Dissertation summary of educational doctor: Managing competency-based asessment of study results by technical secondary students

Research purposes Researching theoretical basis and practice of managing competency-based asessment of study results by technical secondary students and proposing management solutions to improve the management quality of assessing students’ study results.

MINISTRY OF EDUCATION AND TRAINING

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

DAO THANH HAI

MANAGING COMPETENCY-BASED ASSESSMENT OF STUDY

RESULTS BY TECHNICAL SECONDARY STUDENTS

Major: Educational management

Code: 9 14 01 14

DISSERTATION SUMMARY OF EDUCATIONAL DOCTOR

HANOI, 2019

The dissertation has been performed at :

-The Vietnam National Institute of Educational Sciences

Supervisors:

1 Asso.Prof.Dr Phan Van Nhan

2 Asso.Prof.Dr Nguyen Duc Tri

Critic1:

Critic2:

Critic3:

The dissertation will be defended at the Dissertation Assessment Committee of the Institute level at the Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi At date

The Dissertation can be read at:

- The National Library

- Library of the Vietnam National Institute of Educational Sciences

INTRODUCTION

1 Rationale for this dissertation

The 2011-2020 education development strategy states that “Focus on educational quality management” Besides, it is necessary to renew the content and methods of teaching, examination and evaluating the quality of education: “Continuing to renew teaching methods and assessing study results and training towards promoting the activeness, self-consciousness, creativity and self-study competency of learners Innovate high school graduation exams, university and college entrance exams while ensuring effectiveness, objectiveness and equality; combining the evaluation outcomes

in the educational process with the exam results."

According to the Resolution of the 8th Plenum of the 11th Party Central Committee November 4, 2013 on fundamental and comprehensive renovation of education and training, it was affirmed: "Fundamentally renovating the forms and methods of examination and evaluation of education and training, ensuring honesty and objectivity: “The examination and evaluation of educational and training results should be step by step according to the advanced criteria set by the society and the educational community in the worl trust and recognize Combine the process assessment with end-of-school and end-of-school assessments; teacher's evaluation with learner's self-assessment; school's evaluation with evaluation of the family and the society Innovating the testing method and recognizing high school graduation in a way that reduces social pressure and costs for society while ensuring the reliability, honesty, proper assessment of student capacity as a basis for admission in vocational education and higher education; Innovating methods of assessment and recognition of vocational education graduation on the basis of knowledge, practice capacity, sense of discipline and professional ethics Create mechanisms in place for stakeholders

to participate in assessing the quality of training institutions”

Currently, most of technical schools have changed their training objectives towards practice

In particular, assessing students’ study results is an important and necessary step in the process of training students studying at vocational training institutions

However, the actual testing, examination and evaluation are slowly renovated Because the content of the curriculum is theoretically heavy, teaching methods are not suitable with the characteristics of vocational education, on the other hand, due to the lack of a unified national qualification framework for education nationwide, the evaluation of students' study results is still inadequate (scales, criteria, indicators )

Currently, the network of vocational education institutions is widely distributed across provinces and cities of the country, diversifying types of schools, industries, training methods and resources in the direction of integration with the trend in the world Training scale has increased rapidly, step by step meeting the needs of the people The quality of training has made good changes

in many aspects The activities of evaluation and quality assurance have initially had positive impacts on the management and training of institutions across the country But Vietnam's educational system at the present time is still behind advanced level of countries in the region and

in the world, has not kept up with the requirements of socio-economic development of the country and the demands for qualified human resources of branches and localities Therefore, the issue of ensuring and improving the quality of vocational training is of special interest to all levels, sectors and society To support students after graduation working in the production location of the enterprise, school's training programs need to meet the requirements for the job positions in the enterprise To be able to accomplish that, the schools need to identify goals, develop programs, organize training to test and evaluate training quality

Because of the above reason, the author has chosen the topic "Managing competency-based

asessment of study results by technical secondary students"

2 Research purposes

Researching theoretical basis and practice of managing competency-based asessment of study results by technical secondary students and proposing management solutions to improve the management quality of assessing students’ study results

