MINISTRY OF EDUCATION AND TRAINING 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 Code: 62.14.01.02 SUMMARY OF DOCTORAL DISSERTATION IN EDUCATIONAL SCIENCE Hanoi - 2016 The dissertation is completed at: HANOI NATIONAL UNIVERSITY OF EDUCATION Scientific advisors: Asst Prof PhD Tran Thi Tuyet Oanh 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 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 Purposes of research The dissertation proposes methods to assess students’ LO in Pedagogics subject of Pedagogic Universities with competencebased 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 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 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 Research tasks 5.1 To establish theoretical background on assessing Pedagogics LO using competence-based approach (CBA) 5.2 To survey the real situation of the Pedagogics LO assessment for students of Pedagogical Universities using CBA 5.3 To propose the assessment methods of Pedagogics LO for students of Pedagogical Universities using CBA 5.4 To experiment the assessment methods of Pedagogics LO for students of Pedagogic Universities using CBA 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 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 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 competencebased 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 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 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 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 1.2.4 Competence-based approach In the dissertation, the terminology of “approach” means a viewpoint to solve a particular problem Thus, competence-based approach is the viewpoint on the formation and development of competence for learners With such meaning, in the assessment, different approaches will lead to differences in the components of assessment such as determination of assessment targets, selection of assessment contents, selection of assessment methods and forms as well as establishment of assessment instruments Assessment of LO using competence-based approach is the process of collecting and analyzing information in order to assess learners’ ability to apply knowledge, skills, attitude in solving compound teaching tasks in a practical or assumed context to satisfy given competence targets 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 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 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 12 The Chart 2.1 shows that, during the process of Pedagogics learning outcome assessment, lecturers give priority to assess 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 4,7 4,4 4,1 3,8 3,5 3,2 2,9 2,6 2,3 4,36 3,95 4,68 4,27 4,28 4,05 3,6 Remembering Understanding Applying 3,53 Applying 2.2.3.3 The reality of the content of LO assessment in Pedagogics using competence-based approach The tasks which mostly assigned by lecturers are teamwork and teaching at class Through this kind of tasks we can assess both products and performance of students because the task requires the combination of many skills, knowledge, and attitude of students; Students capability is expressed in detailed activities, thus it is very easy to observe their competence expressions 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 13 2.2.3.5 The reality of using the grading instrument in learning assessment in Pedagogics using CBA The Chart 2.3 shows that the instrument mostly used by lecturers in grading Pedagogics learning outcome of students is the grade scale (with the highest grade of 4.2) The use of grade scale is not typical for competence assessment since the direct evidence of assignment done by students is not revealed In competence assessment, rubric is often used, however it is unknown to the majority of lecturers, therefore it is not used in their assessment Chart 2.3 Average points of lecturers' and student's feedbacks on using the grading instrument of lecturers 4,2 3,3 2,97 2,6 2,22 4,18 2,58 2,97 1,6 2.2.3.6 The reality of grading and correcting students’ performance in LO assessment in Pedagogics using CBA According to the students, grading and correcting are not frequent performed (the average points of the operation is from 2.14 to 3.87), the average points of lecturers is from 1.78 to 4.43, respectively (the higher point means more frequent) Among the activities related to grading and correcting result of learning outcome assessment in Pedagogics, the most frequently performed activity is that "lecturer annouces to students the assessing criteria before they performe their tasks" However during assessment, faults are rarely indicated by lecturers so that students can recorrect them 2.2.3.7 Analyzing the reality at Hanoi National University of Education By studying the exam questions, course goals and output standards of the Hanoi National University of Education we found that Pedagogics learning outcome assessment already tends to 14 assessing learners' competence; however it still has not been performed explicitly and completely 2.2.3.8 The reality of proposals for more effective Pedagogics learning outcome assessment The factor that is considered as the most necessary to perform competence-based learning outcome assessment by lecturers is that "the output standard of the subject must be clear and specific" In addition, the factors of "establishing criteria and rubric to grade obtaining competence" and "a clear process for assessing LO in Pedagogics using CBA" are also considerred