Assessment 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 competencebased approach in order to fully assess the level of achieving
competence goals of students in the subject. By improving the
assessment methodology the dissertation then contributes to improve
the Pedagogics teaching quality in particular and training quality of
pedagogical universities in general.


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 competencebased approach must assess competence goals to be achieved by
students and must positively impact on the teaching activities.
8.2 Assessment of Pedagogics LO using CBA emphasizes on
assessing students capability to apply pedagogical skills to solve given
practical issues in teaching and education. Therefore, the assessment using

this approach in Pedagogics will form and develop necessary
competences for future teachers in accordance with the output standards
of the pedagogics major.
8.3 Assessment of Pedagogics LO for students of Pedagogical
Universities using competence-based approach will be more efficient
if it is synchronously applied with the competence targets
determination and assessment process methods using CBA; together
with building mechanisms to combine individual assessment results
and building tools for assessing Pedagogics learning outcomes using
competence-based approach; using combination of learning outcome


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 training. Pedagogics is
one of major subject which plays an important role in establishing and
developing necessary professional competences for pedagogical students'.
All the goal, content and norm of LO assessment for pedagogical
universities student in Pedagogics using CBA aims at evaluating students’
general competence and pedagogical competences. These competences
are compliant with the subject output standards and the training major.
Examination does not focus on the ability to memorize learnt knowledge


10

but the ability to creatively apply knowledge in different practical
situations; it focuses on evaluating students’ learning progress.

Chapter 2
REALITY OF LO ASSESSMENT IN PEDAGOGICS USING
COMPETENCE-BASED APPROACH FOR STUDENTS OF
PEDAGOGICAL UNIVERSITIES
2.1 Summarization of the condition survey process
2.1.1 Goal of the survey

The survey aims at collecting data for evaluating the reality of
learning assessment in Pedagogics and LO assessment in Pedagogics using
CBA objectively and specifically. Through which the survey becomes the
practical basis for us to propose learning outcome assessment using CBA.
2.1.2 Survey content
- The current condition of LO assessment for students of pedagogical
universities
- The current condition of awareness in Pedagogics LO
assessment using CBA for students of pedagogical universities
- The current condition of performing LO assessment in
Pedagogics using CBA for students of pedagogical universities.
- General evaluating the current condition
2.1.3 Object and place of the survey
We surveyed 817 students and 40 Pedagogics lecturers at
representative pedagogical universities and pedagogic training
universities throughout the North, the Central and the South of Vietnam;
the universities include: Thai Nguyen Pedagogical University, Hanoi
Pedagogical University 2, Hanoi National University of Education,
Hong Duc University (Thanh Hoa), Hue University of Education, Qui
Nhon University, Can Tho University.
2.1.4 Survey method
In order to performing the survey, we used the questionnaire
methodology (with two forms of questionnaire one for lecturers and
one for students), talk method, and observation method.
2.2 SURVEY RESULT


11

2.2.1 The reality of LO assessment for students of

pedagogical universities
The survey results show that:
- Most of lecturers and students have proper awareness of the
importance of learning outcome assessment, only few students have
improper awareness on this issue. Lecturers and students are aware of
the importance of assessment goals, and lectures think that the goal of
student LO assessment is the most important factor.
- Most of lecturers and students properly understand the
relationship between learning outcome assessment and the teaching
process. Assessment is a component of teaching process and pertained
to other stages of the teaching process. Assessment can be performed at
any stage of the teaching process. However some lecturers and students
still have not been correctly aware of such relation. The lecturers' and
students' awareness about assessment approaches is not yet
comprehensive and complete.
2.2.2 The reality of awareness on LO assessment in
Pedagogics using CBA for students of pedagogical universities
- Most of lecturers have properly understood the concept of
learning assessment in Pedagogics using competence-based
approach, only some of them have not completely understood it.
- Most of lecturers and students have been aware of the important
role of Pedagogics learning outcome assessment in professional
competence development for students of pedagogical universities. Most of
them have been aware of the effects of learning outcome assessment in
Pedagogics using competence-based approach on students’ professional
competence development. Although some lecturers and students have not
understood the effects of Pedagogics learning outcome assessment, they
are only the minority.
2.2.3 The reality of performing LO assessment in
Pedagogics using CBA for students of pedagogical universities

2.2.3.1 The reality of assessing students’ professional
competences via Pedagogics
Some lecturers quite frequently assess students’ Pedagogics
competences; however the number of lectures performing this is not high.
2.2.3.2 The reality of performing LO assessment goals in
Pedagogics using competence-based approach


