Capability of assessing students is one of the output standards of education students. This capability includes the following components: capability to check and evaluate learning outcomes, Capability to organize assessment in primary education, Capability to design evaluation tools and use of software to support elementary school assessment.
Trang 162 Hoang Nam Hai, Ma Thanh Thuy
A NUMBER OF PEDAGOGICAL MEASURES TO CONTRIBUTE TO THE DEVELOPMENT OF ASSESSMENT CAPABILITY FOR EDUCATION
STUDENTS TO MEET OUTPUT STANDARD
Hoang Nam Hai, Ma Thanh Thuy
University of Education - The University of Danang; hnhai@ued.udn.vn, mathanhthuy.spdn@gmail.com
Abstract - Capability of assessing students is one of the output
standards of education students This capability includes the
following components: capability to check and evaluate learning
outcomes, Capability to organize assessment in primary education,
Capability to design evaluation tools and use of software to support
elementary school assessment Organized training courses to
develop assessment capability for education students in recent
years has received interest from the faculty of Primary Education,
The University of Danang - University of Education Students with
this capability will ensure the success of the primary school
assessment task in accordance with Circular 03/VBHN-BGDĐT [4]
Our article presents some experiences and measures to develop
the assessment capacity for students of primary education at The
University of Danang - University of Education
Key words - Assessment; assessment of pupils; capability;
assessment capability; elementary education department;
students
1 Introduction
In recent years, the renovation of assessing primary
school pupils has received special attention from the whole
society The view of assessment of the progress of school
students - not letting the students lag behind has been
accepted in the whole society and the school students have
been excited Therefore, primary education university
students – future primary teachers must have the capacity
of evaluating primary school students This requirement
has become one of the output standards of the program of
training primary education university students The
mission of the Primary Education Department, Danang
University - University of Education is to train primary
school teachers to meet the output standards or professional
standards of primary schools The capacity of evaluating
primary students can be considered as one of the core
competencies of the curriculum A good judgment not only
promotes progress of primary students, but also adjusts and
changes the teachers’ teaching methods
2 The perception of the capacity and qualities of
primary school students
2.1 The perception of the capacity of primary students
2.1.1 The perception of the capacity
About capacity, so far there have still been many
different understandings and interpretations Kyrutecxki
argues that "when we say about the capacity, it means that
we must say about the capacity in all activities of the
human [9] Rubinstein considers that "the capacity is the
total psychological attributes that make a person fit with a
socially beneficial activity" [10] According to the
Organization of the Developing Countries - OECD, "the
capacity is the ability of the individual meeting complex
requirements and perform tasks successfully in a specific
context" [11] If the capacity is considered from the point
of view of purpose and personality, Mr Pham Minh Hac considers that "the capacity is a combination of psychological characteristics of a human being (also known as the combination of the psychological attributes
of a personality), this feature complex operates for a certain purpose, and produces the results of an activity"[8] If one considers the competency on the view of mastering skills
in action, Rogiers thinks, "Capacity is the integration of skills that naturally affect the contents of a given set of circumstances solving the problems caused by the situation" [12]
Thus, we can understand the capacity as the ability to apply the knowledge, skills and experiences with the beliefs and wills to successfully carry out a certain activity Capacity
is often expressed through some of the following features:
- Ability to survive and grow through activities
- Ability is appealed through operations mastering skills in action
- Different individuals will have different capacities
- Capacity can be fully fostered to improve through education and training
2.1.2 The perception of the capacity of primary school students
Circular 03 [4] (The circular uniting from circular 30/2014/Circular – Ministry of Education [2] and Circular 22/2016/Circular – Ministry of Education [3] on the evaluation of primary school pupils) defines some of the competencies of primary school students, including: self-service, self-management; Capacity of cooperation; Ability
to self-study and solve problems To assess these competencies, the teachers need to know some of the core manifestations of those abilities Expressions of competence can be explicit (for students with marked manifest capacity), may still be motivated to encourage patiently However, depending on living conditions and environments students have different levels of performance of abilities
2.2 The perception of the quality of primary school students
2.2.1 The quality conception
The concept of qualities has both narrow and broad meaning In a narrow sense, qualities are physiological concepts, which are the physical characteristics of the body such as the nervous system, senses and organs Available characteristics are the natural basis for people to receive psychological phenomena and attributes In broad terms, qualities refer to psychological characteristics such as personality, will, excitement, temperament, human style
2.2.2 The perception of the quality of primary school students
Trang 2ISSN 1859-1531 - THE UNIVERSITY OF DANANG, JOURNAL OF SCIENCE AND TECHNOLOGY, NO 6(115).2017 63 Circular 22 defines that the qualities of students are
formed and developed in the process of learning, practicing,
and experiencing in life inside and outside school These