3 Object and subject of the study

3.1 Research object: Activities of evaluating study results by technical secondary students towards

competency-based approach

3.2 Research subject: Managing and evaluating study results by technical secondary students

towards competency-based approach

4 Scientific hypothesis

The situation of managing and evaluating students’ study results at vocational schools is still limited in stages such as: planning, organizing the evaluation activities, checking/supervising the assessment, backup and manage post-evaluation information, which is still managed by the traditional methods, have not detailed the annual and full-course evaluation plan, and have not established a specialized evaluation organization structure However, the evaluation is assigned to subject groups and teachers, not strict in the inspection and examination of assessment outcomes

If proposing solutions to manage and assess students’ study results using competency-based approach are appropriate and feasible, it is easy for students to reach the standard by the end of the coursea

- Proposing management solutions for assessing students’ study results at vocational schools

- Testing the necessity and feasibility of the proposed solutions

- Organizing the testing of solutions

6 Research scope

The thesis focuses on researching and analyzing the situation of managing and assessing students’ study results at vocational schools in Hanoi using competency-based approach according

to the credit assessment regulations to propose appropriate solutions

7 Approach and research methodologies

- Functional approach: The tasks of the managing the evaluation of study results of students

at technical schools are implemented in a unified whole, ensuring the implementation of the functions of the assessment management

- Historical approach: The process of researching objects and learning to develop managing the l study results evaluation through specific time and space and with appropriate conditions but still ensure the indispensable rules and uphold the traditional values

7.2 Research methods

- Group of theoretical research methods, retrospective literature: Studying books, documents, legal documents related to the topic, on which basis of analysis, synthesis and generalization

- Group of practical research methods: Investigation method; Interview; expert discussion

- Testing method: Conducting an experiment to test the feasibility and effectiveness of the management in evaluating students’ study results at vocational schools to verify a specific management measure

- Methods of statistics and data processing: Collecting data and processing by SPSS software

8 Recommended arguments

- Assessing study results towards competency is one of the important contents to promote the development of the management of evaluation activities

- Managing competency-based asessment of study results by technical secondary students

is an effective management method, helping the educational managers achieve the desired effect Schools must implement to meet the management goals of evaluation and improve the quality of teaching and learning

9 New contributions of the study

- The dissertation has overviewed a number of basic issues about the research object, contributing to the development of a theoretical basis for managing competency-based asessment

- Proposing solutions and testing solutions for managing the assessment of study results to innovate management methods and thinking

- The research results are a scientific basis for the development of educational management policies that are practical in the management and evaluation of study results of the education industry

10 Structure of the dissertation

- Introduction

- Chapter 1: Theoretical rationale for managing competency-based assessment of study results

by technical secondary students

- Chapter 2: Real situation of managing competency-based assessment of study results by technical secondary students

- Chapter 3: Solutions to manage competency-based assessment of study results by technical secondary students

- Conclusions and recommendations

CHAPTER 1 THEORETICAL RATIONALE FOR MANAGING COMPETENCY-BASED

OF STUDY RESULTS BY TECHNICAL SECONDARY STUDENTS

1.1 Review of literature

The analysis process, the system of research documents of the authors in Viet Nam and abroad are arranged in research related to the following contents:

- Research orientation on assessing study results

- Direction of research on management and evaluation of students' study results according to competency approach

The authors have provided a lot of information on aspects of the quality of education, especially in general education Most authors often go into some specific aspects such as building question bank and evaluation criteria, proposing exam plans, exam forms for some subjects while not go into evaluating the study results of students at technical schools in terms of capacity-based approach

The studies mentioned in this section have indirectly or directly affirmed the importance of assessing student achievement at different levels The views on the need for assessing student achievement also find a common voice among all authors Objective and subjective reasons in the evaluation are also limited to the authors' consideration, analysis and explanation A number of proposals have been made to overcome the inadequacies of the situation However, the number of in-depth studies on managing the evaluation of students' study results is not much Up to now, there has not been any outstanding and specialized work in this field yet

The research works of foreign authors are clearly presented and convincingly explained the importance of evaluating students’ learning activities To some extent, while studying the importance of asessing students’ achievement, the authors provided a wealth of new and diverse knowledge, along with a multidimensional approach The overview of these works has helped the author of this dissertation have more bases to build criteria and basic content of the management and assessment of students' study results

1.2 Some related concepts

Management is both a science and an art affecting the social activity system, it needs to be very creative and flexible to direct the organization's activities to achieve the set goals