12

The Chart 2.1 shows that, during the process of Pedagogics
learning outcome assessment, lecturers give priority to assess 3 goals:
remembering knowledge, skills; understanding knowledge, skills and
applying knowledge, skills to familiar situations, in which the second goal
of understanding knowledge and skills of the subject is the most
emphasized one. Such assessment still emphasizes on knowledge
memorizing rather than applying knowledge and skill in solving
problems.
Chart 2.1 Lecturers' and students' average point for frequently
performing assessment goals
5
4,7
4,4
4,1
3,8
3,5
3,2
2,9
2,6
2,3

2

4,36
3,95

4,68
4,27

4,28

4,05
3,6

Remembering

Understanding

Applying

3,53

Applying

2.2.3.3 The reality of the content of LO assessment in
Pedagogics using competence-based approach
The tasks which mostly assigned by lecturers are teamwork
and teaching at class. Through this kind of tasks we can assess both
products and performance of students because the task requires the
combination of many skills, knowledge, and attitude of students;
Students capability is expressed in detailed activities, thus it is very

easy to observe their competence expressions.
2.2.3.4 The reality of performing methods, forms of LO
assessment in Pedagogics using competence-based approach
Various methods and forms were applied by lecturers to assess
LO in Pedagogics using CBA. The used methods and forms
indicated the proposed content of assessment. Lectures also paid
attention in assessing through teaching process. However, during
applying such methods and forms of LO assessment using CBA
approach, lectures still paid less attention to the methods and
manners which assessing practical operation competences as well as
methods and forms which establish assessment and self-assessment
competence of students.


13

2.2.3.5 The reality of using the grading instrument in
learning assessment in Pedagogics using CBA
The Chart 2.3 shows that the instrument mostly used by
lecturers in grading Pedagogics learning outcome of students is the
grade scale (with the highest grade of 4.2). The use of grade scale is
not typical for competence assessment since the direct evidence of
assignment done by students is not revealed. In competence
assessment, rubric is often used, however it is unknown to the
majority of lecturers, therefore it is not used in their assessment.
Chart 2.3 Average points of lecturers' and student's feedbacks
on using the grading instrument of lecturers

5
4

3
2

4,2
3,3

2,97

2,6

2,22

4,18
2,58

2,97
1,6

1

2.2.3.6 The reality of grading and correcting students’
performance in LO assessment in Pedagogics using CBA
According to the students, grading and correcting are not
frequent performed (the average points of the operation is from 2.14 to
3.87), the average points of lecturers is from 1.78 to 4.43, respectively
(the higher point means more frequent). Among the activities related
to grading and correcting result of learning outcome assessment in
Pedagogics, the most frequently performed activity is that "lecturer
annouces to students the assessing criteria before they performe their
tasks". However during assessment, faults are rarely indicated by

lecturers so that students can recorrect them.
2.2.3.7 Analyzing the reality at Hanoi National University of
Education
By studying the exam questions, course goals and output
standards of the Hanoi National University of Education we found
that Pedagogics learning outcome assessment already tends to


14

assessing learners' competence; however it still has not been
performed explicitly and completely.
2.2.3.8 The reality of proposals for more effective Pedagogics
learning outcome assessment
The factor that is considered as the most necessary to perform
competence-based learning outcome assessment by lecturers is that "the
output standard of the subject must be clear and specific". In addition,
the factors of "establishing criteria and rubric to grade obtaining
competence" and "a clear process for assessing LO in Pedagogics using
CBA" are also considerred highly signficant by lecturers.
2.2.4 The difficulties when performing assessment of LO in
Pedagogics using competence-based approach
* The difficulties of lecturers
The greatest difficulties lecturers often encounter are "difficulty
in establishing criteria and rubric for competence assessment",
"difficulty in establishing tasks for competence assessment", which
takes long time, and "difficulty in identifying the process of learning
assessment in Pedagogics using competence-based approach", etc.
* The difficulties of students
When performing LO assessment in Pedagogics using CBA, the

greatest difficulty students often encounter is "have not been instructed
to self-assessment and inter-assessment". It means that the ability of
self-assessment and inter-assessment of students is not good.
* The reason of difficulties
The basic reasons led to lecturers’ difficulties are that they
have not known much about the nature and mechanism to perform
the competence-based learning outcome assessment, thus they have
not applied it to their works.
The difficulties of students are due to objective reasons which are
having not been instructed the methods for assessment, self-assessment
and having not been provided with specific criteria for assessment.
About the subject’s syllabus and teaching methods: currently,
Pedagogics syllabus has not yet been established to the extent of CBA,
but focus on theory with less practice. It is a great difficulty in teaching
and assessing using competence-based. Classes of Pedagogics are
arranged with great number of students, which raises difficulties for
effectively assessing LO using CBA.
CONCLUSION OF CHAPTER 2