highly signficant by lecturers 2.2.4 The difficulties when performing assessment of LO in Pedagogics using competence-based approach * The difficulties of lecturers The greatest difficulties lecturers often encounter are "difficulty in establishing criteria and rubric for competence assessment", "difficulty in establishing tasks for competence assessment", which takes long time, and "difficulty in identifying the process of learning assessment in Pedagogics using competence-based approach", etc * The difficulties of students When performing LO assessment in Pedagogics using CBA, the greatest difficulty students often encounter is "have not been instructed to self-assessment and inter-assessment" It means that the ability of self-assessment and inter-assessment of students is not good * The reason of difficulties The basic reasons led to lecturers’ difficulties are that they have not known much about the nature and mechanism to perform the competence-based learning outcome assessment, thus they have not applied it to their works The difficulties of students are due to objective reasons which are having not been instructed the methods for assessment, self-assessment and having not been provided with specific criteria for assessment About the subject’s syllabus and teaching methods: currently, Pedagogics syllabus has not yet been established to the extent of CBA, but focus on theory with less practice It is a great difficulty in teaching and assessing using competence-based Classes of Pedagogics are arranged with great number of students, which raises difficulties for effectively assessing LO using CBA CONCLUSION OF CHAPTER 15 The survey result in Chapter indicates that: A majority of lecturers and students of are properly aware of the significance of learning outcome assessment, of the relation between learning outcome assessment and teaching Most of the lectures, but not all, have understood concept of competence-based learning outcome assessment The majority of lectures and students have understood the role of Pedagogics learning outcome assessment for professional competence development of students in Pedagogical Universities and the effects of Pedagogics learning outcome assessment Lecturers have assessed students' competence during teaching Pedagogics Nevertheless such assessment is not yet explicit, comprehensive and complete because the content not the competence is graded Lecturers have not assessed the level of reaching competences of students in the process of teaching the Pedagogics subject Lecturers and students encountered some difficulties in the process of LO assessment in Pedagogics course using CBA The reason is that lecturers have not understood the nature and the methodology of performing this type of assessment and students have not been instructed the method of assessment and selfassessment This survey is the basis for the author to propose methods for learning assessment in Pedagogics subject using competence-based approach for students of pedagogical universities in order to overcome the aforesaid existing issues; to actively contribute to effectively improve the teaching and assessing in Pedagogics subject at pedagogical universities at present Chapter ASSESSING METHODS OF PEDAGOGICS LO FOR STUDENTS OF PEDAGOGICAL UNIVERSITIES USING CBA AND PEDAGOGICAL EXPERIMENTS 3.1 THE ORIENTATION AND PRINCIPLES OF THE METHOD PROPOSAL 3.1.1 The orientation for the method proposal (1) The current viewpoint on education and training innovation in Vietnam; (2) The requirements of credit-based training system at universities; (3) The training goals of pedagogical universities 16 3.1.2 The principles for establishing methods (1) The principle of assuring the output standard requirements of pedagogics major; (2) The principle of assuring the conformity with the program and contents of the Pedagogics subject; (3) The principle of assuring the efficiency and feasibility 3.2 METHODS TO ASSESS LO IN PEDAGOGICS FOR STUDENTS OF PEDAGOGICAL UNIVERSITIES USING CBA Based on the researching of theory and real situation, we proposed assessment methods of learning outcomes in the Pedagogics using competence - based approach as follows: 3.2.1 Method group 1: Establishing conditions for LO assessment in Pedagogics using CBA 3.2.1.1 Method 1: Defining competence goals to be assessed in the Pedagogics using competence-based approach In order to perform assessment of learning outcomes in Pedagogics using competence-based approach, at first, the competence goals of the course must be defined The determination of competences to be assessed in the Pedagogics course is implemented by analyzing a systematic of general competences which are necessary for all professions, analyzing of professional competences necessary for school teachers, analyzing of the output standards of pedagogics major and the analysis of program contents of the Pedagogics subject Those competences are specified in section 1.4.2.1 and 1.4.2.2 of chapter of the dissertation 3.2.1.2 Method 2: Defining the process of LO assessment in Pedagogics using competence-based approach The author would like to provide the process of learning assessment in Pedagogics for students of Pedagogical Universities using competence-based approach in the following steps: Chart 3.1 Process of learning assessment in Pedagogics using competence-based approach 17 Defining the competences to be assessed in Pedagogics subject Concretizing the competences to be assessed into techniques, skills and attitude should be achieved by students Selecting the