qualities include: the quality of hard working; the quality of
confidence, the quality of responsibility; the quality of
honesty, the quality of discipline; the quality of solidarity
and the quality of love [3]
3 The ways to evaluate primary school students
Circular 30 [2] and Circular 22 [3] define the content of
the assessment It is the assessment of the learning process,
progress and learning outcomes of students according to
the standards of knowledge, skills in each subject and other
educational activities according to the primary education
program; It is also the evaluation of the formation and
development of students' capacities and qualities
Methods of evaluation include regular assessment and
periodic assessment Regular assessment is the evaluation
of the learning process, training knowledge, skills,
attitudes and some manifestations of students' qualities
carried out in the process of the course content and
educational activities [3] Regular assessments include
regular assessment of learning and regular assessment of
competence and quality
Periodic assessment is the evaluation of the student's
educational results after a period of study or training, in
order to determine the level of completion of the student's
learning task in comparison with the standard of
knowledge, skills required in the primary education
program and formation, capacity development, as well as
students’ qualities ([3], [7]) Periodic assessments also
include periodic assessments of learning and periodic
assessments of competence and quality
Periodic assessment is one of learning in each subject in
the middle of the first term or the second term and at the end
of the first term and at the end of the school-year at three
levels: Good completion: good performance of learning
requirements of the subject or educational activities.;
Completion: being able to carry out the learning
requirements of a subject or educational activity;
Incomplete: Some of the learning requirements of the course
or educational activity have not been carried out ([3], [7])
Periodic assessment is one of competencies, qualities in
the middle of the first term, at the end of the first term, in the
middle of the second term and at the end of the school-year
Form teachers rely on some manifestations of students'
perceptions, skills, attitudes in the ongoing assessment of the
formation and development of each competency and quality
of each student at the levels: Good: meeting the education
requirements, expressing clearly and regularly; Passed:
meeting the educational requirements, but not often;
Necessary to try more: not fully meet the educational
requirements, expressing unclearly ([3], [6], [7])
The assessment of students with disabilities and
students in flexible classes is provided in Article 12 of
Circular 22 ([3], [5], [6])
4 Output standards in training primary education
university students
4.1 The Objective (Obj) for the curriculum of primary education
1st Obj: The primary education curriculum aims to create and provide conditions for the staff of primary educators to meet the educational innovative requirements
in the industrialization and modernization era of the nation and international integration
2nd Obj: Graduate students must have strong political stance and ethical qualities of a teacher who is physically fit to perform the task of education
3rd Obj: Students are able to teach the programs of elementary level well
4th Obj: Students are able to carry out primary education activities
5th Obj: Graduate students of this training system can continue their studies at master and doctoral levels in Primary Education, Education Management and have the ability to become essential teachers at the primary level; the capacity to study and apply pedagogic research at elementary level, self-improve and self-develop [5]
4.2 Output standards (OS) of the curriculum of primary education bachelors
The curriculum at the university level for the primary education has 8 output standards: Output Standard 1: Qualities and ethics of teachers; Output Standard 2: Ability
to understand learners and the educational environment; Output Standard 3: Educational capacity at primary level; Output Standard 4: Capacity of teaching at elementary level; Output Standard 5: Capacity of pedagogical competence; Output Standard 6: Capability of assessment
in Education (Assessment towards the success of elementary school students); Output Standard 7: Capacity for social activities; Output Standard 8: Capacity to develop a career, develop themselves
Output Standard of foreign languages and ICT [5]
4.3 Output Standard Assessment meets the objectives of the curriculum
Graduate students can evaluate the satisfying levels of output standards to the objectives of the curriculum in terms of three levels Low (L), Medium (M), High (H), in the following table:
Table 1 Levels of satisfying Output standards to the objectives
of the program
OS1 OS2 OS3 OS4 OS5 OS6 OS7 OS8
Thus, graduate students from primary education except for other output standards, the Output standard on evaluation in education, and the assessment of elementary school students are essential and important [5]
5 The current status of evaluating capacity to elementary students of primary education Faculty
Trang 364 Hoang Nam Hai, Ma Thanh Thuy
In order to have a thorough and objective view on the
evaluating capacity of primary education students, we have
conducted a survey among students of the Faculty of
Elementary Education, The University of Danang -
University of Education
5.1 Purpose of the survey
The purpose of the survey is to carry out the students'
understanding of evaluating primary school students
before they have not been trained about evaluating
elementary school students
5.2 Contents and organization of the survey
5.2.1 Survey contents
We have designed the questionnaire with 10 questions
as follows
Q1: What is the role of evaluation in primary school
teaching?
a Very necessary b Necessary
c Less necessary d Do not know
Question 2: Who takes the decisive role in assessing
primary school students, Student; Teacher; Parents?