15

The survey result in Chapter 2 indicates that:
A majority of lecturers and students of are properly aware of the
significance of learning outcome assessment, of the relation between
learning outcome assessment and teaching. Most of the lectures, but not
all, have understood concept of competence-based learning outcome
assessment. The majority of lectures and students have understood the
role of Pedagogics learning outcome assessment for professional
competence development of students in Pedagogical Universities and

the effects of Pedagogics learning outcome assessment.
Lecturers have assessed students' competence during teaching
Pedagogics. Nevertheless such assessment is not yet explicit,
comprehensive and complete because the content not the competence is
graded. Lecturers have not assessed the level of reaching competences
of students in the process of teaching the Pedagogics subject.
Lecturers and students encountered some difficulties in the
process of LO assessment in Pedagogics course using CBA. The
reason is that lecturers have not understood the nature and the
methodology of performing this type of assessment and students
have not been instructed the method of assessment and selfassessment.
This survey is the basis for the author to propose methods for
learning assessment in Pedagogics subject using competence-based
approach for students of pedagogical universities in order to
overcome the aforesaid existing issues; to actively contribute to
effectively improve the teaching and assessing in Pedagogics subject
at pedagogical universities at present.
Chapter 3
ASSESSING METHODS OF PEDAGOGICS LO FOR STUDENTS
OF PEDAGOGICAL UNIVERSITIES USING CBA AND
PEDAGOGICAL EXPERIMENTS
3.1 THE ORIENTATION AND PRINCIPLES OF THE
METHOD PROPOSAL
3.1.1 The orientation for the method proposal
(1) The current viewpoint on education and training
innovation in Vietnam; (2) The requirements of credit-based training
system at universities; (3) The training goals of pedagogical
universities

16

3.1.2 The principles for establishing methods
(1) The principle of assuring the output standard requirements
of pedagogics major; (2) The principle of assuring the conformity with
the program and contents of the Pedagogics subject; (3) The principle of
assuring the efficiency and feasibility
3.2 METHODS TO ASSESS LO IN PEDAGOGICS FOR
STUDENTS OF PEDAGOGICAL UNIVERSITIES USING CBA
Based on the researching of theory and real situation, we
proposed assessment methods of learning outcomes in the Pedagogics
using competence - based approach as follows:
3.2.1 Method group 1: Establishing conditions for LO
assessment in Pedagogics using CBA
3.2.1.1 Method 1: Defining competence goals to be assessed
in the Pedagogics using competence-based approach
In order to perform assessment of learning outcomes in
Pedagogics using competence-based approach, at first, the
competence goals of the course must be defined. The determination
of competences to be assessed in the Pedagogics course is
implemented by analyzing a systematic of general competences
which are necessary for all professions, analyzing of professional
competences necessary for school teachers, analyzing of the output
standards of pedagogics major and the analysis of program contents
of the Pedagogics subject. Those competences are specified in
section 1.4.2.1 and 1.4.2.2 of chapter 1 of the dissertation.
3.2.1.2 Method 2: Defining the process of LO assessment in
Pedagogics using competence-based approach
The author would like to provide the process of learning
assessment in Pedagogics for students of Pedagogical Universities

using competence-based approach in the following steps:
Chart 3.1 Process of learning assessment in Pedagogics using
competence-based approach


17
Defining the competences to be assessed in Pedagogics subject
Concretizing the competences to be assessed into techniques,
skills and attitude should be achieved by students
Selecting the assessing contents
Selecting suitable assessment methods, forms
Establishing instruments to collect information about students’
competences
Establishing the grading rubric

I

Assessing and giving outcome feedback

n
general, the process for assessing LO in Pedagogics for students of
Pedagogical Universities using CBA is similar to other assessing
processes. However, the basic difference of this process is that all steps
direct towards determining the competence level to be achieved by
students in the Pedagogics teaching.
3.2.1.3 Method 3: Establishing mechanism to combine
partial assessment outcomes in Pedagogics
We proposed a mechanism to combine component marks of
the Pedagogics using competence-based approach as follows: The
Pedagogics course’s mark is calculated based on the total marks of

the component tests including: The mark of frequent tests, including
at least 3 component marks, has the weight of 40%, attendance mark
has the weight of 10% and the final test mark has 50% weight. The
form of frequent tests must be diversified such as: seminar, group
discussion, essay, project, teaching and education design,
presentation on issue or teaching, dealing with pedagogic situations
etc. The final mark is combined between written exam held by the
university and practical test in the process of teaching to assess
competence of each student more exactly. Each exam makes up the
weight of 25% in order to reduce the stress of the final exam.
3.2.2 Method group 2: Establishing instruments for LO
assessment in Pedagogics using CBA


