Tóm tắt tiếng anh: Quản lý đánh giá kết quả học tập của sinh viên ngành sư phạm theo tiếp cận năng lực tại các trường đại học khu vực miền núi phía Bắc.

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

NGUYEN THU TRANG

MANAGEMENT OF ASSESSING LEARNING OUTCOMES
OF STUDENTS MAJORING IN PEDAGOGY BY THE
COMPETENCY - BASED APPROACH AT UNIVERSITIES
IN THE NORTHERN MOUNTAINOUS REGION

Major: Education Management

Code : 9 14 01 14

ABSTRACT OF PhD THESIS
OF EDUCATION SCIENCE

Ha Noi - 2022


THE STUDY WORK IS CARRIED OUT AT
HANOI NATIONAL UNIVERSITY OF EDUCATION

Mentors : Associate Professor Dr Nguyen Cong Giap;
Associate Professor Dr Nguyen Thi Tinh

Reviewers 1:

Professor Dr Nguyen Thi My Loc
VNU – University of Education

Reviewers 2:

Associate Professor Dr Dang Thi Thanh Huyen
National Academy of Education Management

Reviewers 3:

Associate Professor Dr Nguyen Thi Thanh Hong
Hanoi National University of Education
The Thesis is defended before the Jury at the level of
Hanoi National University of Education
…………………………
At

date

month

Reference at:
National Library of Vietnam
Library and Information Center - HNUE

2022


1

HEADING
1.Reason for writing
1.1. General education is currently dealing with the next important requirements of

the fundamental and comprehensive renovation of Vietnam education. The birth of
the General Educational Curriculum 2018 presents many new requirements for
current and future teachers, which requests renovation in teacher education programs,
innovations in forms of training and assessing students’ learning outcomes, and
strengthening activities of training quality assurance in schools and faculties of
teacher training.
1.2. A competency – based approach opens up many new research directions for
teacher training in educational institutions/faculties of pedagogy (SP), and teacher
development in specific countries, regions, and localities. In which, the research on
assessing the learning outcomes of students in major of pedagogy by the competency
– based approach is a principal research direction. In particular, the management of
assessing learning outcomes of students majoring in pedagogy by the competency based approach ensures that procedures of formative assessment and course
summative assessment by the competency - based approach follow the right direction
according to the output standard requirements of pedagogical courses, thereby
constantly improving the assessment effectiveness towards preventing substandard
educational products – contributing to gradual improvement of teacher training
quality.
1.3. The reality in management of assessing learning outcomes of students majoring
in pedagogy by the competency - based approach at universities in the Northern
mountainous region in recent years has shown many signs of limitations and
inadequacies.
1.4. There have been a number of studies on the management of assessing the
learning outcomes of students at universities and colleges, which play an important
role in finding management solutions towards fairness in student assessment.
However, changes in the social context set new requirements for management affairs.
In particular, there have not been many studies and publications on the management
of assessing learning outcomes of students by the competency - based approach in the
teacher training, that show the specific requirements for the pedagogical disciplines.
On the basis of the above reasons, the author decided to choose the topic:
“Management of assessing learning outcomes of students majoring in pedagogy by

the competency – based approach at universities in the Northern mountainous region”
for the doctoral thesis.
2. Aim of the study
Based on theoretical research on the management of assessing learning


2

outcomes of students majoring in pedagogy by the competency – based approach and
the current situation of management of assessing learning outcomes of students
majoring in pedagogy at universities in the Northern mountainous region, this
research recommends solutions to improve the effectiveness of the management of
assessing learning outcomes of students majoring in pedagogy at universities in the
Northern mountainous region, contributing to improving the education quality of
teachers in these universities in the present and future.
3. Research object–Research subject
3.1. Research object: Assessment of learning outcomes of students majoring in
pedagogy
3.2. Research subject: Management of assessing learning outcomes of students
majoring in pedagogy by the competency - based approach at universities in the
Northern mountainous region.
4. Research hypothesis
The assessment of the pedagogical students' learning outcomes and the
management of assessing the pedagogical students’ learning outcomes at universities
in the Northern mountainous region have basically followed the regulations.
However, the practice of managing and assessing the pedagogical students’ learning
outcomes by the competency – based approach at universities in the Northern
mountainous region in recent years has shown many shortcomings and inadequacies
in awareness and action, has not caught up with the requirements of education
reform; lacked concretization of industry regulations and practical guidelines, etc. If

the measures of managing and assessing the pedagogical students’ learning outcomes
by the competency - based approach at universities in the Northern mountainous
region are recommended to influence awareness, update and complete guiding
documents, organize implementation by application of Deming cycle (or PDCA
cycle), it is possible to improve the effectiveness of assessing students’ learning
outcomes, thereby improving the quality of teacher training at these universities.
5. Research tasks
5.1. Establish a theoretical foundation for management of assessing learning
outcomes of students majoring in pedagogy by the competency - based approach.
5.2. Research a practical foundation for management of assessing learning outcomes
of students majoring in pedagogy at universities in the Northern mountainous region.
5.3. Recommend and check measures applied to the management of assessing
learning outcomes of students majoring in pedagogy by the competency – based
approach at universities in the Northern mountainous region, and carry out testing
one of the recommended measures.