1.2.2 Assessment

Assessment is a systematic process that involves gathering evidence, analyzing, explaining information, and making judgments about the nature and scope of the study results or the achievement of learners compared to criteria and performance standards are set In other words,

it is identifying the level to which learners achieve learning goals Assessment is done through various methods such as: multidimensional assessment; Review by profile; Assessment through observation; Review by profile; Assessment through examination, in which evaluating through examination is the main method Thus, through examinations we see how the assessment, examination is an indispensable form when evaluating, in some cases, this is the only form Because

of the inseparable relationship between examination and evaluations, in this dissertation, to refer to examination, author can use the words examination, assessment in general or examination or assessment in particular depending on each specific context but with the same meaning

Assessment is a regular activity in education and training Through assessing study results, teachers and students can change in a positive way and managers can adjust the training process better

1.2.3 Study results

The concepts vary but all claim that study results include knowledge (theoretical and practical knowledge), skills (cognitive skills, professional practice skills, and interpersonal skills, situation management, problem-solving skills; communication skills, teamwork skills, foreign language skills, information technology, etc.) and attitudes (ethical qualities, sense and professional working style, attitude, civic responsibility, orientation towards career development) that learners achieve in the learning and training process at school Content must ensure regulations on the minimum amount of knowledge, capacity requirements that learners achieve after graduation for the level of training

1.2.4 Competency

Competence is the performance of tasks and jobs according to certain standards based on the knowledge, skills, attitudes, meeting the requirements of the activity and ensuring the operation to achieve good results

1.2.5 Technical secondary level

According to the 2014 Law on Vocational Education, technical education is a level of the national education system to train primary, secondary, college and other technical training programs for workers, meeting the direct demand for manpower in production, business and services, which are provided in two forms: formal training and regular training

1.2.6 Assessment of study results

Assessment of study results is the process of collecting and processing information about the performance and knowledge from learners' learning activities, comparing with the set goals (labor

capacity according to occupational standards) as a basis for certifying competencies to confirm learners' study results after a learning period and provide feedback to improve their performance for the next stages In addition, it also helps to improve the teaching quality of teachers and the assessment management activities of the management departments

1.2.7 Managing the assessment of study results

Currently, the concept of management in assessing the study results has many different interpretations Firstly, it is better to understand the different management approaches To clearly see its strengths, the optimal approach is the process approach and management function:

- Functional approach: managing the assessment of study results has 4 functions:

• Planning to evaluate the outcomes

• Organizing the implementation of assessing study results

• Directing the evaluation of study results

• Examining/Monitoring and evaluating study results

- Process approach:

• Managing to determine the evaluation objectives of study results

• Managing to choose content and method to evaluate the study results

• Managing to develop a tool to evaluate the study results

• Managing to collect and process information

• Feedback information

Managing the evaluation of study results are comprehensively considered at different angles, from the functional management and the process management Therefore, the harmonious combination of both approaches will help to manage the assessment effectively The factors must

be considered are managers, teachers, and students Thus, the managing the evaluation of students’ study results will be analyzed from the perspective of functions

Managing the evaluation of study results using competency-based is comprehensively considered in 2 aspects of process management and functional management From there, we can consider related factors, especially the contingent of managers, teachers and students The managing

of evaluation students’ study results will be analyzed from the perspective of functions: planning to evaluate the outcomes, directing the evaluation of study results, organizing the assessment of study results, examining/monitoring and evaluating study results in each stage of the process in assessing

of students' study results

1.3 Competency-based assessment of study results

1.3.1 Position, role and principles for competency-based assessment of study results

1.3.1.1 Position of competency-based assessment of study results

Figure 1.1 The position of assessing study results in teaching-learning process

Learning methods (students)

Final evaluation

1.3.1.2 The role of competency-based assessment of study results

Assessing students' study results not only plays a role in identifying the actual situation and orienting the adjustment of learning and activities, but it also determines the level of student study results after completing a lesson, a chapter, a module or a course, the ability to perform that work

to what extent as a basis for the granting of certificates, graduation diplomas for students to be eligible to apply for a job, or continue to study to a higher level, and prepare to bring to the market

a new team of qualified human resources that society requires

1.3.1.3.Principles for competency-based assessment of study results

To assess study results based on competency-based approach, it is necessary to base on some

of the following principles: Learners must know the contents and forms to be evaluated before studying; Assessment of study results is approached according to each individual and needs of the learners; Assessment of infrastructure should be conducted regularly, in many different forms to increase reliability and accuracy