18

3.2.2.1 Method 4: Building practical exercises for LO
assessment in Pedagogics using CBA
This method provides the mechanism to build exercises, case
studies for the Pedagogics course so that students can apply their
knowledge and skills in solving such cases, and then the levels of their
general competence and teaching, educating competences are
revealed.
Practical exercises for competence assessment are built in the
following steps:
- Step 1: Defining competences to be assessed
- Step 2: Developing ideas about practical exercises to be assessed
- Step 3: Drafting contents of the practical exercises
- Step 4: Completing the drafted exercises
- Step 5: Building criteria for assessing the exercises

Among the instruments used for grading in the assessment using
competence-based approach, the rubric predominates. Therefore, the
dissertation orients towards using rubric to assess students’
competences in learning the Pedagogics and these competences are
expressed in form of analytic rubric.
The establishment of rubric for assessing students’
competences in learning the Pedagogics including two contents
which are:
(1) Establishing competence assessment criteria
- Identify clearly the specific competence the student need to
assess in the built practical exercise.
- Analyzing, specifying each competence into elements,
characteristics or actions showing the typicalness of that capacity.
- Editing, completing the criteria. The editing includes:
+ Determining the number of criteria that is the most appriate
to assess each competence
+ Expressing sssessment criteria in a way that we could
observe student’s action in the progress of performing the
assignments as well as the characteristics of the product.
(2) Establishing achievement levels of the criteria.
- Selecting the type of rubric: analysis or general type. In the
dissertation, the author selectd the analytic rubric type.
- Deciding the amount of expression level of the competences.
- Providing a description of the assessment criteria at the
highest level, the best performent
- Providing the description of the criteria at the remaining levels.


19

- Completing the scoring guide
3.2.2.2 Method 5: Establishing tests for the final assessment
of Pedagogics subject using competence-based approach
Building questions and grading tools of the final exam of the
Pedagogics subject using competence-based approach also should be
performed as the building practical exercises process described in
method 4. However, since the final exam is more important than normal
tests, when building the final exam of the Pedagogics subject using
competence-based approach we need to pay attention on the following
principles: the exam must concentrate on assessing the key and core
competences of the subject; for the written exam, when building the
questions, the necessary time to complete the exam must be considered
in order to design the number of questions in the exam and the difficulty
level of the exam; The structure of the written exam must be the balance
of the subject contents.
3.2.3 Method group 3: Assessing learning outcome in
Pedagogics using competence-based approach
3.2.3.1 Method 6: Combining the testing methods and forms
with other teaching methods and forms
The practical exercises of Pedagogics subject are designed in
the method 4 can be presented in many forms such as presentation,
group work, role-playing, practically class attendance at high schools.
Therefore, the use of such practical exercises to assess the students’
competences in teaching the Pedagogics subject must closely connect
with the combination of different examination - assessment methods,
forms and different teaching methods, forms such as role-playing
method, project method, seminar form, group discussion form, etc.
3.2.3.2 Method 7: Combining the assessment of lecturer with
the self-assessment and coequal assessment of students
The combination of the assessment of lecturer with the selfassessment and coequal assessment of students is expressed through the

mechanism that the lecturer allows students to establish assessment
criteria; to grade and to give feedback to the practical exercises’ result
during the learning assessment in Pedagogics course.
The relation among the methods
The above mentioned methods are separate independence but
also have close relation with each other. Therefore, it is necessary to
combine many methods at the same time so that the learning
assessment of Pedagogics using competence-based approach
becomes more effective.


20

3.2 THE PEDAGOGICAL EXPERIMENTS FOR THE ESTABLISHED
METHODS
3.2.1 Generalization of the experiment process
3.2.1.1 Purposes of the experiments
We applied the established methods to the assessment of
learning Pedagogics for students of Hanoi National University of
Education in order to evaluate some general competences, teaching
competence and educating competence of students, so that proved
the dissertation hypothesis.
3.2.1.2 Objects of the experiments
- The first experiment (from August 2014 to December 2014):
Experiment group 1 (TN1) includes 50 students; Control group 1 (DC1)
includes 48 students.
- The second experiment (from January 2015 to May 2015):
Experiment group 2 (TN2) includes 62 students; Control group 2 (DC2)
includes 65 students.
3.2.1.3 Contents of the experiments

