on the functions and duties of stakeholders in the educational process (teachers and students) in the Charter of Middle School and High Schools has not clearly shown the requirements for how active students are when participating in the teaching process For instance: Section 1, Article 34 (Students’ tasks) stipulates that students perform the task of studying and practising according to the school’s plan and program
In Canada, the national level has issued a set of principles for fair student assessment practices for education in Canada (Rogers, 1993) with general (optional) regulations and guidelines (Rogers, 1993)
on ensuring equity in assessment activities in the Canadian educational context It allows states, schools and teachers to develop and apply flexibly in specific conditions, with the requirement to ensure the highest principle of fairness for learners and the advancement of learners
Some unique contents and guidelines related to the implementation of the “learner-centred” ideology
of this code consist of more than one assessment method should be used to ensure comprehensive and consistent indications of student performance; Assessment methods should be suited to the backgrounds and prior experiences of students; The directions provided to students should be clear, complete, and appropriate for the ability, age, and grade level of the students; Comments formed as part of scoring should be based on the responses made by the students and presented in a way that students can understand and use them; An appeal process should be described to students at the beginning of each school year
Trang 6or course of instruction that they may use to appeal a result; Interpretations of assessment results should take account of the backgrounds and learning experiences of the students; The reporting system should provide for conferences between teachers and parents/guardians Whenever it is appropriate, students should participate in these conferences When appropriate, students with an opportunity to discuss assessment procedures, clarify and elaborate their understanding of the assessment results, summary comments and grades, and reports, and, where warranted, work with teachers to develop relevant
follow-up activities or action plans
Since then, the provinces have developed policies and regulations on testing and assessment to implement the “student-centred” ideology and attitude in general education differently and at different levels However, in terms of content and extent, there is an apparent tendency in guiding relevant stakeholders, such as teachers and students, to implement the “learner-centred” ideology in education Some of the following provincial documents can be found in Education Acts or Regulations (The Education Act or School Act), teachers’ professional standards and each state’s high school testing regulations For example:
In Quebec, the Education Act (The Government of Québec, 2021) teachers are given the initiative in teaching and assessment as follows: Teacher’s rights are to select methods of instruction corresponding
to the requirements and objectives fixed for each group or each student benefits to his care; to select the means of evaluating the progress of students to examine and assess continually and periodically the needs and achievement of objectives of every student influences to his care In the reference framework for Professional Competencies For Teachers, six competencies are required to work with and for students There is the ability to test and evaluate with the requirements: Develop, choose and
use different methods for assessing knowledge acquisition and competency development; The aims are:
evaluation has two functions: to support learning and recognise competencies These two functions are complementary, and each one aims to facilitate learning; Evaluation also has an emotional aspect that teachers must understand, especially concerning its impact on student motivation and engagement in learning, and when communicating results to students and their parents; provides students with frequent and constructive feedback that allows them to track their learning and supports their progress (Quebec Ministry of Education, 2021b) The Policy on the Evaluation of Learning for Preschool and Secondary Schools determined that the definition and purpose of evaluation are not an end in itself but rather a process that supports student learning Responsibility of the Student: The student has the responsibility
to become actively involved in the learning process, including participating in the setting of their learning
goals In addition, the student will monitor their progress toward those goals; and evaluate their success
in meeting the goals The student participates in the process of reporting the results of the evaluation Responsibility of the School Administration: The principal ensures collaboration within teacher teams
to evaluate student learning and the reporting to parents Responsibility of the Teacher: The teacher ensures that the learning and evaluation goals are aligned with the expectations of Ministry of Education programs The teacher supports learning by providing feedback regularly and at strategic times, such as during and at the end of a unit of study The teacher provides opportunities for students to participate in the learning process, including evaluation The teacher respects differences in learning whereby conditions for evaluation may be adjusted for students and acknowledges achievement through recognition of competency The teacher, working in collaboration with colleagues, uses professional judgment to interpret the assessment results in an evaluation process The teacher reports these results, as required, to the student, parent/guardian, school administration and school board using the accepted reporting tools provided Responsibility of the Parent/Guardian: The parent/guardian has the responsibility to be an
Trang 7active participant in the student’s education and work in collaboration with the school on establishing a home-school partnership The parent/ guardian continuously supports their child’s progress in learning, reviews the communication of evaluation results with the student and participates in parent-teacher interviews (Quebec Ministry of Education, 2021a) The guidelines for primary level say: Evaluation serves to support learning whenever the goal of evaluation is to help the student acquire knowledge and develop competencies To fulfil this function, the evaluation must be integrated into the teaching and learning process and monitor student learning and teaching practices (Québec minister of education, 2002)
In Ontario, the Education Act regulates that: Teacher is responsible for effective instruction, training and evaluation of pupils’ progress in the subjects assigned to them (The Government of Ontario,
2021) There are five interdependent domains of the Standards of Practice for the Teaching Profession,
including Professional Practice of Teacher with regulations: Members apply professional knowledge and experience to promote student learning They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to individual students and learning communities (Ontario, 2021) Since September 2010, assessment, evaluation, and reporting for students in Grades 1
to 12 in Ontario schools have been based on the policies and practices described in Growing Success: Assessment, Evaluation, and Reporting in Oools – First Edition, Covering Grades 1 to 12 (Ontario, 2010) The general ideas of learner-centred approach in education are clearly described in this policy as in