Teachers must know the limitations of each assessment tool to use them most effectively; assessming study results is to determine the achievement of the set target

1.3.2 Differences between assessing study results in traditional and competency-based approaches

Table 1.1 Comparing the assessment of study results (practicing practice) in tradition and

competency-based approaches

Assessing in traditional method Assessing using competency-based approach

"Confidential" assessment, mainly in

writing, by teachers

‘Open’ assessment, with participation of learners

Assessments are compared, competitive

against each other

Assess each individual without comparing to the others, with cooperation, sharing and orientation Assessing by the final results, according

to the program content

Assessing according to the process, according to the teaching objectives

Assessing knowledge, criteria achieved

or not achieved based on the scale

Assessing skills, competencies, assessments mainly in real working situations Being achieved according to the criteria, standards of the subject, the module

Test memory, level in memorizing

information, knowledge

Check the level of comprehension, the ability to analyze, synthesize, interpret and process information and knowledge

Evaluation at the end of the course Partial evaluation, by module

Score is important Academic competence is importanT

Function of checking, supervising,

"punishment"

Tracking, improvement, development function

Review and process the results compared

to the objectives set out by the

management

Assessing is the basis for granting vocational competence certificates to learners

1.3.3 Types, methods and tools to evaluate study results according to competency-based approach

1.3.3.1.Types of competency-based assessment of study results

* Hold regular assessment

- Regular testing: Regular testing in the teaching process is a formal or informal step-by-step assessment test along with the formation of knowledge, skills and attitudes in learners, providing quick feedback information for timely additions or changes throughout the learning process This assessment aims to motivate learners to study more frequently throughout the learning process, and teachers rely on that as a basis to adjust teaching methods and support learners more

- Periodic testing: Periodic testing is a very important component of the testing and evaluation system in training based on performance capability, it is conducted periodically according to specific regulations for the subject and the module

* Final review (end):

The assessment is done at the end of the theoretical part or practical part and at the end of the course It is based on the learning objectives of the theoretical part, the practical part and the training objective of the entire course And it must test the whole set of objectives, reflecting true ability of learners

1.3.3.2 Methods of competency-based assessment of study results

Assessment of students' study results is not only done through tests with various forms as mentioned above, but also evaluates by many other methods: written test, oral exam, oral exam, Monitoring and self-assessment, process evaluation, product evaluation

Figure 1.2 Methods of assessing study results

1.3.3.3.Tools for assessing study results towards competency

The assessment tools must ensure the important contents of the assessment; There is a consistency in the contents and methods of assessing the learners; Assessments are valuable, reliable and fair There are many types of tools to assess the outcomes using competency-based approach The assessment methods are also a direct assessment tool in the teaching process, which

is important to the results and quality of the assessment There are many methods to evaluate to be used:

- Assessing knowledge (theoretical subjects): to assess the study results according to the knowledge objectives In the theoretical subjects, each lesson needs to be completed and list clearly the assessment tools for each learning objective and the core contents, the number of questions, the type of questions and the score factor must be filled with the tools to assess all chapters and subjects: open, essay, writing or oral questions, objective multiple choice questions, transcripts and grading scales need to be used

- Assessing skills (practice module): to assess the study results according to the skill goals, including 2 types: Intellectual skills; Psychotropic skills

- Assessing attitude: To assess according to students' professional practice ability, people are often interested in working attitudes with specific criteria: sense of responsibility, discipline, honesty, behavior, teamwork however, attitude is a very complex and difficult area to evaluate

Methods of assessment

Observation

Regular

Students' performance

Multiple-True/False

Matching

Completing

Short answer Process Products

1.4 Management of competency-based assessment of study results

Managing the assessment of study results is carried out through management functions (see table 1.2); This helps to make the management process transparent as well as regularly updated the stages of the assessment process

Table 1.2 Management model for competency-based assessment of study results Managing the assessment of

study results

Competency-based approach

Planning for assessment - Determine the target

- Develop output standards and subject standards and modules

- Develop a set of criteria

- Developing a set for assessing outcomes by based approach

competency-Directing the assessment - Close to each content of the assessment process;

