Tóm tắt Luận án Managing competency - Based assessment of study results by technical secondary students

elines, 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. 11 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. 12 2.4.2.2 Types, methods and tools for assessing study results CBQL&GV HS 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 final product (at the end of the process) 1. Assessing by regular observation 5. Assessing by objective test 4. Assessing by multiple choices test 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 final product (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 choices test 1. Assessing by regular observation 3. Assessing by oral test Methods of assessment Managers & Teachers Students 13 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 14 Among the contents of the output standard, almost all managers & teachers think that the implementation of conditions is the most important. When concretizing how the work is done, it will be easier for the teacher and when based on the criteria, there will be points based on that criteria, the teacher will score more accurately and transparently. . • Building criteria: In planning, the construction of criteria is an important step Figure 2.4. The importance of formulating criteria in planning for study results evaluation The school has also made better adjustments to the construction or planning of the assessment activities but there are still many shortcomings. Overall management plans of factors participating in the process of assessing students' outcomes such as orienting the quality of assessment of study results in the trend of meeting the renovation requirements of vocational education. 2.4.3.2 Directing the evaluation of study results Figure 2.5. The level of direction for conducting the evaluation of infrastructure results Most of the managers and teachers realized that there was a management decentralization in the assessment of study results with the value of 3.55; management at all levels affects the members, the implementation department with a value of 3.29 and that management is close to the management content is 3.23. To be able to assess the leadership, directing the management and evaluation of students' study results at technical schools through the survey shows some of the following contents: • Management process: Managing the determination of evaluation purposes: Managing content, methods of evaluation in accordance with the purpose; Managing construction tools appropriate to the purpose and content of the assessment; Collecting management, information processing. • Method of management: Management and evaluation of students' study results at echnical schools has a clear decentralization between teachers, faculty/subjects, and departments of the schools. - Teacher, student level are the people who directly perform the assessment of study results 15 - Department / Division / Subject level - School level In general, the leadership and direction in managing and evaluating the study results of technial students are the work carried out during the process of assessing the infrastructure and in fact, shows that, wherever and whenever, they are led and directed well, management decisions are well made. 2.4.3.3 Organizing the evaluation of study results Organizing the management of assessment of technical students' study results includes the following stages: Figure 2.6. The level of organizing the implementation of competency-based assessment of study results The assessment authorities and teachers both evaluate the organization of regular assessment and review are more often used with a value of 4.19; personal assessment is 3.06 and the needs- based assessment is not focused much with only an average of 2.93. * Regular evaluation and final assessment - questions management step In general, the work of teachers' examinations has been taken seriously because according to the regulations of the school, the taking of exam papers is done by teachers and subject groups in terms of professional knowledge. In fact, the schools’ exam bank is not available and has not yet been built. This is a limitation of the school in implementing competency-based assessment. In brief, in order to improve the quality of students 'assessment outcomes, the information exchange between teachers and students needs to be done well, it will affect the true assessment of teachers' test taking. - Organizing examinations The survey showed that, organizing and taking examinations at school were performed methodically and seriously in both general subjects, specialized subjects and part-points or practical exams, the seriousness in examination work is highly appreciated by administrators and teachers. - Grading step Currently, the examinations ensure accuracy, fairness and objectivity. But to achieve the accuracy, fairness, and objectivity of the exam depends greatly on the test. Teachers must be experienced, writing skills to test, test will ensure that the students' ability will be accurately measured, as well as ensuring objectivity, accuracy, fairness or not. not sure yet. - Feedback after the test In the management and evaluation of students' outcomes, the feedback of teachers after taking exams / tests is an indispensable requirement in the training process because this is an activity to help students be aware of their outcomes. Whether or not, from which to draw experience for the later exams / tests to improve the test quality. - Managing scores The management of tests and exams of students has a computer management software system. Thanks to the software system, the strict management of exams, scorecards, score books, transcripts; administer the exam review; Summary and statistics of evaluation results, full and 16 accurate classification. This is really a scientific way, and demonstrates the investment in material as well as manpower to make the training in the direction of the modern school. In general, the above management contents have been analyzed, the stages are implemented quite well. But the issue of the exam is still a big problem is how to evaluate the ability of each student, which is related to the skills, the ability to compile test questions of teachers. * Individual assessment Individual assessment is a very important step for students. Individual assessments are not comparisons between individuals. Assess the learning process including from theory and performing a task and the end result of completing a product in accordance with the criteria of that subject / module. Teachers rely on the criteria and major assessments in the situation of performing the work to see if the student is proficient or not proficient. * Assessing according to learners needs Needs are generally very diverse and depend on the target group or individual. Therefore, the first thing is to identify the target group or individual that needs to evaluate the study results according to the needs of the learners. The needs of the target group or individual are the expectations of the learners who are able to fight against the results when the first assessment has not achieved the desired results. 