Assessment of pedagogics learning outcomes for students of pedagogical universities with competence based approach

Purposes of research The dissertation proposes methods to assess students’ LO in Pedagogics subject of Pedagogic Universities with competence-based approach in order to fully assess the

HANOI NATIONAL UNIVERSITY OF EDUCATION

****************

NGUYEN THI THANH TRA

ASSESMENT OF PEDAGOGICS LEARNING OUTCOMES

FOR STUDENTS OF PEDAGOGICAL UNIVERSITIES

WITH COMPETENCE-BASED APPROACH

Major: Theory and history of education

HANOI NATIONAL UNIVERSITY OF EDUCATION

Scientific advisors:

1 Asst Prof PhD Tran Thi Tuyet Oanh

2 Asst Prof PhD Vu Le Hoa

Reviewer 1: Asst Prof PhD Tran Khanh Duc, Hanoi University of Science and Technology

Reviewer 2: Asst Prof PhD Pho Duc Hoa, Hanoi Nationnal

University of education

Reviewer 3: Asst Prof PhD Nguyen Phuong Nga, University

of Education, Vietnam National University, Hanoi

The dissertation will be defended in front of the University Dissertation Examiner Council at Hanoi National University of Education

At 136 Xuan Thuy, Cau Giay, Hanoi, on … 2015

It is possible to learn about the dissertation at:

- National Library;

- Library of Hanoi National University of Education

FORWARD

1 Motivation

1.1 To satisfy the high-quality human resources requirements

of the current society, the World Higher Education is paying much attention to the innovation of competence-based training

1.2 Examination and assessment are some of the most important stages of the training process The competence-based training also requires an innovation in examining and assessing based on competence

1.3 Higher Education in Vietnam in general and at Pedagogical Universities in particular is currently innovating program contents, teaching methods to focus on the formation and development of occupational competence for students

1.4 Pedagogics is the professional subject of pedagogical universities which provides students with basic pedagogical skills However, in fact, the evaluation of students’ competence in Pedagogics is not yet properly emphasized The assessment method for this course is still traditional, focusing on testing theoretical knowledge, and paying little attention on requiring students to generally apply their knowledge and skills in solving a particular occupational problem To overcome the limitations of the traditional assessment, a new learning outcomes (LO) assessment in Pedagogics using competence-based approach (CBA) is essential However, up to now, there has been shortage

of full and specific research on this issue

For the above mentioned reasons, the author chose the topic

“Assessment of Pedagogics learning outcomes for students of Pedagogical Universities with competence-based approach” as the

topic of the dissertation

2 Purposes of research

The dissertation proposes methods to assess students’ LO in Pedagogics subject of Pedagogic Universities with competence-based approach in order to fully assess the level of achieving competence goals of students in the subject By improving the assessment methodology the dissertation then contributes to improve the Pedagogics teaching quality in particular and training quality of pedagogical universities in general

3 Objects and subjects of research

3.1 Objects of research

The assessment of learning outcomes (LO) for students of Pedagogical Universities

3.2 Subjects of research

Methods to assess Pedagogics LO for students of Pedagogic

Universities using competence-based approach

4 Scientific hypothesis

The assessment of LO by CBA is a current evaluation trend to determine whether learners can apply their gained knowledge in practice in order to develop necessary competences However, the assessment of students Pedagogics LO in Pedagogical Universities still based on theoretical knowledge without focusing on requiring student

to apply knowledge and skills gained through the course Although the assessment of students’ competence is performed, it is not comprehensive, sufficient and fails to specify which particular competence should be assessed and which competence level to be achieved by students If we can propose mechanisms to assesst LO in Pedagogics which are the combination of many assessment methods; focus on the knowledge practical; reasonablly establish and use of assessing instruments then we can fully assess the level of achieving competence goals by students and also be able to make the assessment positively impacts the students’ learning process so that contribute to the improvement of the teaching quality of the Pedagogics cousrse

5.4 To experiment the assessment methods of Pedagogics LO for students of Pedagogic Universities using CBA

6 Limitation and scope of research

- Assessing some general competences as well as teaching and educational competence of students while teaching the Pedagogics courses

- Surveying students and lecturers at representative Pedagogic Universities and other Universities - all over the Northern, the Central, the Southern of Vietnam including: Thai Nguyen University of Education, Hanoi Pedagogical University II, Hong Duc University (Thanh Hoa), Hue University of Education, Quy Nhon University and Can Tho University