- The subject of managing the assessment at all levels affects the members and implementation departments;

- Decentralization of management Organizing the assessment - Regularly assessment

- Personal assessment (see personal progress)

- Assessing according to learners' needs Inspecting/monitoring the

assessment (Managing the

assessment outcomes)

- Ensuring objectivity and fairness

- Compared to the personal progress

- Compared to the target, the standard output

1.5 Factors affecting managing of competency-based assessment of study results

- Awareness of students, teachers and administrators

- Sense of responsibility, proactive innovation

- Conditions of facilities, equipment and funding

- The linkage among goals, programs, standards and competency of learners

Conclusion of chapter 1

CHAPTER 2 REAL SITUATION OF MANAGING COMPETENCY-BASED

ASSESSMENT OF STUDY RESULTS BY TECHNICAL SECONDARY STUDENTS 2.1 Orientation, guidelines, policies, and regulations on organizing competency-based

assessment of study results by technical secondary students

2.1.1 Development orientation to assess study results of technical secondary students

- Assessing study results must be associated with students' learning motivation

- Assessing study results must be based on professional judgment of teachers

- Assessing study results must be compatible with training standards

- Evaluation of study results must create conditions for students to play an active role in assessment activities, in order to raise students' sense of responsibility

- Evaluation of study results should reflect a moral concept shared by the participants in the evaluation

- Academic review must state whether the student is competent, thereby ensuring the social value of the degree

2.1.2 Guidelines, policies, and regulations on organizing the assessment of study results by technical secondary students

The Ministry of Education and Training issued Decision No 40/2007 / QD-BGD & ĐT, the August 1, 2007, promulgating the "Regulation on professional vocational formal training"

- According to Resolution No 29-NQ / TW of November 4, 2013 of the Central Executive Committee on the Basic, Comprehensive Renewal of Education and Training, meeting the requirements of industrialization and modernization in the socialist-oriented market economy and international integration In the task, the third solution stated "Fundamentally renovating the form and method of examination and evaluation of national competency, training, ensuring objective truthfulness"

- By October 16, 2007, the Ministry of Education and Training issued Decision No 60/2007 / QĐ-BGDĐT promulgating the Regulation on Assessment of Training Results of Students, Students of Higher Education Institutions and vocational schools In which the purpose is to evaluate the outcomes of students and give the results classification and evaluation process

- Circular 22/2014 / TT-BGDĐT of the Ministry of Education and Training, signed on July

9, 2014, promulgating the Regulation on Professional Intermediate Training, effective from August

22, 2014, replacing Decision No 40/2007 / QĐ-BGDĐT of August 1, 2007, promulgating the Regulation on training of technical training and regulations and Circular No 46/2011 / TT-BGDĐT dated October 17, 2011, issuing training regulations TCCN in the form of both work and study

- According to Decision 1981 / QĐ-TTg dated 18/10/2016 approving the framework of the national education system, from 2017, technical schools and colleges will be under the management

of MOLISA The Ministry of Labor, War Invalids and Social Affairs has issued a number of new legal documents related to the organization of assessment of infrastructure results of intermediate students

- Circular 47/2016 / TT-BLĐTBXH dated 28/12/2016 Regulations on technical schools

- Circular 09/2017/TT-BLĐTBXH dated 13/3/2017 prescribing the implementation of training programs for technical schools and colleges by year or by mode of accumulating modules

or credits; regulations on examination and graduation recognition

2.2 Overview of network planning and technical training in vocational education system

- Planning the vocational education institution network

- Scale of enrollment and training

2.3 Overview of the survey process

- Survey purpose

- Survey content

- Survey object and area

- Methods of investigation and survey

2.4 Survey results

2.4.1 Actual situation of teachers at technical schools

In recent years, the number and quality of teachers in technical schools has increased rapidly

In the trend of many technical schools wishing to upgrade to a college, the requirement to upgrade the teaching staff needs to be strictly met The Ministry of Education and Training issued Decision

No 693/2008 / QD-BGDDT of February 7, 2007, stipulating the conversion from the number of lecturers and teachers to the enrollment quotas Teachers corresponding to the training scale have become particularly important targets in the development strategy of the schools