the following: The Ontario governed to enabling all students to reach their potential and to succeed Our challenge is that every student is unique, and each must have opportunities to achieve success according
to their interests, abilities, and goals We have defined high expectations and standards for graduation while introducing a range of options that allow students to learn in ways that suit them best to earn their diplomas For Grades 1 to 12, two distinct but related aspects of student achievement are evaluated: (1) the achievement of curriculum expectations and (2) the development of learning skills and work habits Some detailed and notable regulations tell us that: Assessment, evaluation, and reporting practices
and procedures must be fair, transparent, and equitable for all students At the same time, students
and parents need to know that evaluations are based on evidence of student learning and that there is consistency in the way grades are assigned across schools and boards throughout the province With this knowledge, students can have confidence in their information to make decisions about secondary pathways and postsecondary opportunities The policy outlined in this document is designed to move
us closer to fairness, transparency, as well as consistent practice The Seven Fundamental Principles in this document also expressed that: To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:are fair, transparent, and equitable for all students; Support all students, including those with special education needs; Are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences
of all students; Are communicated clearly to students and parents at the beginning of the school year or courseand at other appropriate points throughout the school year or course; Are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning; Provide continuous descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; Develop students’ self-assessment skills
to enable them to assess their own learning, set specific goals, and plan next steps for their learning Detail regulations all seek to realise those Seven Fundamental Principles In addition, this document
provided policies, contexts, and measures in implementing assessment kinds related to assessment for learning and as learning is usually performed in the education process of centred students Therefore,
Trang 8Both nations share a common idea in primary assessment and support for learning and recognition
of competencies They tend to balance these two goals Grade-based assessment for grading purposes remains common in all classrooms, alongside testing, assessment by comment, and recognition of the achievement of educational goals
3 CONCLUSION AND SUGGESTION
3.1. Conclusion
Vietnam and Canada are two countries with different levels of development and organisation of the education system, both implementing the “student-centred” perspective in education, but with various methods and levels of implementation
Both Vietnam and Canada are moving towards a balanced approach of purpose in assessment when there are two purposes of assessment: to classify, rank, and support learners’ progress
In Vietnam, the “learner-centred” view in education is highly systematic, clearly mentioned in the leadership approach from the national level, institutionalised and implemented systematically throughout the national education system in recent years While, in Canada, the position is not expressed
at the federal level, but it has been widely, flexibly and effectively implemented in the education system
at the high school level in the provinces
Vietnam’s policies and regulations on assessment and evaluation are often mandatory, aiming for detailed regulations Still, some documents in the system are not synchronised, and the content’s quality
is not yet issued As a result, the content is not complete or specified and not wholly relevant to reality Hence, it limits the ability to create and apply flexibly in practice in implementing personalised teaching and taking the “learner-centred” approach in education In contrast, the Canadian regulation system can provide an extremely decentralised autonomy across the country, from the provincial level top-down The content of regulations often focuses on stating general principles and guidelines, giving autonomy
to schools and teachers in choosing and using appropriate teaching methods Therefore, it has allowed a very flexible implementation of creativity and is suitable for experimental conditions
3.2. Suggestions
Vietnam needs to continue to review, adjust, supplement and complete the content of the management document system related to assessment activities in education to implement the concept of
“student-centred” This approach goes towards improving the uniformity, efficiency and effectiveness
of the legal document system Steps include:
Supplementing the requirements on assessment capacity in the set of professional standards of primary school teachers; expand and improve the range of accommodation on the assessment required for high school teachers (from primary to high school) to develop this capacity of teachers, to meet the requirements for an evaluation in the current context of educational reform
Adjusting and adding more specific regulations and content on standard assessment forms and methods in the classroom, and at the same time providing guidance and allowing teachers to actively choose methods and forms of examination and evaluation of suitability with educational purposes of the program and teaching methods, teaching objects and assurance conditions for each class and school
It is suggested to recalculate the weights of the tests in the calculation of the subject learning results of middle and high school students to ensure that the weight ratio of the regular assessment tests is higher than that of the periodic ones It is to carry out assessment purposes for the sake of learning and as
Trang 9learning It is all to support student learning and for student progress On the other hand, it is necessary
to supplement and complete the contents of regulations, guidelines and clarify the criteria and levels in implementing the “student-centred” perspective of the stakeholders in the educational process
Researching to reduce the mandatory content in classroom assessment of current regulations, especially documents at the national level;
Studying the regulations that reduce the number of issues required to carry out the assessment
in the form of subject scores increases the number of subjects and learners Therefore, only consider whether students achieve the objectives of quality and capacity that have been met according to the course and program requirements
It is necessary to supplement and renew the content of training on assessment capacity for pedagogical students, and at the same time, strengthen training activities to improve assessment capacity and innovate teaching methods for teachers inconsistent with current perspectives and trends of recent education innovation and assessment
Developing and supporting schools to implement specialised teaching and assessment software and technical means to help teachers effectively carry out assessment activities in the classroom, assisting teachers in reducing their workload to improve the effectiveness of assessment and teaching, and better monitoring learners’ progress
After the promulgation of new regulations, it is necessary to organise timely training for teachers
on new regulations on testing and assessment associated with the theory of student-centred education
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