7 Research methods

7.1 Basic methodology of the research

The research uses the following approach viewpoints: action

approach, system - structure approach, practical approach

7.2 System of specific research methods

7.2.1 Group of theoretical research methods

7.2.2 Group of practical research methods: Pedagogical observation

method, Questionnaire method, Expert method, research of working product method, Discussion method, and Pedagogical experiment method

8 Theoretical points

8.1 The innovation in teaching method to the direction of competence development requires the comprehensive innovation in learning assessment The learning assessment using competence-based approach must assess competence goals to be achieved by students and must positively impact on the teaching activities 8.2 Assessment of Pedagogics LO using CBA emphasizes on assessing students capability to apply pedagogical skills to solve given practical issues in teaching and education Therefore, the assessment using this approach in Pedagogics will form and develop necessary competences for future teachers in accordance with the output standards

of the pedagogics major

8.3 Assessment of Pedagogics LO for students of Pedagogical Universities using competence-based approach will be more efficient

if it is synchronously applied with the competence targets determination and assessment process methods using CBA; together with building mechanisms to combine individual assessment results and building tools for assessing Pedagogics learning outcomes using competence-based approach; using combination of learning outcome

assessment methods and forms in teaching Pedagogics course using CBA

9 Contributions of the dissertation

- Summarized, systemized and developed the theory on learning assessment of Pedagogics subject for students of Pedagogical Universities using competence-based approach

- Analyzed, evaluated the real situation of Pedagogics LO assessment in for students of Pedagogical Universities using CBA and found the reasons for such situation

- Proposed the methods to assess Pedagogics LO for students of Pedagogical Universities using CBA including: establishing the exercise system and rubrics to assess general competence and teaching - educating competence of Pedagogical Universities students in teaching the Pedagogics subject

10 Structure of the dissertation

In addition to the foreword, conclusion, recommendation, references and appendix, the dissertation includes 3 chapters:

Chapter 1: Theoretical background on LO assessment in Pedagogics for students of Pedagogical Universities using CBA Chapter 2: Reality of LO assessment in Pedagogics using CBA for students of Pedagogical universities

Chapter 3: Assessing methods of Pedagogics LO for students of Pedagogical Universities using CBA and pedagogical experiment

Chapter 1 THEORETICAL BACKGROUND ON LO ASSESSMENT

OF PEDAGOGICS FOR STUDENTS OF PEDAGOGICAL

UNIVERSITIES USING CBA 1.1 OVERVIEW

1.1.1 Related works on assessment of learning outcomes

Before the 1990s of the 20th century, there were many researches on assessment of LO in the world as well as in Vietnam which focused on common theoretical issues and particular learning assessment theoretical issues in many different subjects including the Pedagogics However, such researches only focused on assessing the learners’ ability of memorizing knowledge but hardly or not concerned about how learners ability to apply such knowledge to real occupational activities

1.1.2 Related works on assessment of learning outcomes in Pedagogics using competence-based approach

The researches on assessment of LO using CBA have been widely developed in the world since the 1990s of the 20th century The researches of the authors such as Jame Popham; Peter W Airasian; James H McMillan; A.J Nitko or R.J.Marzano specified the nature as well as structural components of the LO assessment such as goals, contents, assessment criteria, etc., however, their researches in this type

of assessments is general without mentioning about the application of

LO assessment using CBA in a particular field or subject

Entering the 21st century, in Vietnam, there are also several researches about the assessment of LO using CBA in form of theories

as the basis for particular researches in different fields such as the works of authors Nguyen Duc Chinh, Dang Ba Lam, Duong Thu Mai, Nguyen Cong Khanh, etc

Recently, there are several researches on the innovation of LO assessment in Pedagogics but there is still no research about the assessment of LO using competence-based approach in Pedagogics for students of Pedagogical Universities Therefore, a detail research

on this issue is essential

1.2 SOME TERMINOLOGIES USED IN THE DISSERTATION

1.2.1 Learning outcomes

Learning outcomes are knowledge, skills and attitude achieved

by learners and their ability to apply them to solve practical tasks to achieve the necessary competence goals

1.2.2 Assessment of learning outcomes

The assessment of LO is the process to collect and analyse information in order to evaluate the level of learners LO after a learning process compared to the given goals and the application of such achievements in making suitable decisions

1.2.3 Competence

The concept of competence used in the dissertation is that: Competence is the combination of knowledge, skills, attitude, personal characteristics and suitable integration of those factors to efficiently solve particular problems