assessing contents Selecting suitable assessment methods, forms Establishing instruments to collect information about students’ competences Establishing the grading rubric I Assessing and giving outcome feedback n general, the process for assessing LO in Pedagogics for students of Pedagogical Universities using CBA is similar to other assessing processes However, the basic difference of this process is that all steps direct towards determining the competence level to be achieved by students in the Pedagogics teaching 3.2.1.3 Method 3: Establishing mechanism to combine partial assessment outcomes in Pedagogics We proposed a mechanism to combine component marks of the Pedagogics using competence-based approach as follows: The Pedagogics course’s mark is calculated based on the total marks of the component tests including: The mark of frequent tests, including at least component marks, has the weight of 40%, attendance mark has the weight of 10% and the final test mark has 50% weight The form of frequent tests must be diversified such as: seminar, group discussion, essay, project, teaching and education design, presentation on issue or teaching, dealing with pedagogic situations etc The final mark is combined between written exam held by the university and practical test in the process of teaching to assess competence of each student more exactly Each exam makes up the weight of 25% in order to reduce the stress of the final exam 3.2.2 Method group 2: Establishing instruments for LO assessment in Pedagogics using CBA 18 3.2.2.1 Method 4: Building practical exercises for LO assessment in Pedagogics using CBA This method provides the mechanism to build exercises, case studies for the Pedagogics course so that students can apply their knowledge and skills in solving such cases, and then the levels of their general competence and teaching, educating competences are revealed Practical exercises for competence assessment are built in the following steps: - Step 1: Defining competences to be assessed - Step 2: Developing ideas about practical exercises to be assessed - Step 3: Drafting contents of the practical exercises - Step 4: Completing the drafted exercises - Step 5: Building criteria for assessing the exercises Among the instruments used for grading in the assessment using competence-based approach, the rubric predominates Therefore, the dissertation orients towards using rubric to assess students’ competences in learning the Pedagogics and these competences are expressed in form of analytic rubric The establishment of rubric for assessing students’ competences in learning the Pedagogics including two contents which are: (1) Establishing competence assessment criteria - Identify clearly the specific competence the student need to assess in the built practical exercise - Analyzing, specifying each competence into elements, characteristics or actions showing the typicalness of that capacity - Editing, completing the criteria The editing includes: + Determining the number of criteria that is the most appriate to assess each competence + Expressing sssessment criteria in a way that we could observe student’s action in the progress of performing the assignments as well as the characteristics of the product (2) Establishing achievement levels of the criteria - Selecting the type of rubric: analysis or general type In the dissertation, the author selectd the analytic rubric type - Deciding the amount of expression level of the competences - Providing a description of the assessment criteria at the highest level, the best performent - Providing the description of the criteria at the remaining levels 19 - Completing the scoring guide 3.2.2.2 Method 5: Establishing tests for the final assessment of Pedagogics subject using competence-based approach Building questions and grading tools of the final exam of the Pedagogics subject using competence-based approach also should be performed as the building practical exercises process described in method However, since the final exam is more important than normal tests, when building the final exam of the Pedagogics subject using competence-based approach we need to pay attention on the following principles: the exam must concentrate on assessing the key and core competences of the subject; for the written exam, when building the questions, the necessary time to complete the exam must be considered in order to design the number of questions in the exam and the difficulty level of the exam; The structure of the written exam must be the balance of the subject contents 3.2.3 Method group 3: Assessing learning outcome in Pedagogics using competence-based approach 3.2.3.1 Method 6: Combining the testing methods and forms with other teaching methods and forms The practical exercises of Pedagogics subject are designed in the method can be presented in many forms such as presentation, group work, role-playing, practically class attendance at high schools Therefore, the use of such practical exercises to assess the students’ competences in teaching the Pedagogics subject must closely connect with the combination of different examination - assessment methods, forms and different teaching methods, forms such as role-playing method, project method, seminar form, group discussion form, etc 3.2.3.2 Method 7: Combining the assessment of lecturer with the self-assessment and coequal assessment of students The combination of the assessment of lecturer with the selfassessment and coequal assessment of students is expressed through the mechanism that the lecturer allows