Q3: What is the level of carrying out of your primary
school student assessment?
a Researched carefully b Studied
c Not researched yet d Do not know
Q4: The best elementary school student assessment is
through oral tests or tests?
a strongly agree b Agree
Q5: Do teachers need to write notes in all students'
notebooks?
a Strongly agree b Agree
Q6: It is necessary to compare students with their
friends around to encourage the effort?
a Strongly agree b Agree
Q7: Assessment of student's capacity, qualities through
observation, exercises, group discussions or student
products from learning?
a Strongly agree b Agree
Q8: Asking students to rewrite 10 times of dictations
when they make spelling errors?
a Strongly agree b Agree
Q 9: What are some signs of cooperative capacity?
a Write right b Write one correct part
c Write incorrectly d Empty
Q10: What are some manifestations of problem solving
capacity?
a Write right b Write one correct part
c Write incorrectly d Empty
5.2.2 Organizing the survey
We conducted a survey among 20 students from Grade 12STH, Faculty of Elementary Education, The University
of Danang - University of Education in February 2016 before they took pedagogy practice
5.2.3 Surveying results
Table 2 Surveying results
Sentence
5.3 Analyzing survey results
Survey results show that 25% of students perceive that primary school assessment is not important, and especially, some students are unaware of the roles of assessment to teaching and learning tasks at elementary level Therefore,
up to 60% of students are not interested in the evaluating circular for elementary education level They did not read, did not download the materials of research required by the instructors, and when asked, they said they did not know This is a lack of assessment capacity In the process of learning they are not aware that they should be equipped with professional capacity for the future It is also because
of that indifference that 70% of students do not know the core manifestations of problem solving capacity; 50% of students do not know the core manifestation of the capacity
of cooperation of primary school students
In general, the capacity of evaluating elementary school students of primary education students taking entrance tests in 2012-2016 is limited in many ways from perception
to technology and evaluating ways Developing assessment capacity for students is an indispensable task in the context
of the renovation of general education, especially the trend
of teaching innovation to develop and enhance pedagogical capacity for Teaching staff in elementary schools
6 Some measures for developing evaluating capacity for primary education students
The innovation of higher education, especially at The University of Danang - University of Education in the past years has received the much attention and guidance of the Party Secretary, Board of Management, faculty leaders and the response from the teaching staff has made positive changes and gained considerable achievements In that
Trang 4ISSN 1859-1531 - THE UNIVERSITY OF DANANG, JOURNAL OF SCIENCE AND TECHNOLOGY, NO 6(115).2017 65 context, the innovation of teaching in the Faculty of
Primary Education has taken firm steps with many
effective solutions These solutions include:
6.1 Solution 1: Innovating the contents of assessment
unit of primary education
6.1.1 The purpose of the solution
In the tendency to innovate in general education,
assessment tasks are also innovated to fit new teaching
modes In primary education, in 2005 there was rule 30 on
the assessment by comments on Music, Art, Ethics, Physical
Education and Social Studies and regular assessment and
periodic evaluation by marks and comments for Maths,
Vietnamese, History, Geography, Science [1]; In 2009,
Circular 32 regulates regular and periodical evaluations of
Mathematics, Vietnamese, History, Geography, Science by
marks and comments; In 2014, Circular 30 changed the view
of regular assessment with comments without marks; In
2016, Circular 22 amended and supplemented the
inadequacies of Circular 30 ([2], [3], [4])
Thus, the checking and evaluating unit in the
curriculum of primary education students needs to be
renewed regularly to catch up with the "breath" of general
education
6.1.2 How to perform
- Every two years, reassess the appropriateness of each
module to meeting of the learning outcomes of the
curriculum;
- Immediately update the innovations of elementary
assessment into the contents of checking and evaluating
unit for primary level The update is passed through the
professional group, consulting elementary school teachers
and experienced teachers on primary school assessment
6.2 Solution 2: Integrate the content and knowledge of
student assessment into each unit of the teaching method
6.2.1 The purpose of the solution
At elementary level, for specific subjects, students will
have different specialized abilities To regularly assess the
levels of performance of the standards of knowledge, skills
and competencies in each subject, the integration of
content and evaluating ways regularly and periodically into
the contents of lectures of the method units (such as
Mathematics Teaching Methodology, Vietnamese
Teaching Methodology, Ethics Teaching Methodology
in elementary schools) will help elementary education
students to understand clearly how to evaluate the
competencies of students through each specific subject
6.2.2 How to perform
- Concentrate on the direction of unified action and
point of view from the faculty level so that professional can
help each lecturer teach the method units
- Unify the systems of specialized abilities of elementary
students and their expressions for each specific subject