In order to assess the competence of an individual, we must rely on the process of taking a particular action as well as

achievements of that individual after taking such action Therefore, the expression of the acting process and quality of product obtained

by that individual is the measurement of the individual competence

1.3 ASSESSMENT OF LEARNING OUTCOMES

The dissertation has clarified contents of learning outcome assessment including: (1) Position, role, function of LO assessment; (2) Principle in assessing learning outcomes; (3) Methods, forms and instruments of examining - assessing LO; (4) Philosophy on assessing learning outcomes

Philosophies of learning outcomes assessment including: Assessment of learning; Assessment for learning; Assessment as learning Currently, in order to assure the quality and efficiency of LO assessment using competence-based approach, the combination of all 3 mentioned philosophies is necessary

1.4 ASSESSMENT OF LO IN PEDAGOGICS USING COMPETENCE-BASED APPROACH

1.4.1 Specific characteristics of the Pedagogics in pedagogic universities

Pedagogics is an important major subject for students of pedagogic universities It is the premise and the basis for students of pedagogic universities to form and develop their necessary occupational competence The reason is that the subject focuses on equipping students with basic, modern theoretical knowledge about teaching, educating processes, as well as educational organizing and

managing process at school The subject also gradually establishes occupational competence for students and helps them adapt to their pedagogical activities in the future Pedagogics is also providing the future teachers with scientific outlook, critical thinking; improving and developing the love of teaching, the love of children and other personalities of a teacher

1.4.2 Competences to be formed and developed for students through the Pedagogics course

1.4.2.1 General competences to be formed and developed for students of Pedagogical Universities through the Pedagogics course

The general competences to be formed and developed for students of pedagogical universities through the Pedagogics course are defined based on the general competences which are selected by pedagogues in many countries These competences are: thinking competence including some advanced thinking competences such as analytical thinking, synthetic thinking, critical thinking, logic demonstrating competences; as well as communication competence using oral and written language; competence of information collecting and processing; competence of working in group; competence of self-learning

Each competence mentioned above has a different role and meaning towards learning but they connect, supplement and support each other Depending on each learning task, knowing how to select and combine the above mentioned competences will help learners achieve the best learning outcomes

1.4.2.2 Teaching - educating competences need to be formed and developed for students of Pedagogical Universities through the Pedagogics course

Based on the process of teaching and educating, based on the specific characteristic of the Pedagogics subject which provides students with basic knowledge and skills and based on the characteristic of competence-based approach in which competences must be able to measure directly or indirectly, the author has proposed a system of teaching and educating competence needed to

be formed for students of pedagogical universities through the Pedagogics course The proposed competences are divided into 3 groups; each group includes specific competences

- The group of competence for researching the teaching - educating documents and objects including: competence of analyzing contents of plan, program, teaching - educational materials; competence of learning about teaching - educational objects

- The group of competence for performing the teaching, educating activities including: competence of determining the teaching

- educational target; competence of choosing and building the teaching

- educational content; competence of designing the teaching - educational activities; competence of applying methods, means, forms

to organize the teaching activities; competence of dealing with situations in teaching - education; competence of organizing the teaching environment; competence of applying educational principles, methods, means, organization forms; educational competence through teaching courses

- The group of competence for assessing students learning outcomes including competence of analyzing methods and tools used for testing, assessing teaching outcomes and educational outcomes; competence of commenting, assessing the teaching, educational outcomes of learners in the teaching and educating process

1.4.3 Components of learning assessment in Pedagogics using competence-based approach

1.4.3.1 Goals of LO assessment in Pedagogics using CBA

The assessment of LO in Pedagogics using CBA aims at evaluating pedagogical student achievements in terms of learning, educating competences and general competences after learning the Pedagogics which should meet the standard outputs of the pedagogical major

1.4.3.2 Content of LO assessment in Pedagogics using CBA

The contents of LO assessment in Pedagogics using CBA is to evaluate student’s ability to apply knowledge, skills and altitude in addressing a complex Pedagogics task to obtain the subject’s competence goal The outcomes of student’s performance after applying knowledge, skills and altitude to address any teaching - educating task are shown in three types: products, acting process or both

1.4.3.3 Methods and forms of LO assessment in Pedagogics using competence-based approach

All methods and forms used in learning outcome examination and assessment can be used for evaluating students' competence, of which the practice examination is recommended

Assessing LO in Pedagogics using CBA requires the combination of many examination and assessment methods and forms of as well as teaching methods in order to correctly evaluate students' competence