students to establish assessment criteria; to grade and to give feedback to the practical exercises’ result during the learning assessment in Pedagogics course The relation among the methods The above mentioned methods are separate independence but also have close relation with each other Therefore, it is necessary to combine many methods at the same time so that the learning assessment of Pedagogics using competence-based approach becomes more effective 20 3.2 THE PEDAGOGICAL EXPERIMENTS FOR THE ESTABLISHED METHODS 3.2.1 Generalization of the experiment process 3.2.1.1 Purposes of the experiments We applied the established methods to the assessment of learning Pedagogics for students of Hanoi National University of Education in order to evaluate some general competences, teaching competence and educating competence of students, so that proved the dissertation hypothesis 3.2.1.2 Objects of the experiments - The first experiment (from August 2014 to December 2014): Experiment group (TN1) includes 50 students; Control group (DC1) includes 48 students - The second experiment (from January 2015 to May 2015): Experiment group (TN2) includes 62 students; Control group (DC2) includes 65 students 3.2.1.3 Contents of the experiments For the experiment group: Applying the established methods in the LO assessment in Pedagogics course using CBA For the control group: Using the traditional LO assessment in Pedagogics course without applying the above proposed methods Form of experiment: Performing parallel experiment between the control group and the experiment group 3.2.1.4 Restriction of the experiments Due to the restriction in conditions and timing of the dissertation, due to the great number of general competences as well as teaching and educating competences in Pedagogics, the author only conducts assessment experiment for some basic competences of students in learning the Pedagogics such as: critical thinking competence, teaching design competence, competence of applying the teaching methods, modes and forms, competence of handling educational situations, competence of oral language communication, and competence of written language communication 3.2.1.5 Experiment hypothesis If the established methods are used in assessing LO in Pedagogics subject for students of Hanoi National University of Education, it is possible to evaluate the expression levels of experimented competences on students and also assure the stability of the students’ outcomes 21 3.2.1.6 Process of experiments Step 1: Preparing the experiment Step 2: Performing the experiment Step 3: Assessing the experiment result 3.2.1.7 Criteria and evaluating scale of the experiment results Assessing the levels of achieving competence goals of students The stability of assessment outcomes The positive impacts of the assessment on students’ learning 3.2.2 Experimental results 3.2.2.1 Analysis of experimental results * Evaluating students’ competence achievement ability The verification test, T-Test, which compares the input testing results of groups TN1 - DC1 and TN2 - DC2 in the two experiments with coefficients Sig (the precision is digits after decimal point), shows that the coefficient Sig in all six competences are greater than 0.05, which means that there is no statistical difference on the average mark of types of competences between groups TN1 - DC1 and TN2 - DC2 before the experiment After the experiment process, we organized an output tests for students of groups TN1 - DC1 and TN2 - DC2 The results of the 1st experimental show that the average competences marks of group TN1 are within range 3.7 to 3.96 (all competences are fairly good; one of the competences is very good) The average marks of group DC1 range between 3.34 and 3.65, in which most competences achieve the fairly good level, but the critical thinking competence is still in average level The average competence marks of group TN2 of the 2nd experimental research is from 3.86 to 4.09, all are fairly good and very good levels But the average competence marks of group DC2 is from 3.59 to 3.74, only in fairly good level Thus, the average mark of six competences in post-experimental of groups TN1, TN2 is higher than the average mark of competences of groups DC1, DC2 The Pedagogics final exam results of group TN and DC To ensure the unbiased of the experimental results, we analyzed the Pedagogics final exam marks of groups TN1 - DC1 and groups TN2 - DC2 because Pedagogics final exam marks also reflect the general competences and teaching competence of students Collected results show that the number of students with good and very goods grade (7 mark and more) of group TN1 accounts for 72% and group TN2 40.3%, which is more than the number of 22 students with such grade of group DC1 (54.2%) and group DC2 (32.3%) On the contrary, the number of students with weak and satisfactory grade (from to 6.9) of group TN1 accounts for 28%, group TN2 59.7%, which is fewer than the number of students of group DC1 (45.8%) and DC2 (67.7%) This proves that experimental results are accurate * Stability of the assessment outcome During the experiment, students in the experiment groups were tested more frequently compared to the control groups Performing different practice exercises helps students obtain more stable results in a certain extent To identify the stability of the assessment outcome, we calculated Pearson correlation coefficient between the Pedagogics final exam marks and the marks of frequent tests of groups TN1 - DC1 and TN2 - DC2 The obtained results are as follows: - The correlation coefficient between the average marks of the frequent tests and the semester final exam mark of group TN1 is r = 0.581 with coefficient Sig < 0.01; of group TN2 is r = 0.509 with coefficient Sig < 0.01 This result shows a close positive linear correlation between the frequent test marks and the semester final exam marks of group TN1 and TN2 This means that the marks obtained by students of groups TN1 and TN2 in the tests are highly stable, ranged within the same or nearly same level - The correlation coefficient between the frequent tests and the semester final exam marks of group DC1 is r = 0.363 with coefficient Sig < 0.05 and of group DC2 is r = 0.381 with coefficient Sig < 0.01, which also shows that there is positive correlation between the frequent test marks and the semester test marks of group DC1 and DC2 However, this correlation level is quite low; therefore, the stability of test marks obtained by students is not high From such learning outcomes, it is affirmed that applying the proposed methods to the learning assessment not only helps evaluating students’ competence levels but also helps them getting more stable outcome, through which assuring the stability of their competence levels 3.2.2.3 Post-experimental qualitative analysis We evaluated the student's level of interest when participating in Pedagogics learning assessment with competence-based approach using some effecting methods, the obtained results are that 40.18% (45 students) felt excited; 50.89% (57 students) affirmed excited; 23 7.14% (8 students) thought that it was normal; only 1.79% (2 students) felt less excited and no student felt unexcited when participating in learning assessment using competence-based approach Thus, the ratio of students who are excited and very excited in learning assessment in Pedagogics using competencebased approach was high (90.07%) In addition, students also realized the benefits of assessing Pedagogics LO using CBA: they grasp the subject’s knowledge more thoroughly; they can flexibly apply such knowledge to address different issues and they can associate learning to practice Performing assessment tasks helps them: practicing their general competences and teaching competence, evaluating their competences more accurately and forming their habit of self-assessment CONCLUSION OF CHAPTER Based on the theoretical researching and practical studying, three groups of methods with detailed methods are proposed to assert learning outcomes in Pedagogics for students of pedagogical universities using competence-based approach Through the two experiments of using the proposed methods to assess LO in Pedagogics with CBA, the results proved the feasibility of the proposed methods; which ensured the goals and the applicability of such methods in real situation CONCLUSION AND RECOMMENDATION Conclusion 1.1 Teaching and assessing using competence-based approach is the policy and requirement of a comprehensive and profound renovation in our nation education Pedagogics is a specific subject in training teachers, significantly capable of establishing and developing professional competence for students of pedagogical universities Thus, studies in assessment of learning in Pedagogics for students of pedagogical universities using CBA are necessary in order to solidly establish and to develop the students’ professional competences in the future, then to enhance the teacher-training quality 1.2 By studying the real situation we found that: lecturers and students are properly aware of the role of LO assessment in Pedagogics in developing professional competences for pedagogical students Lecturers already tend to assessing students' competences during the Pedagogics teaching process; however the assessment has 24 not been explicitly, comprehensively, completely performed; and the competence levels of students have not been identified 1.3 To overcome the aforementioned existing issues, the dissertation proposed three groups of methods with detailed methods to assess the learning outcome in Pedagogics for students of pedagogical universities using competence-based approach The pedagogical experiments show that the proposed methods are feasible and effective; competence levels of students are identified during teaching process and their obtained outcomes are stable From the dissertation results, it can be affirmed that the studies in assessment of Pedagogics LO using CBA contribute to renovate the evaluation mechanism of the subject learning outcome, help students develop the professional competences necessary for their future, therefore improve teacher training quality at pedagogical universities Recommendation 2.1 The Ministry of Education and Training should research to construct instructive documents for universities in general and Pedagogical Universities in particular to apply the training and assessing with competence-based approach in order to improve the training quality The Ministry should quickly complete and unify the output standard frame of Pedagogical Bachelor with all Pedagogical Universities as the basis for training and assessing standards 2.2 In order to perform competence-based training, pedagogical universities should develop output competence standards and basically and comprehensively renovate current curriculum 2.3 Pedagogical universities should establish incentive regimes and policies to promote competence-based teaching and assessing It is necessary to assess the learning outcomes of all courses, including Pedagogics, using competence-based approach in parallel