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6. Scope of research
6.1. Scope of research subject: Research on management measures of the Rector and
other management entities by management hierarchy for management of assessing
learning outcomes of students majoring in pedagogy at universities in the Northern
mountainous region.
6.2. Scope of survey area and target: 60 managers (CBQL) and specialists from
Departments/Divisions in charge of Training Management, Inspection, Testing,
Quality Assurance; 197 lecturers (GV) who are providing training programs in major
of pedagogy, 292 students majoring in pedagogy from 03 universities located in the
Northern mountainous region, namely Tay Bac University, Tan Trao University and
Hung Vuong University.

6.3. Scope of survey time: The data on the current situation of universities collected
in the last 3 school years (school year 2017-2018, 2018-2019, and 2019-2020)
7. Methodology and research method
7.1. Research approach
The author combines the system approach, quality management approach,
practice approach, competency - based approach, and Standard - based
assessment approach to carry out the study, of which two main approaches
consist of competency - based approach and quality management approach.
7.2. Specific research approach
7.2.1. Theoretical research methods: analyze, synthesize, and generalize the scientific
documents on educational management, learning outcome assessment, etc., towards
building a theoretical basis of the research problem.
7.2.2. Practical research methods: surveying by forms of questionnaires, interviews,
research works’ product, synthesize experience…
7.2.3. Mathematical statistical methods
8. Defense argument
8.1. Management of assessing learning outcomes of students majoring in pedagogy
by the competency – based approach plays an important role in the process of
improving the training quality. Application of the quality management approach with
the Deming cyrcle in combination with the competency approach, the standard - based
training approach will determine the content of managing and assessing the
pedagogical students’ learning outcomes by the competency - based approach. This is
a process of planning, doing, checking and adjusting the formative assessment and
course summative assessment according to the competency - based approach in order
to continuously improve the assessment efficiency of assessing learning outcomes


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process, contributing to gradual improvement of teacher training quality.

8.2. Management of assessing the pedagogical students’ learning outcomes at
universities in the Northern mountainous region has shown many shortcomings and
inadequacies in awareness, has not caught up with the regulation of assessing
learning outcomes of students majoring in pedagogy by the competency – based
approach towards the requirements of education reform; adjusting – improving
activities have not been significantly considered and implemented in each
management procedure, which leads to insubstantial transformation in learning
outcome assessment procedure.
8.3. If the measures of managing and assessing the pedagogical students’ learning
outcomes by the competency - based approach at universities in the Northern
mountainous region are recommended to influence awareness, update and complete
guiding documents, organize implementation through specifying regulations about
assessing students’ learning outcomes by application of Deming cycle, especially
requiring teachers apply the PDCA process in evaluating students’ learning outcomes,
the assessment efficiency, and training quality can be improved.
9. New contribution of the topic
9.1. The thesis points out the importance of the management of assessing learning
outcomes of students by the competency - based approach towards ensuring and
improving the quality of teacher training, points out the essence of learning outcomes
assessment management of students majoring in pedagogy by the competency –
based approach, also proves the suitability when applying Deming cycle in
establishing a theoretical foundation for management of assessing learning outcomes
of students at teacher training universities.
9.2. Based on professional competence in Professional Standards for teachers of
general education institutions (2018), combined with referencing Germany’s model
of four-area competence, the thesis recommends the competency framework
structure, including four competence groups, namely: professional competence group,
pedological competence group, social competence group, and pedologist self-develop
competence group. The thesis also recommends methods to review, adjust and
complete output standards of the pedology training program by the competency –

based approach, as well as methods to implement output standards of training
program to learning outcome assessment criteria by the competency – based
approach.
9.3. The procedure for the management of assessing learning outcomes of students
majoring in pedagogy by the competency - based approach and procedure for
formative assessment is considered as a useful reference for universities to supply
and complete a system of documents on the management of assessing learning


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outcomes.
10. Structure of the thesis
In addition to the introduction, conclusion, recommendations, list of references,
and appendices, the research results of the thesis are presented in 3 chapters:
Chapter 1: Theoretical basis for management of assessing learning outcomes of
students majoring in pedagogy by the competency - based approach.
Chapter 2: Practical basis for management of assessing learning outcomes of students
majoring in pedagogy by the competency – based approach at universities in the
Northern mountainous region.
Chapter 3: Measures applied to the management of assessing learning outcomes of
students majoring in pedagogy by the competency - based approach at universities in
the Northern mountainous region.
CHAPTER 1
THEORETICAL BASIS FOR MANAGEMENT OF ASSESSING LEARNING
OUTCOMES OF STUDENTS MAJORING IN PEDAGOGY BY THE
COMPETENCY - BASED APPROACH
1.1. Overview of the research
1.1.1. Studies on assessing students’ learning outcomes
1.1.2. Studies on management of assessing students’ learning outcomes

1.1.3. Overview of research results and determination of problems required to be solved
The studies on assessment management all show the relationship between the
learning outcomes and the management. The outputs through large-scope assessment
tools such as CLA or AHELO, can provide useful suggestions to managers to
determine the current development status of universities as well as strategies and
policies in the coming time. Meanwhile, the outputs from the assessment in the
classroom (learning outcomes of modules, semesters, courses assessed by
universities) have not yet been effective in adjusting the teaching process and
promoting learners' driven force. In general, the theses on the management of
assessing learning outcomes have provided well-founded solutions to remove the
inadequacies in the current management of assessing learning outcomes. However,
those solutions have just provided a transparent and fair assessment environment for
learners but have not really solved the development of learners' competence. A few
recent studies on the management of assessing learning outcomes of students by the
competency - based approach have suggested different approaches in building
management models, of which theoretical frameworks on the management of


