Tóm tắt Luận án Assesment of pedagogics learning outcomes for students of pedagogical universities with competence-based approach

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: 1. Asst. Prof. PhD. Tran Thi Tuyet Oanh 2. Asst. Prof. PhD. Vu Le Hoa Reviewer 1: Asst. Prof. PhD Tran Khanh Duc, Hanoi University of Science and Technology Reviewer 2: Asst. Prof. PhD Pho Duc Hoa, Hanoi Nationnal University of education. Reviewer 3: Asst. Prof. PhD Nguyen Phuong Nga, University of Education, Vietnam National University, Hanoi The dissertation will be defended in front of the University Dissertation Examiner Council at Hanoi National University of Education At 136 Xuan Thuy, Cau Giay, Hanoi, on 2015 It is possible to learn about the dissertation at: - National Library; - Library of Hanoi National University of Education 1 FORWARD 1. Motivation 1.1 To satisfy the high-quality human resources requirements of the current society, the World Higher Education is paying much attention to the innovation of competence-based training. 1.2 Examination and assessment are some of the most important stages of the training process. The competence-based training also requires an innovation in examining and assessing based on competence. 1.3 Higher Education in Vietnam in general and at Pedagogical Universities in particular is currently innovating program contents, teaching methods to focus on the formation and development of occupational competence for students. 1.4 Pedagogics is the professional subject of pedagogical universities which provides students with basic pedagogical skills. However, in fact, the evaluation of students’ competence in Pedagogics is not yet properly emphasized. The assessment method for this course is still traditional, focusing on testing theoretical knowledge, and paying little attention on requiring students to generally apply their knowledge and skills in solving a particular occupational problem. To overcome the limitations of the traditional assessment, a new learning outcomes (LO) assessment in Pedagogics using competence-based approach (CBA) is essential. However, up to now, there has been shortage of full and specific research on this issue. For the above mentioned reasons, the author chose the topic “Assessment of Pedagogics learning outcomes for students of Pedagogical Universities with competence-based approach” as the topic of the dissertation. 2. Purposes of research The dissertation proposes methods to assess students’ LO in Pedagogics subject of Pedagogic Universities with competence- based approach in order to fully assess the level of achieving competence goals of students in the subject. By improving the assessment methodology the dissertation then contributes to improve the Pedagogics teaching quality in particular and training quality of pedagogical universities in general. 2 3. Objects and subjects of research 3.1 Objects of research The assessment of learning outcomes (LO) for students of Pedagogical Universities 3.2 Subjects of research Methods to assess Pedagogics LO for students of Pedagogic Universities using competence-based approach 4. Scientific hypothesis The assessment of LO by CBA is a current evaluation trend to determine whether learners can apply their gained knowledge in practice in order to develop necessary competences. However, the assessment of students Pedagogics LO in Pedagogical Universities still based on theoretical knowledge without focusing on requiring student to apply knowledge and skills gained through the course. Although the assessment of students’ competence is performed, it is not comprehensive, sufficient and fails to specify which particular competence should be assessed and which competence level to be achieved by students. If we can propose mechanisms to assesst LO in Pedagogics which are the combination of many assessment methods; focus on the knowledge practical; reasonablly establish and use of assessing instruments then we can fully assess the level of achieving competence goals by students and also be able to make the assessment positively impacts the students’ learning process so that contribute to the improvement of the teaching quality of the Pedagogics cousrse. 5. 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. 6. Limitation and scope of research 3 - Assessing some general competences as well as teaching and educational competence of students while teaching the Pedagogics courses. - Surveying students and lecturers at representative Pedagogic Universities and other Universities - all over the Northern, the Central, the Southern of Vietnam including: Thai Nguyen University of Education, Hanoi Pedagogical University II, Hong Duc University (Thanh Hoa), Hue University of Education, Quy Nhon University and Can Tho University. 7. Research methods 7.1. Basic methodology of the research The research uses the following approach viewpoints: action approach, system - structure approach, practical approach. 7.2. System of specific research methods 7.2.1 Group of theoretical research methods 7.2.2 Group of practical research methods: Pedagogical observation method, Questionnaire method, Expert method, research of working product method, Discussion method, and Pedagogical experiment method. 8. Theoretical points 8.1 The innovation in teaching method to the direction of competence development requires the comprehensive innovation in learning assessment. The learning assessment using competence- based approach must assess competence goals to be achieved by students and must positively impact on the teaching activities. 8.2 Assessment of Pedagogics LO using CBA emphasizes on assessing students capability to apply pedagogical skills to solve given practical issues in teaching and education. Therefore, the assessment using this approach in Pedagogics will form and develop necessary competences for future teachers in accordance with the output standards of the pedagogics major. 