2.4.3.4 Current status of examination / monitoring and evaluation of study results Figure 2.7. The level of checking / monitoring and evaluating the self-studying skills of technical secondary students by competency-based approach Over the past years, the inspection / supervision in the management and evaluation of study results at technical schools has been maintained seriously. The testing activities have identified the focal points well and identified the error from that and helped teachers and students adjust to perform the evaluation objectives well. However, through the survey, we see that the school has implemented the examination / supervision of students' assessment of the results of the results in the stages: problem solving, printing test questions, grading, managing points. However, these inspections are not carried out regularly (according to the assessment of the managers of the training room), and the level is different. But the inspection / supervision also needs to be improved more and more quality. 2.4.4 Situation of factors affecting management activities in assessing study results by competency-based approach 2.4.4.1 Awareness and responsibility of students, teachers and administrators Raising awareness of the assessment of study results for students, teachers & administrators by: common form, time of dissemination and the suitability of the regulations. The dissemination of the rules, regulations and assessments. The dissemination of information about the assessment in the process of assessment of infrastructure to raise the awareness of evaluation and management is very important. The administrators of the technical school will disseminate the rules and regulations for teachers and students in the school in advance about the contents and how to implement them so that the teachers and students will master the process to have time to prepare for thoughtful and careful in assessing the results of learning skills of technical students. 17 Figure 2.8 Awareness level of assessing the study results of technical students by competency-based approach At present, the awareness in the assessment of study results based on the approach to capacity has been perceived by managers, teachers and students and has grasped the spirit and implemented but has not been thorough and dedicated. In order to be able to change and improve students' study results, teachers must invest effort and time to study and put the content towards competency-based approach to perform a student's work according to the main policy. State policies and school's requirements can motivate students, teachers and schools to develop. 2.4.4.2 Conditions of facilities, equipment and funding service In recent years, schools have actively increased investment, promoting the construction of facilities and technical equipment to meet practical needs necessary for teaching and learning. Recently, investment in development of vocational schools has been quite positive. However, compared with the quality requirements, most schools (mostly non-public schools) are in a state of patchwork, lack of machinery and technology for organizing professional practice for students. 2.4.4.3 The relationship among objectives, programs, study results and competencies There is a direct link between the objectives, the program and the study results, subject standards, and modules. From the study results, the standards of subjects and modules are formulated for more specific assessment. Based on the output standard to check target identified at the input. Assessing by competency-based approach, between teaching objectives and control outputs. The assessment of students can take place anywhere at different times. Only when finished content and achieved results according to the prescribed standards will be granted a diploma. 2.5. General assessment of the situation of managing competency-based assessment of study results by technical secondary students 2.5.1. Strengths • Managing and evaluating the study results of technical students by competency-based approach was initially fully and fairly effectively implemented for the contents, processes, and methods of management and evaluation of technical schools. • Leadership in evaluating the students' study results at school has completed quite well such works as: Building and issuing guidance documents; Raising awareness of managers, teachers, students and training support units on the evaluation of study results ... • The management of evaluation of study results by competency-based approach has helped the management to achieve a number of goals: the goal of developing students' competencies (both self-study, self-study and teamwork, practice capacity); objectives on renovating teaching and learning methods of teachers and students; objectives of the training quality management of the school . Average value Average value 5. Getting feedbakcs and making changes 3. Disseminating plans to teachers 1. Disseminating regulations and policies 2. Time of disseminating 6. Organizing assessment activities 4. Monitoring & supervising assessment activities 7. Testing & examination is a part of teaching 5. Getting feedbakcs and making changes 4. Monitoring & supervising assessment activities 2. Time of disseminating 1. Disseminating regulations and policies 3. Disseminating plans to teachers 6. Organizing assessment activities 7. Testing & examination is a part of teaching Managers & Teachers Students 18 2.5.2. Weakness The management of evaluation of study results comply with the regulations of the management agencies, but the diversification of evaluation forms has not been paid much attention, and has not paid enough attention to ensure the evaluation activities. - The current assessment of study outcomes have not yet identified the cognitive requirements for the learners. This assessment was general and was not accurate to the learners' performance. - The evaluation, based mostly on the traditional method, has not met the practical requirements. - The conditions of the assessment is still ineffective and have not focused on fostering awareness for the evaluation activities. 2.5.3. Opportunities and challenges - Authorities and schools have seen the role of the assessment and evaluation of study outcomes in general and of secondary students in particular. Based on this, staffs, teachers and administrators have gradually improved the quality of teaching and learning. - Other countries have also had detailed research on the student assessment and have introduced the positive evaluation methods in learning, which is an opportunity to access new assessment methods by competency-based approach. - Information technology also contributes to innovation and creates more favorable conditions for students, teachers, and administrators to implement and manage the assessment of study outcomes. - Currently, the demand of employment in society still needs a lot, especially the trained human resources to ensure the quality of training. 2.5.4. Reasons • Raising awareness of managing the assessment of related subjects by the dissemination of regulations on the assessment and management. Besides, there is a lack of active participation of members of the school, the coordination between units in the school and not fully aware of the meaning and importance of the assessment of student's outcomes. • Form and method of evaluation: The school has created the most favorable conditions for the evaluation of infrastructure results, but it can be seen with the teaching staff, administrators and managers who have not been in-depth training in assessing study results, making test / examination and evaluation methods still have shortcomings. • Management and evaluation operations: Qualifications and competencies of the specialized assessme