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assessing learning outcomes are mainly established based on the traditional approach
to management functions. On the basis of inheriting achievements from the studies
above, this thesis will make the following issues more clearly:
- Determine the theoretical framework for the management of assessing learning
outcomes of students majoring in pedagogy by the competency - based approach
based on the application of the Deming cycle, thereby clarifying the role of
management of assessing learning outcomes for application of the teacher training
model by the competency - based approach;
- Assess the current situation for management of assessing learning outcomes of
students majoring in pedagogy by the competency - based approach at universities in

the Northern mountainous region;
- Recommend measures to the management of assessing learning outcomes of
students majoring in pedagogy at universities in the Northern mountainous region.
1.2. Concepts used in the thesis
1.2.1. Competence
Competence is a complete system of knowledge, skills and attitudes for people
to get success in a certain type of activity under a certain condition, expressed
through corresponding behaviors.
1.2.2. Competency - based approach
“Competency - based approach" in teacher training is called “competencebased teacher education” (CBTE for short). In addition to output-based training,
CBTE is also a professionalization-oriented training. In particular, the output
competence requirements of the training program not only show the specific
professions that learners are required to follow after graduation but also show the new
roles and social status of future teachers in a new context.
1.2.3. Learning outcome
“Learning outcome is understood as the knowledge, competence (in general) and
skills (in particular) that are the results of learning” [1]
1.2.4. Assessment of learning outcomes
Assessment of student’s learning outcomes is a process of collecting,
analyzing, and explaining information in order to determine the possibility that
learners can achieve their goals (for each specific learning stage), thereby adjusting
the teaching process.
1.2.5. Assessment of the pedagogical students’ learning outcomes by the competency
- based approach
The assessment of the pedagogical students’ learning outcomes by the competency
- based approach is a process of collecting information and evidence to measure the
capacity development of pedagogical students through each learning stage based on the
output standards of the pedagogical training curriculum, therefore making appropriate

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adjustments to facilitate the promotion of potential capacity and occupational
competence development for students”
1.2.6. Management of assessing the pedagogical students’ learning outcomes by the
competency - based approach
Management and assessment of the pedagogical students’ learning outcomes by
the competency - based approach is understood as an organized and purposeful
impact of the management subject on the object to be managed in order to achieve the
set goals from a system of assessing learning outcomes with a focus of developing
professional competencies for students in major of pedagogy.
1.3. Some theoretical issues on assessing the learning outcomes of students
majoring in pedagogy by the competency - based approach
1.3.1. Fundamentals in the learning activities of students majoring in Pedagogy
- The learning activities of students majoring in Pedagogy must be designed and
organized to meet the standard requirements of Teachers in general and the Output
standards of the Training program in major of Pedagogy in particular, thereby
avoiding “substandard products” from the training process.
- Learning activities have to go with exercising, pedagogical practicing, which help
students gain knowledge, skills, and basic attitudes to meet new general education
requirements.
- Through learning activities, students majoring in pedagogy can enjoy pedagogical
style, competence, ethical values, career interest, and so on from the Lecturers in
major of Pedagogy.
1.3.2. Requirements for assessing the learning outcomes of students majoring in
pedagogy by the competency - based approach.
- Firstly, the assessment of learning outcomes must ensure the validity, that is:
measure exactly what needs to be measured. In other words, the framework of
reference of output requirements for students must be exact, clear and explicit. That
framework of reference in this thesis is the Output standards of the Training program

in major of Pedagogy. Based on professional competence in Professional Standards
for teachers of general education institutions (2018), combined with referencing
Germany’s model of four-area competence (including: professional competence,
methodological competence, social competence and personal competence) [Quoted
from [111]], the thesis recommends the competency framework structure for students
in major of pedagogy, including 4 main groups of competencies, namely: professional
competence group, pedological competence group, social competence group, and
pedologist self-develop competence group.
- Secondly, the assessment of learning outcomes must ensure reliability, namely: the
assessment results from two lecturers who assess the same work of learners or from
an only lecturer but at different times must be consistent.


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- Thirdly, the assessment of learning outcomes must ensure fairness, accuracy,
objectivity and be for the sake of academic progress.
1.3.3. Components of assessing the learning outcomes of students majoring in
Pedagogy by the competency - based approach
a. Formative assessment by the competency - based approach
Formative assessment is an assessment during the learning process of each course.
Its results are expressed by the formative assessment scores, also known as the
component score
- Objectives of assessment: in order to provide regular feedback to learners on their
level of knowledge, skills, attitudes, and competence in the course of teaching
compared to the output standard of that course.
- Contents of assessment: test, measurement, and assessment for one/several
competencies through the student’s activity products or assessment for one/several
component(s) of competence
- Assessment method: Teachers are encouraged to use a variety of assessment