8.3 Assessment of Pedagogics LO for students of Pedagogical Universities using competence-based approach will be more efficient if it is synchronously applied with the competence targets determination and assessment process methods using CBA; together with building mechanisms to combine individual assessment results and building tools for assessing Pedagogics learning outcomes using competence-based approach; using combination of learning outcome 4 assessment methods and forms in teaching Pedagogics course using CBA. 9. Contributions of the dissertation - Summarized, systemized and developed the theory on learning assessment of Pedagogics subject for students of Pedagogical Universities using competence-based approach. - Analyzed, evaluated the real situation of Pedagogics LO assessment in for students of Pedagogical Universities using CBA and found the reasons for such situation. - Proposed the methods to assess Pedagogics LO for students of Pedagogical Universities using CBA including: establishing the exercise system and rubrics to assess general competence and teaching - educating competence of Pedagogical Universities students in teaching the Pedagogics subject. 10. Structure of the dissertation In addition to the foreword, conclusion, recommendation, references and appendix, the dissertation includes 3 chapters: Chapter 1: Theoretical background on LO assessment in Pedagogics for students of Pedagogical Universities using CBA. Chapter 2: Reality of LO assessment in Pedagogics using CBA for students of Pedagogical universities Chapter 3: Assessing methods of Pedagogics LO for students of Pedagogical Universities using CBA and pedagogical experiment Chapter 1 THEORETICAL BACKGROUND ON LO ASSESSMENT OF PEDAGOGICS FOR STUDENTS OF PEDAGOGICAL UNIVERSITIES USING CBA 1.1 OVERVIEW 1.1.1 Related works on assessment of learning outcomes Before the 1990s of the 20th century, there were many researches on assessment of LO in the world as well as in Vietnam which focused on common theoretical issues and particular learning assessment theoretical issues in many different subjects including the Pedagogics. However, such researches only focused on assessing the learners’ ability of memorizing knowledge but hardly or not concerned about how learners ability to apply such knowledge to real occupational activities. 5 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 6 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 3 mentioned philosophies is necessary. 1.4 ASSESSMENT OF LO IN PEDAGOGICS USING COMPETENCE-BASED APPROACH 1.4.1 Specific characteristics of the Pedagogics in pedagogic universities Pedagogics is an important major subject for students of pedagogic universities. It is the premise and the basis for students of pedagogic universities to form and develop their necessary occupational competence. The reason is that the subject focuses on equipping students with basic, modern theoretical knowledge about teaching, educating processes, as well as educational organizing and 7 managing process at school. The subject also gradually establishes occupational competence for students and helps them adapt to their pedagogical activities in the future. Pedagogics is also providing the future teachers with scientific outlook, critical thinking; improving and developing the love of teaching, the love of children and other personalities of a teacher. 1.4.2 Competences to be formed and developed for students through the Pedagogics course 1.4.2.1 General competences to be formed and developed for students of Pedagogical Universities through the Pedagogics course The general competences to be formed and developed for students of pedagogical universities through the Pedagogics course are defined based on the general competences which are selected by pedagogues in many countries. These competences are: thinking competence including some advanced thinking competences such as analytical thinking, synthetic thinking, critical thinking, logic demonstrating competences; as well as communication competence using oral and written language; competence of information collecting and processing; competence of working in group; competence of self-learning. Each competence mentioned above has a different role and meaning towards learning but they connect, supplement and support each other. Depending on each learning task, knowing how to select and combine the above mentioned competences will help learners achieve the best learning outcomes. 1.4.2.2 Teaching - educating competences need to be formed and developed for students of Pedagogical Universities through the Pedagogics course Based on the process of teaching and educating, based on the specific characteristic of the Pedagogics subject which provides students with basic knowledge and skills and based on the characteristic of competence-based approach in which competences must be able to measure directly or indirectly, the author has proposed a system of teaching and educating competence needed to be formed for students of pedagogical universities through the Pedagogics course. The proposed competences are divided into 3 groups; each group includes specific competences. 8 - 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 9 All methods and forms used in learning outcome examination and assessment can be used for evaluating students' competence, of which the practice examination is recommended. Assessing LO in Pedagogics using CBA requires the combination of many examination and assessment methods and forms of as well as teaching methods in order to correctly evaluate students' competence. 1.4.3.4 Instruments used to assess LO in Pedagogics using competence-based approach - The instruments to collect students' competence are exercise, tasks, work, assignment, examination papers set up by lecturers to requiring students applying their Pedagogics knowledge and skills to address, so that their competence is revealed. Among these instruments the practice exercise is the most typical and effective instrument. - The instruments that can be used for grading in the LO assessment in Pedagogics course using CBA are examination table, assessment scale and rubric. Currently, rubric is often used for grading in competence-based assessment because it combines evaluation goals and competence expression indicators into a detailed assessment instrument which can identify the competence to be archived by student. Rubric is used in the dissertation to evaluate students' competences during teaching Pedagogics. CONCLUSION OF CHAPTER 1 Competence-based assessment is a typical assessment viewpoint widely used in the world due to its advantages: focusing on developing student real competence; allowing student to penetrate deep into the reality; associating learning and practicing. In the pedagogical universities, the establishment of students' professional competence based on the output standards is performed at all courses as well as during the pedagogical major traini