with competence-based teaching If there is only renovation in assessment, but not in teaching respectively, the effect is not high 2.4 It is necessary to increase the practice time and decrease the theoretical time in teaching so that students can spend more time in practicing and developing competences Pedagogical universities should arrange a suitable number of students in a class, avoid overloaded classes so that guarantee to facilitate the Pedagogics teaching and assessing using competence-based approach 2.5 In order to establish and develop professional competences for pedagogical students to meet the pedagogical output standards, 25 the learning assessment using competence-based approach cannot be performed in only a single subject, but should be comprehensively implemented for all subjects 2.6 Lecturers teaching Pedagogics and other subjects should be fostered and self-fostered with basic knowledge on frequent assessment and assessment of LO using competence-based approach so that they are capable of appropriately applying such knowledge to teaching and assessing It is necessary to combine assessment by lecturers with self-assessment and inter-assessment by students; students should be facilitated in self-assessment and interassessment Scientific workshops need to be held for lecturers to exchange arguments and experiences of teaching using CBA, including assessment of learning outcomes using the approach 2.7 Student should express their role of self-conscious, active and proactive in participating on the assessment of LO in Pedagogics using CBA LIST OF THE AUTHOR’S SCIENTIFIC WORKS WHICH HAVE BEEN PUBLISHED THAT RELATED TO THE THESIS Nguyen Thi Thanh Tra (2013), “Assessing learning’capability through the form of assessing performance”, Journal of Education, No 311, pp 30 - 32 Nguyen Thi Thanh Tra (2015), “Building criteria for evaluating the practice results of pedagogical students under the implementation approach”, Educational Equipment Magazine, No 114, pp 28 - 32 Nguyen Thi Thanh Tra (2015), “Organizing for students of University of Education self-assessment and peer-assessment their learning outcomes for the subject of Pedagogy by competence-based assessment”, Journal of Educational sciences, No 120, pp 46 - 48 Nguyen Thi Thanh Tra (2015), “The procedures for developing tasks to assess the students’ results of learning the subject of Pedagogy by competence-based assessment at universities of education”, Journal of Science - Hanoi National University of Education, Volume 60, Number 8B, pp 223 - 228 Nguyen Thi Thanh Tra (2015), “The evaluation process of learning outcomes in Education studies towards competence”, Journal of Educational sciences, No 123, pp 40, 41, 50 [...]... condition of LO assessment for students of pedagogical universities - The current condition of awareness in Pedagogics LO assessment using CBA for students of pedagogical universities - The current condition of performing LO assessment in Pedagogics using CBA for students of pedagogical universities - General evaluating the current condition 2.1.3 Object and place of the survey We surveyed 817 students. .. assessment in Pedagogics using competence- based approach The author would like to provide the process of learning assessment in Pedagogics for students of Pedagogical Universities using competence- based approach in the following steps: Chart 3.1 Process of learning assessment in Pedagogics using competence- based approach 17 Defining the competences to be assessed in Pedagogics subject Concretizing the competences... 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. .. significance of learning outcome assessment, of the relation between learning outcome assessment and teaching Most of the lectures, but not all, have understood concept of competence- based learning outcome assessment The majority of lectures and students have understood the role of Pedagogics learning outcome assessment for professional competence development of students in 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... process of LO assessment in Pedagogics course using CBA The reason is that lecturers have not understood the nature and the methodology of performing this type of assessment and students have not been instructed the method of assessment and selfassessment This survey is the basis for the author to propose methods for learning assessment in Pedagogics subject using competence- based approach for students of. .. Establishing conditions for LO assessment in Pedagogics using CBA 3.2.1.1 Method 1: Defining competence goals to be assessed in the Pedagogics using competence- based approach In order to perform assessment of learning outcomes in Pedagogics using competence- based approach, at first, the competence goals of the course must be defined The determination of competences to be assessed in the Pedagogics course is... combination of different examination - assessment methods, forms and different teaching methods, forms such as role-playing method, project method, seminar form, group discussion form, etc 3.2.3.2 Method 7: Combining the assessment of lecturer with the self -assessment and coequal assessment of students The combination of the assessment of lecturer with the selfassessment and coequal assessment of students. .. 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 11 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, ... 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 12 The Chart 2.1 shows that, during the process of Pedagogics learning outcome assessment, lecturers