methods and forms in order to comprehensively assess the components of the output
standard for any module. In addition to traditional forms such as essay tests, multiplechoice tests, and multiple-choice tests combined with essays, the teacher should
combine other forms such as questions - short essays, major assignments, class
presentation/lecture, learning projects, Q&A, role play, case study, report on an
experiment, etc.
b. Course summative assessment by the competency - based approach
Course summative assessment is an assessment that usually takes place at the
end of each semester, after students complete the promotion and tests, assessments
for registered courses in that semester. The results of the course summative
assessment are expressed as the course summative assessment/final-term exam score.
- Objectives of assessment: in order to assess the achievement level of the course
output standard specified in the Detailed course outline that the teacher has provided to
students since the beginning of the course, thereby confirming the student's course
outcomes. Teachers, Head of Departments/Faculties/Subjects can use the course
summative assessment as a foundation to make some adjustments such as: Training
program, detailed course outline, etc.
- Content of assessment: in order to test and measure the change in students'
competence from the beginning to the end of the course, thereby assessing the extent to
which students have achieved the course output standards specified in the Detailed
course outline.
- Assessment method: Depending on the awareness capacity for the components in the
course output standard, each course is applied different assessment methods and
forms for the course summative assessment, such as: For descriptive and explanatory


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output standard, it is recommended to use an essay-writing test, but for the problemsolving and practical application output standard, performance assessment methods
such as case study, projects, experiments, practice, etc. are encouraged.
1.4. A number of theoretical issues on management of assessing learning

outcomes of students majoring in pedagogy by the competency - based
approach.
1.4.1. The nature of management of assessing learning outcomes of students majoring
in pedagogy by the competency - based approach
Firstly, the management of assessing learning outcomes of students majoring in
pedagogy is essentially a process management; - Secondly, the management of
assessing learning outcomes of students majoring in pedagogy by the competency based approach is essentially innovation management; - Thirdly, the management of
assessing learning outcomes of students majoring in pedagogy by the competency based approach is essentially the management of teacher training quality.
1.4.2. Application of Deming cycle (or PDCA cycle) in management of assessing
learning outcomes of students majoring in pedagogy by the competency - based
approach
The PDCA cycle is a cycle of continuous improvement introduced in the 1950s
by Dr. Deming. “PDCA is structured by the first letter of a sequence of activities
necessary to run a business, including: Plan - make plan, Do - carry out, Check Check the results and Action - Repair, improve the methods and thinking to get better.
The continuous performance of this cycle is called “repeating the PDCA cycle” [67,
p.8]. This thesis’s applying the Deming cycle in building the theoretical framework of
the research problem is because the Deming circle with continuously improved and
repeated 4 steps shows that:
- The mentioned-above properties of the Deming cycle are completely
consistent with the nature of competencies discussed in Section 1.2.1. When
considering competence as a comprehensive system, then that system must always
change, or competence must be always improved during training. The PDCA cycle
allows managers to determine the objectives for the management of assessing the
students’ learning out majoring pedagogy towards developing students’ competencies
during the training progress.
- The mentioned-above properties of the Deming cycle are completely
consistent with the important requirements of assessing the students’ learning out
majoring pedagogy by the competency-based approach as indicated in section 1.3.2,
that is, the assessment of the student's learning outcome must be for their progress.
The PDCA cycle is a tool that can help administrators and teachers always

consciously collect feedback from students through assessment results, thereby
promptly adjusting the teaching process towards their academic progress.


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- Last, and most importantly, as a quality management tool, the PDCA cycle
can completely guide leaders and managers to improve training quality step by step
through a continuous and iterative cycle, with a focus on the step of
“adjustment/improvement/action” to continuously innovate assessment, including
formative assessment and course summative assessment towards a better training
quality. In other words, the Deming cycle is consistent with all three natures of the
management of assessing students’ learning outcome majoring in pedagogy by the
competency-based approach (shown in section 1.4.1)
1.4.3. Content of management of assessing learning outcomes of students majoring in
pedagogy by the competency - based approach
The management of assessing learning outcomes of students majoring in
pedagogy by the competency – based approach is the process of planning, doing,
checking and adjusting the process of formative assessment and course summative
assessment according to the competency - based approach in order to continuously
improve the assessment efficiency, contributing to gradual improvement of teacher
training quality.
Table 1.3. Fundamental contents of the management of assessing the learning
outcomes of students majoring in pedagogy by the competency - based approach
Formative assessment management by
Course summative assessment
the competency - based approach
management by the competency - based
approach
P – Plan

- Determine the objectives, content and
- Analyze the current status of the
methods of the assessment
system/process of assessing students'
- Teachers design and publicize the learning outcome
assessment plans and criteria for all - Draw lessons learned from the current
students.
status and clarify the objective of
innovating the assessment system in line
with the current situation and each
specific period of the school
- Make reasonable decisions and options
on organizing the assessment of learning
outcomes (Determine the forms, and
methods of assessment based on the
output standard of the course, and
prepare other backup plans, etc.)
- Determine the plan of learning outcome
assessment for each school year (specify
objectives, specific targets, methods and
expected resources)


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D – Do
- The teachers actively carry out the
- Explain to all members to be assessed
formative assessment according to the
about the importance of the output

set plan, ensuring assessment schedule
standards for the formation and
and form in the plan.
development of professional competence
- Teachers design exam contents, conduct of students and indicate the necessity of
assessments, and score on the basis of building a test bank by the competencyfairness, accuracy, and objectivity.
based
approach,
organizing
the
examination and marking the exam
according to the requirements of output
standards, and role of each step in the
overall assessment
- Conduct the steps including exam
design, examination, and marking
according to the plan
- Conduct training so that officers and
teachers can perform the steps correctly
C – Check
- Teachers should be self-control, and - Design report forms and formats for
self-responsibility for the progress of the organization of exam preparation,
exams and formative assessments examination, and marking in a scientific,
specified in the Detailed outline, or do accurate and objective manner
under the supervision, encouragement - Conduct inspection and supervision for
and promotion of the Head of each step of preparing, monitoring and
Faculties/Subjects
marking seriously based on exam forms,
- Teachers promptly handle mistakes and accurately record data and
during the assessment.