1.4.3.4 Instruments used to assess LO in Pedagogics using competence-based approach

- The instruments to collect students' competence are exercise, tasks, work, assignment, examination papers set up by lecturers to requiring students applying their Pedagogics knowledge and skills to address, so that their competence is revealed Among these instruments the practice exercise is the most typical and effective instrument

- The instruments that can be used for grading in the LO assessment in Pedagogics course using CBA are examination table, assessment scale and rubric Currently, rubric is often used for grading in competence-based assessment because it combines evaluation goals and competence expression indicators into a detailed assessment instrument which can identify the competence to

be archived by student Rubric is used in the dissertation to evaluate students' competences during teaching Pedagogics

but the ability to creatively apply knowledge in different practical situations; it focuses on evaluating students’ learning progress

Chapter 2 REALITY OF LO ASSESSMENT IN PEDAGOGICS USING COMPETENCE-BASED APPROACH FOR STUDENTS OF

PEDAGOGICAL UNIVERSITIES 2.1 Summarization of the condition survey process

2.1.1 Goal of the survey

The survey aims at collecting data for evaluating the reality of learning assessment in Pedagogics and LO assessment in Pedagogics using CBA objectively and specifically Through which the survey becomes the practical basis for us to propose learning outcome assessment using CBA

- General evaluating the current condition

2.1.3 Object and place of the survey

We surveyed 817 students and 40 Pedagogics lecturers at representative pedagogical universities and pedagogic training universities throughout the North, the Central and the South of Vietnam; the universities include: Thai Nguyen Pedagogical University, Hanoi Pedagogical University 2, Hanoi National University of Education, Hong Duc University (Thanh Hoa), Hue University of Education, Qui Nhon University, Can Tho University

2.1.4 Survey method

In order to performing the survey, we used the questionnaire methodology (with two forms of questionnaire one for lecturers and one for students), talk method, and observation method

2.2 SURVEY RESULT

2.2.1 The reality of LO assessment for students of pedagogical universities

The survey results show that:

- Most of lecturers and students have proper awareness of the importance of learning outcome assessment, only few students have improper awareness on this issue Lecturers and students are aware of the importance of assessment goals, and lectures think that the goal of student LO assessment is the most important factor

- Most of lecturers and students properly understand the relationship between learning outcome assessment and the teaching process Assessment is a component of teaching process and pertained

to other stages of the teaching process Assessment can be performed at any stage of the teaching process However some lecturers and students still have not been correctly aware of such relation The lecturers' and students' awareness about assessment approaches is not yet comprehensive and complete

2.2.2 The reality of awareness on LO assessment in Pedagogics using CBA for students of pedagogical universities

- Most of lecturers have properly understood the concept of learning assessment in Pedagogics using competence-based approach, only some of them have not completely understood it

- Most of lecturers and students have been aware of the important role of Pedagogics learning outcome assessment in professional competence development for students of pedagogical universities Most of them have been aware of the effects of learning outcome assessment in Pedagogics using competence-based approach on students’ professional competence development Although some lecturers and students have not understood the effects of Pedagogics learning outcome assessment, they are only the minority

2.2.3 The reality of performing LO assessment in Pedagogics using CBA for students of pedagogical universities

2.2.3.1 The reality of assessing students’ professional competences via Pedagogics

Some lecturers quite frequently assess students’ Pedagogics competences; however the number of lectures performing this is not high

2.2.3.2 The reality of performing LO assessment goals in Pedagogics using competence-based approach

The Chart 2.1 shows that, during the process of Pedagogics learning outcome assessment, lecturers give priority to assess 3 goals: remembering knowledge, skills; understanding knowledge, skills and applying knowledge, skills to familiar situations, in which the second goal

of understanding knowledge and skills of the subject is the most emphasized one Such assessment still emphasizes on knowledge memorizing rather than applying knowledge and skill in solving problems

Chart 2.1 Lecturers' and students' average point for frequently

performing assessment goals

2 2,3 2,6 2,9 3,2 3,5 3,8 4,1 4,4 4,7 5

Remembering Understanding Applying Applying

2.2.3.4 The reality of performing methods, forms of LO assessment in Pedagogics using competence-based approach

Various methods and forms were applied by lecturers to assess

LO in Pedagogics using CBA The used methods and forms indicated the proposed content of assessment Lectures also paid attention in assessing through teaching process However, during applying such methods and forms of LO assessment using CBA approach, lectures still paid less attention to the methods and manners which assessing practical operation competences as well as methods and forms which establish assessment and self-assessment competence of students