- Unify the assessment ways in the teaching staff of the
method units, unify to set up specific guidance for each
specific competence group
- Frequently update when there is a change in the
practice of education
6.3 Solution 3: Organize training courses and workshops on primary school student assessment
6.3.1 The purpose of the solution
This solution aims to equip, provide the latest contents and methods to assess students for future teachers Helping students have the full knowledge and skills of assessment
to apply after graduation, and become teachers This is a very convenient forum for students to be rubbed, told evaluating experiences from practical education that is very useful for them
6.3.2 How to perform
- Sending faculty members to set up professional groups, attend the training courses provided by the Ministry After that, the team will train, and report back in the group, then exchange experiences to have the information to report to students and teachers
- Coordinating with the Department of Education and Training, Department of Education to unify the way of training for the core staff of the Department
- Organizing seminars and training courses for students Giving tasks to reporting groups, exchange and discussing evaluation at primary schools Inviting core, experienced, teachers from some elementary schools to report on practical experience topics to help students experience how evaluation is done at elementary schools This is a meaningful work, bringing the theory and practice closer together Students will both have theory and learn sufficient practical experience
- Organizing training courses for students on student assessment in information technology
- Surveying 50 students (not identical to the 20 initial survey students) of the 2012 admission course after being trained about elementary school student assessment in accordance with Circular 30 by the Department Over 95%
of students are confident with capacity of evaluating primary school students; Over 90% of students understand the core manifestations of collaborative capacity, problem solving capacity
6.4 Solution 4: Carrying out the principle of education
"Learning with practice, the theory attached to reality"
6.4.1 The purpose of the solution
The "satellite teaching practice" at The University of Danang - University of Education is a form of education reform applying the principle of education "learning along with practice, theory combined with practice"
6.4.2 How to perform
In 20 weeks of satellite teaching practice, elementary education students will go to a lecture hall, a day at high schools They are observed, told how to evaluate primary students in accordance with Circular 30, 22 What they learn about primary school assessment is tested in practice
to compare theories with practice, enrich their knowledge and pedagogical skills
Surveying 30 students who enrolled in 2013 after practicing
Trang 566 Hoang Nam Hai, Ma Thanh Thuy satellite pedagogy (Feb, 2017) 100% of students are confident
with the ability of evaluating their elementary students; Over
95% of students understand the core manifestations of
collaborative capacity, solving the problems of elementary
students Students think they can evaluate school students as
well as a full-time elementary school teacher
7 Conclusion
Organizing training courses for approaching the
capacity at the Faculty of Primary Education in particular
and The University of Danang - University of Education in
general has brought remarkable results The pedagogical
solutions that we deployed initially have really worked
The professional capacity of elementary Primary
Education students in recent years has confirmed that
They have always topped the recruiting times, and are
highly appreciated about the professional capacity by many
leaders of the district education and training departments
in Danang city as well as teachers of primary schools
REFERENCES
[1] The Ministry of Education and Training (MOET), Circular No
30/2005/QĐ-BGDĐT, MOET issued the Regulation on Primary
School Assessment, performed September 30, 2005
[2] The Ministry of Education and Training (MOET), Circular No
30/2014/QĐ-BGDĐT, MOET issued the Regulation on Primary
School Assessment, performed October 15, 2014
[3] The Ministry of Education and Training (2016), Circular No 22/2016/QĐ-BGDĐT, Ministry of Education and Training issued on
amending and supplementing some articles of Circular 30, effective from Nov 6, 2016
[4] The Ministry of Education and Training (2016), United Circular 03,
Ministry of Education and Training issued on 28 September 2016, performed from Nov 6, 2016
[5] The University of Danang - University of Education (2015), Regular training program in primary education
[6] Hoang Mai Le, Xuan Thi Nguyet Ha, Nguyen Duc Manh (2016), Q & A
on primary school assessment, Vietnam Education Publishing House [7] Nguyen Duc Minh (2015), Guidelines for assessing the capacity of pupils at the end of primary school, Vietnam Publisher
[8] Pham Minh Hac (1992), Some Psychological Problems, Educational
Publisher
[9] Kơrutecxki V.A (1978), The Psychology of Mathematical Competence of Students, (Translated by Pham Van Hoan, Le Hai
Chau, Hoang Them), Education Publishing House
[10] Rubinstein X L (1989), Fundamentals of General Psychology,
Educational Publishing House
[11] OECD (2003), The PISA 2003 Assessment Framework - Mathematics, Reading, Science and Problem Solving Knowledge and Skills, Paris
[12] Rogiers X (1996), Integrated Pedagogy or How to Develop Competencies in the School, Educational Publisher
(The Board of Editors received the paper on 12/06/2017, its review was completed on 24/06/2017)