information
- Report, point out positive and negative
points to be corrected after each
assessment period, and analyze the
relationship between the cause - effect of
the steps and the whole process of
learning outcome assessment.
- Verify whether the PDCA cycle is
reasonably repeated in the Departments
of Testing, Faculties, Subjects and other
functional units or not?
A – Action
- Teachers carry out quick and accurate
- Consider to adjust - innovate the report
marking, quickly and promptly give
form, adjust content and ways of
feedback and assessment about exam
organizing summary meetings for


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results to students; explain the scores if
students feel unsatisfactory.
- Teachers carry out adjustment of
teaching activities and methods on the
basis of feedback from the results of
exams and assessments.
- Teachers guide students, or groups of
students to adjust the learning methods

based on the feedback from the results of
exams and assessments.

lessons learned after each exam
- Consider to adjust - innovate the test
bank - if necessary based on the results
of the score spectrum analysis
- Review the student's score statistics,
from which to review the significant
score difference - if any, thereby
adjusting - innovating the Detailed course
outline,
teaching
methods,
exam
innovation,
and
reviewing
the
effectiveness of training management and
score management softwares

1.4.4. Hierarchical management of the management of assessing learning outcomes
of students majoring in pedagogy by the competency - based approach.
1.5. Factors affecting the management of assessing learning outcomes of students
majoring in pedagogy by the competency - based approach.
1.5.1. Changes in the applicable regulations on Management of higher education
training
1.5.2. Requirements of general education reform
1.5.3. Leadership and management capacity of the Rector

1.5.4. Awareness and professionalism of Lecturer in the assessment of learning
outcomes
1.5.5. Proactivity and positivity of students in learning
1.5.6. The development and application of Information Technology in data
management of exams and students’ learning outcomes
CONCLUSION OF CHAPTER 1

CHAPTER 2. PRACTICAL BASIS FOR MANAGEMENT OF ASSESSING
LEARNING OUTCOMES OF STUDENTS MAJORING IN PEDAGOGY BY
THE COMPETENCY - BASED APPROACH AT UNIVERSITIES IN THE
NORTHERN MOUNTAINOUS REGION
2.1. Overview of the survey area
The thesis selected 03 multi-disciplinary universities located in the Northern
mountainous region the survey sites, including: Tay Bac University; Tan Trao
University and Hung Vuong University.
2.2. Organization of the situation survey


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2.2.1. Purpose of the survey
Collect quantitative and qualitative data to clarify the current situation of
management of assessing learning outcomes of students majoring in pedagogy at
universities in the Northern mountainous region, thereby finding strengths and
weaknesses in the management procedure as well as advantages and disadvantages in
that situation.
2.2.2. Content of the survey
- Carry out a survey on the current situation of assessing learning outcomes of
students majoring in pedagogy by the competency – based approach for awareness
capacity (of managers, teachers and students) and rate of implementation (of teachers

and students) in the work of formative assessment and course summative assessment.
- Carry out a survey on the current situation of management of assessing learning
outcomes of students majoring in pedagogy by the competency – based approach for
awareness capacity (of managers and teachers) and rate of implementation (of
managers, teachers and students) in the work of managing formative assessment and
course summative assessment.
- Carry out a survey on the current situation of influence level of factors on
management of assessing learning outcomes of students majoring in pedagogy at
these 03 universities.
2.2.3. Survey method
The research method used in this thesis is Mixed Research - Quantitative /
Qualitative
2.2.4. Survey objects and Survey form
As a small-scale research population, the author applied the method of
calculating samples according to Slovin’s formula (accuracy of 95% and standard
error of ±5%); determined the survey size for the teachers and the students, including
197 teachers and 292 students. For managers, the author conducted a survey of all
managers and specialists in the units in charge of Training Management, Inspection,
Testing, and Quality Assurance, including 60 people for entire 03 schools
2.2.5. Survey instruments
04 forms of questionnaires (Form 1. Teacher’s opinion on the current situation
of assessing learning outcomes of students majoring in pedagogy; Form 2. Student’s
opinion on the current situation of assessment and managing assessment of learning
outcomes of students majoring in pedagogy; Form 3. Teacher’s opinion on the current
situation of the management of assessing learning outcomes of students majoring in
pedagogy; Form 4. Manager’s opinion on the current situation of the management of
assessing learning outcomes of students majoring in pedagogy)
2.2.6. The way to carry out the survey