2.4.2 Situation in competency-based assessment of study results by technical secondary

students

2.4.2.1 Position and role of assessing study results

More than 50% of the managers and teachers determine the exact position and the role of evaluation is very important, they think that the assessment of students at technical schools is the leadingg element The evaluation provides information about the students' study results

2.4.2.2 Types, methods and tools for assessing study results

Figure 2.1 The level of regular use of types and methods of assessing students’ study results

* Types of assessment of academic results

The type of assessing outcomes in the chart above shows the difference of the purpose of regular assessment and the final assessment in the subject / module so the evaluation process also uses many different methods Teachers want to evaluate the learning process of students, so they often use the form of regular and periodic assessment

* Methods of assessing study results

The evaluation of study results at school is not only done through tests with various forms as presented in Figures 4 and 5 but also by many different evaluation methods In addition, based on the actual situation, teachers also combine with other activities such as: classroom activities, home study, practice, internships and final exams Process and product evaluation are the lowest on the average, although managers and teachers find that process and product evaluation are very important for the subjects and modules that perform the profession This shows that they are gradually adapting and developing towards an implementation capacity approach

In general, through the survey, many teachers have used various types of methods and methods to evaluate and have created a lot of interest for students in the learning process and teachers have somewhat mastered the viewpoint State and school's policy on assessing competency-based approach to carrying out a job of learners But the school as well as the teacher must have changes and adjustments to stimulate students' interest in learning to help them develop their abilities

2.4.2.3 Study results evaluation tool

*Assessing knowledge: According to the survey on the types and methods of evaluation, most

teachers evaluate according to the set goals and in the knowledge section, teachers usually assess at

3 levels: know, understand and apply

* Assessment of skills: According to the survey on the type and method of assessing the skill,

skill assessment is for assessing the skill according to the goals of the assessment skill and it is assessed in two types: physical skills and intellectual skills wisdom Physical skills are more thoroughly assessed through the stages: Assessing the implementation process; Evaluate the product

*Assessing attitude: In evaluating the capacity to perform a job or a product, teachers are

interested in occupational labor attitudes and have evaluation criteria In order to assess students’ attitudes, teachers must use notebooks to take notes while observing students performing work and make comments about each student, group and the whole class

3 Final 1 Regular 2 Periodical

assessment assessment ssessment

Types of assessment

7 Assessing process (if following process)

8 Assessing (at the end of the process)

1 Assessing

by regular observation

5 Assessing

by objective test

4 Assessing

by multiple

2 Assessing students’

performance

6 Assessing by constructed- response test

3 Assessing

by oral test Methods of assessment

Average value Average value

2 Periodical 1 Regular 3 Final assessment assessment ssessment

Types of assessment

7 Assessing process (if following process)

8 Assessing (at the end of the process)

5 Assessing

by objective test

2 Assessing students’

performance

6 Assessing by constructed- response test

4 Assessing

by multiple

1 Assessing by regular observation

In summary, in fact, through surveys and interviews, it has been shown that the exam / exam questions have not been given much attention in the construction of specific assessment content according to the students' capacity In addition, exam construction techniques / exam questions such

as matrix construction; construction to ensure the equivalent difficulty level of the test of the teachers is limited due to lack of in-depth training in professional skills, test construction skills and the combination of evaluation method

2.4.3 Current situation of managing competency-based assessment of study results by technical secondary students

The management of assessment content of technical schools’ students is shown in such aspects as the implementation plan, the direction of the school leadership, the implementation organization and the inspection / supervision

2.4.3.1 Making a plan for evaluating study results

In general, the planning of evaluation of study results has been thoroughly understood and directed by the leaders through the regulations on evaluation (on the one hand, sticking to the general regulations on vocational training, on the other hand, deploying in detail chemical regulations to suit the characteristics of each industry, each field of the school)

• Goal setting

Figure 2.2 The importance of setting up goals in planning results evaluation

Through the survey, it shows that the managers, teachers, and students all show the importance in setting goals for the students' assessment outcomes in various stages Most managers and teachers think that the coordination between the parties is very important and necessary

• Output standards - subjects

Figure 2.3 The importance of the subject-learning standard in the planning of outcomes

assessment