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2.3. The current situation of assessing learning outcomes of students majoring in
pedagogy by the competency - based approach at universities in the Northern
mountainous region
2.3.1. The reality on awareness ability for assessing learning outcomes of students
majoring in pedagogy by the competency - based approach
The strength in the awareness of assessing learning outcomes is that most
managers and teachers appreciate highly the importance of the assessment of learning
outcomes towards training and development of students’ professional competencies.
In particular, they pay importance to the course summative assessment for the goal of
“assessing the ability to achieve the output standards” (with average scores of 4.29
and 4.08, respectively). However, when being asked about awareness for the
objectives of the formative assessment, the survey results showed limitations in the
answers of managers and teachers. They have no complete and deep understanding
about the role of formative assessment in the promotion to the next grade as well as
the overall training and development of students' professional competence in general.
2.3.2. The current situation of the performance of formative assessment by the
competency - based approach
Stemming from an incomplete and non-profound awareness of the goals of the
formative assessment, the performance of these goals, in fact, still focuses on
“Determining the student’s competence at the time of assessment compared to
requirements of module output standards” (with average scores of 4.40 and 4.43,
respectively). However, the formative assessments are mainly designed to separately
assess each aspect of knowledge, skill, and attitudes. Despite being diversified and
actively applied by the teachers, the formative assessment methods have not yet
shown their effectiveness to stimulate the high interest of students; rarely used the
performance assessment. When being asked about the difficulties encountered in the
course of the formative assessment, most teachers revealed that they feel awkward
using scoring tools for large assignments, projects, and essays.

2.3.3. The current situation of the performance of the course summative assessment
by the competency - based approach
In general, course summative assessment in the surveyed universities is mainly
traditional methods and forms in order to assess knowledge with a very few modules
applied with the assessment method by the competency - based approach. Instead, it
mainly focuses on the modules of the training program for Physical education – a
subject that requires practice exams. Meanwhile, the exams of training programs in
major of Pedagogy for Mathematics, Physics, Chemistry, etc., are mainly organized
by constructed-response test. There are also very few modules that are completely
assessed by multiple-choice exams, which also makes it difficult in case that there is
a need for statistics and analysis for scores by theoretical multiple-choice.


15

2.3.4. General review of the current situation of assessing the learning outcomes of
students majoring in pedagogy by the competency - based approach
2.4. The current situation of management of assessing learning outcomes of
students majoring in pedagogy by the competency - based approach
2.4.1. The reality on awareness ability for management of assessing learning
outcomes of students majoring in pedagogy by the competency - based approach
When being asked about the role of the Management of assessing learning
outcomes of students majoring in Pedagogy by the competency - based approach,
targets No. 1, 2, 3 are to ensure that the accuracy, fairness and objectivity for
assessing learning outcomes of students, which the managers and teachers rate as the
most important. Meanwhile, the target of “Ensuring the assessment procedure
towards the promotion of students’ progress” only reaches an average score of 2.26
and 2.36, meaning that it is “Not important”, ranking the lowest among the 6 targets.
2.4.2. The current situation of the performance of formative assessment by the
competency - based approach

When being asked about the current situation of performing 4 steps of the
PDCA cycle in the management of formative assessment, the survey results of
teachers’ opinions are shown in Figure 2.2. The average scores of the steps of plan,
do, check and action are 3.77; 3.87; 4.12 and 2.81, respectively.

4.5
4
3.5
3
2.5
2
1.5
1
0.5
0

P

D

C

A

Chart 2.2. Actual situation of formative assessment management according to the
competency - based approach
2.4.3. The current situation of the performance of the course summative assessment
by the competency - based approach
When being asked about the current situation of performing 4 steps of the
PDCA cycle in the management of course summative assessment, the survey results

of managers’ opinions are shown in Figure 2.3. The average scores of the steps of
plan, do, check and action are 3.93; 3.22; 3.29 and 2.97, respectively.


16
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0

P

D

C

A

Chart 2.3. Actual situation of course summative assessment management according to
the competency - based approach


17

2.4.4. The current situation of hierarchical management and quality culture of the
management of assessing learning outcomes of students majoring in pedagogy by the
competency - based approach.
Regarding the current situation of hierarchical management, the author used
the methods of researching products and activities in combination with interviews,
researching the organization and operation regulations of the 3 universities to be
surveyed in this topic. Generally, it can be seen that the hierarchical management for
assessing the learning outcomes of students majoring in pedagogy by the competency
approach in schools all strictly comply with the general regulations of universities,
including 3 levels of management: School level, Department level and
Faculty/Department level. The regulations of the schools on the formative assessment
are basically consistent with the regulations of the Ministry of Education and
Training, detailing the duties of teachers in preparing examination content, marking,
and scoring the formative assessment. In particular, at the end of each semester, the
Faculty is responsible for approving the list of eligible students to take the final-term
exam of which the assignment of tasks is different depending on the regulations of
each school.
Regarding the current situation of quality culture, the interview response partly
show the various obstacles in the performance of the philosophy of “assessment for
the students’ progress” in which the teachers and students haven't had a firm belief
yet. Regulations on examination and assessment of learning outcomes at universities
also show that the viewpoint of “assessment for the students’ progress” has not been
strengthened or deepened in legal documents.
2.5. The current situation of factors affecting the management of assessing
learning outcomes of students majoring in pedagogy by the competency – based
approach
Table 2.30. Opinions of managers and teachers about factors affecting the
management of assessing the learning outcomes of students majoring in pedagogy by
the competency-based approach
Factors

affecting
the
management of assessing
NO
Managers’
Teacher’s
the learning outcomes of
.
opinions
opinions
students
majoring
in
pedagogy
Ran
Average
Rank Average
k
1 Changes
in
current
3,82
4
4,07
3
regulations on Training


18

Management
2
3

4

5

6

Requirements of general
education reform
Leadership and management
competency
of
school
principals
Awareness
and
professionalism of teachers
on the assessment of
learning outcomes
Students’ initiative and
positivity in learning
The
development
and
application of Information
Technology in managing
data about the test bank and

students’ learning outcomes

3,15

6

3,69

6

4,28

2

4,19

2

4,38

1

4,25

1

3,52

5

3,76

5

4,15

3

3,85

4

The survey results show that the managers and teachers both agree that the
teacher’s awareness and professionalism in assessing student’s learning outcomes is
the most influential factor (with average scores of 4.38 and 4.25, respectively)
2.6. A general assessment on the current situation of management of assessing
learning outcomes of students majoring in pedagogy at universities in the
Northern mountainous region
2.6.1. Strengths
At 03 surveyed universities, training management in general and assessing
learning outcomes of student management, in particular, are designed and operated in
a rather organized way. It can be clearly seen through the system of documents and
instruction of universities, which generally meet the requirements according to the
Ministry of Education and Training regulations. By the method of researching
product activities (including training programs, output standards of training
programs, and detailed course guide), there are advantages can be found in the way
that each university implements: In the program development method at Hung Vuong
University, the competence framework in output standards of pedagogical training
disciplines is designed on the competency framework of teacher professional
standard. Or, as in the program development method of Tan Trao University, training

program descriptions all express the course matrix clearly. Tay Bac examination
system is a worth-reference model. This is a strength that other universities should
learn from another, creating conditions for assessing students’ learning outcomes
reform procedures to take place in the right direction toward the output standards


19

adjustment and development of training programs.
2.6.2. Limitations
In general, the reformation of assessing students’ learning outcomes has not
created a noticeable transformation in both aspects: formative assessment and course
summative assessment. There are inadequacies of procedure and specific instructions
for implementing output standards in learning outcomes assessment in the school
system of documents. The current situation chart of formative assessment and course
summative assessment management has clearly shown that the weaknesses of
assessing learning outcomes management of the two procedures all refer to the
Adjusting step.
2.6.3. Causes of limitations
Teachers have no complete and deep understanding about the goals of each
assessment process (formative assessment and course summative assessment) for the
students’ competence outputs; Teachers’ qualification of assessing learning outcomes
is still limited; Despite being fully built and published in accordance with regulations,
the expressions of the training program’s output standards in these universities have
not been optimized in the course of training, especially the assessment process, etc.
2.7. Experience in the management of assessing the learning outcome of students
majoring in Pedagogy by the competency-based approach
The international experience in assessing students majoring in pedagogy from
Finland, Japan, and Germany are all good suggestions for teacher training institutions
in Vietnam to innovate the management of assessing the learning outcome of students

majoring in Pedagogy by the competency - based approach. The common point of
teacher training systems is still to determine the training competency framework as
well as the levels of assessment criteria for future teachers at each specific education
level in order to ensure the quality of training. The addition of the module
“Professional Ethics in Education” to the bachelor's curriculum at the HanoiUniversity of Education or the modules “Teacher’s Guide”, “Practical Practice for
Teacher profession”, and “Practice of teacher's affairs” in Japan is a useful suggestion
for teacher training institutions, helping students majoring in pedagogy to have a
deeper sense of the role of an educator with a broader vision than just considering the
teacher as a teaching profession.
CONCLUSION OF CHAPTER 2

CHAPTER 3
MEASURES APPLIED TO THE MANAGEMENT OF ASSESSING
LEARNING OUTCOMES OF STUDENTS MAJORING IN PEDAGOGY BY
THE COMPETENCY - BASED APPROACH AT UNIVERSITIES IN THE


20

NORTHERN MOUNTAINOUS REGION
3.1. Principles of recommending measures
3.1.1. Principle of legality assurance
3.1.2. Principles of ensuring training goals
3.1.3. Principle of ensuring inheritance and development
3.1.5. Principle of ensuring feasibility
3.1.4. Principle of ensuring systematicity
3.2. Measures for the management of assessing learning outcomes of students
majoring in pedagogy by the competency - based approach
3.2.1. Measure 1. Organize awareness-raising activities for managers and lecturers
on assessing the learning outcomes of students majoring in pedagogy by the

competency - based approach
This measure points out activities directly affecting, especially raising the
managers and teachers’ awareness about the necessity of innovation for the formative
assessment by the competency - based approach, and the course summative approach by
the competency-based approach. The three proposed methods are: - Organize scientific
seminars at the University and Faculty levels to discuss the quality of training in general
and the necessity of innovation in assessing the learning outcome of students majoring in
pedagogy by the competency - based approach in the course of improving the teacher
training quality today; - Organize training courses for managers and teachers about the
innovation in assessing the learning outcome of students majoring in pedagogy by the
competency - based approach; - Strengthen the organization of professional activities at
faculty/subject level to discuss the innovation in assessing the learning outcome of
students by the competency - based approach
3.2.2. Measure 2. Complete the system of documents and regulations of the
universities on the management of assessing learning outcomes of students
majoring in pedagogy by the competency - based approach.
This measure aims at supplementing principles, procedures, and regulations
directly associated with the output standards to the assessment of students’ learning
outcome in order to ensure consistency in management, leadership, and application in
the management of assessing learning outcomes of students by the competency based approach at training institutions in general and students majoring in pedagogy
in particular. The two proposed methods are: - Build and disseminate the procedures
for the management of assessing students’ learning outcomes by the competency based approach; - Supplement other necessary regulations on the management of
formative assessment and course summative assessment
3.2.3. Measure 3. Direct the procedures of assessing learning outcomes of
students majoring in pedagogy flexibly in line with the development progress of
training program
This measure aims to suggest an organizational form to ensure that the


21

assessment innovation process takes places correctly and effectively, and closely
follows the requirements of curriculum output standards. The three proposed methods
are: - Direct the review, adjustment and completion of the output standards for
pedagogical training programs towards competency development as a basis to
innovate the assessment of learning outcomes; - Convert the output standards of the
curriculum into criteria for assessing learning outcomes by the competency - based
approach; - Direct the drafting and completion of the forms for each specific steps of
assessing students’ learning outcomes by the competency - based approach
3.2.4. Measure 4. Direct lecturers to apply the PDCA process to the assessment of
students’ learning outcomes
This measure directly affects the effectiveness of formative assessment
management through teachers - who both directly assess and manage formative
assessment activities in the classroom. Two proposed methods are: - Guide teachers to
apply the PDCA cycle in the formative assessment management, - School leaders need to
institutionalize the autonomy of teachers in the formative assessment management.
3.2.5. Measure 5. Organize the adjustment activities after each course summative
assessment towards constant improvement
This measure directly affects the adjustment - improvement step as a way to
ensure that the management cycle of assessing the learning outcomes by the competency
- based approach takes place comprehensively and completely. When the adjustment
step is improved, it will bring about the improvement for the activities of the next cycle,
contributing to improving the students' learning outcomes to better meet the output
standards after each semester, each school year, and each course. The three proposed
methods are: - Analyze the results of the student's course summative assessment; Organize periodic review and adjustment of the detailed course outline by the
competency - based approach; Draw lessons learned in organizing and marking exams
3.2.6. Measure 6. Build and develop the universities’ quality culture with the spirit
of quality management through the Deming cycle in operating the system of
managing and assessing the pedagogical students' learning outcomes by the
competency – based approach

Quality culture still needs to be discussed as an important factor affecting the
performance of 5 mentioned above measures. Building a culture of quality
contributes to establishing a serious system of learning outcome assessment
management particular, thereby expanding the democratic rights and responsibilities
of members for the quality improvement objectives of the schools. The three
proposed methods are: - School leaders must be determined to the school's quality
assurance strategies and policies, and popularize this message to all members; Encourage students majoring in pedagogy to build Academic records; - The school
should organize activities in collaboration with external partners, including general
education institutions to improve the quality of teacher training.


22

3.2.7. The relationship between the measures
The measures that are recommended in this thesis are logically closely related.
The contemporary operation of these measures can transform the management system
of assessing students’ learning outcomes by the competency – based approach. Each
measure's operation result significantly contributes to other measures' success.
Overall, measure no. 2, measure no. 3 are the premise to apply measure no. 4 and
measure no. 5 most effectively. Measure no. 4 and measure no. 5 directly affect
weaknesses of both assessment procedures and the crucial stage of developing the
system. Measure no. 1 and measure no. 6 are the two that positively promote other
measures.
3.3. Testing the necessity and feasibility of measures
The graph shows the correlation between the necessity and feasibility of measures
4.60
4.40
4.20
4.00
3.80

3.60
3.40
3.20

Measure 1

Measure 2

Measure 3
Necessary level

Measure 4

Measure 5

Measure 6

Feasibility level

Chart 3.1. The correlation between necessity and feasibility of measures
With the Spearman correlation coefficient of r = 0,76; it is possible to draw a
conclusion that the necessity and feasibility of measures have a proportional and very
close correlation, which means that measures are both necessary and highly feasible.
3.4. Testing the measure
The thesis decides to test Measure 4: Direct lecturers to apply the PDCA
process to the assessment of students’ learning outcomes. According to the above
results, managers and teachers consider this measure the most necessary and feasible
(with average scores of 4.41 and 4.24). On the other hand, measure no. 4 is the one
that can look over, measure, and evaluate to have a more detailed result.
To conduct this test, the author of the thesis needs to discuss with officers in

23

charge of Testing, and Quality Assurance of one of the selected schools for testing
about the idea of the management measure; After obtaining the permission of the
school's leadership, the author conducts the test together with managers and a group
of teachers selected for the test. The test will take place between February and July
2021. The document of this test is a guide for teachers to apply the PDCA cycle in the
management of formative assessment, including the easy-to-understand and easy-todo activities (For detailed contents, see Appendix 15)
This test was implemented with a hypothesis that “Instruct lecturers to apply
the PDCA process in the management of assessment procedure to help teachers to
operate the cycle in the right direction, to use the learning outcomes for adjusting,
improving learning activities, resulting in helping students to get the competence
according to the output standards of the training program through the modules which
are in charge by teachers. By that, enhance the learning outcome assessment by the
competency – based approach efficiency”.

Diagram 3.2. The diagram of PDCA cycle application in formative assessment
management by the competency – based approach
Legend
P1. Accurately state the output standards of the course
P2. Set up the matrix linking the assessment method with the output standards of the
course.
P3. Develope the evaluation criteria for the learning outcome assessment of the