For the experiment group: Applying the established methods
in the LO assessment in Pedagogics course using CBA.
For the control group: Using the traditional LO assessment in
Pedagogics course without applying the above proposed methods.
Form of experiment: Performing parallel experiment between
the control group and the experiment group.
3.2.1.4 Restriction of the experiments
Due to the restriction in conditions and timing of the
dissertation, due to the great number of general competences as well
as teaching and educating competences in Pedagogics, the author
only conducts assessment experiment for some basic competences of
students in learning the Pedagogics such as: critical thinking
competence, teaching design competence, competence of applying
the teaching methods, modes and forms, competence of handling
educational situations, competence of oral language communication,
and competence of written language communication.
3.2.1.5 Experiment hypothesis
If the established methods are used in assessing LO in
Pedagogics subject for students of Hanoi National University of
Education, it is possible to evaluate the expression levels of
experimented competences on students and also assure the stability
of the students’ outcomes.


21

3.2.1.6 Process of experiments
Step 1: Preparing the experiment
Step 2: Performing the experiment
Step 3: Assessing the experiment result

3.2.1.7 Criteria and evaluating scale of the experiment
results
Assessing the levels of achieving competence goals of students
The stability of assessment outcomes
The positive impacts of the assessment on students’ learning
3.2.2 Experimental results
3.2.2.1 Analysis of experimental results
* Evaluating students’ competence achievement ability
The verification test, T-Test, which compares the input testing
results of groups TN1 - DC1 and TN2 - DC2 in the two experiments
with coefficients Sig. (the precision is 2 digits after decimal point),
shows that the coefficient Sig. in all six competences are greater than
0.05, which means that there is no statistical difference on the
average mark of 6 types of competences between groups TN1 - DC1
and TN2 - DC2 before the experiment.
After the experiment process, we organized an output tests for
students of groups TN1 - DC1 and TN2 - DC2. The results of the 1st
experimental show that the average competences marks of group TN1
are within range 3.7 to 3.96 (all competences are fairly good; one of
the competences is very good). The average marks of group DC1
range between 3.34 and 3.65, in which most competences achieve the
fairly good level, but the critical thinking competence is still in average
level. The average competence marks of group TN2 of the 2nd
experimental research is from 3.86 to 4.09, all are fairly good and very
good levels. But the average competence marks of group DC2 is from
3.59 to 3.74, only in fairly good level. Thus, the average mark of six
competences in post-experimental of groups TN1, TN2 is higher than
the average mark of competences of groups DC1, DC2.
The Pedagogics final exam results of group TN and DC
To ensure the unbiased of the experimental results, we

analyzed the Pedagogics final exam marks of groups TN1 - DC1 and
groups TN2 - DC2 because Pedagogics final exam marks also reflect
the general competences and teaching competence of students.
Collected results show that the number of students with good
and very goods grade (7 mark and more) of group TN1 accounts for
72% and group TN2 40.3%, which is more than the number of


22

students with such grade of group DC1 (54.2%) and group DC2
(32.3%). On the contrary, the number of students with weak and
satisfactory grade (from 1 to 6.9) of group TN1 accounts for 28%,
group TN2 59.7%, which is fewer than the number of students of
group DC1 (45.8%) and DC2 (67.7%). This proves that experimental
results are accurate.
* Stability of the assessment outcome
During the experiment, students in the experiment groups were
tested more frequently compared to the control groups. Performing
different practice exercises helps students obtain more stable results
in a certain extent.
To identify the stability of the assessment outcome, we
calculated Pearson correlation coefficient between the Pedagogics
final exam marks and the marks of frequent tests of groups TN1 - DC1
and TN2 - DC2. The obtained results are as follows:
- The correlation coefficient between the average marks of the
frequent tests and the semester final exam mark of group TN1 is r =
0.581 with coefficient Sig. < 0.01; of group TN2 is r = 0.509 with
coefficient Sig. < 0.01. This result shows a close positive linear
correlation between the frequent test marks and the semester final

exam marks of group TN1 and TN2. This means that the marks
obtained by students of groups TN1 and TN2 in the tests are highly
stable, ranged within the same or nearly same level.
- The correlation coefficient between the frequent tests and the
semester final exam marks of group DC1 is r = 0.363 with
coefficient Sig. < 0.05 and of group DC2 is r = 0.381 with coefficient
Sig. < 0.01, which also shows that there is positive correlation
between the frequent test marks and the semester test marks of group
DC1 and DC2. However, this correlation level is quite low;
therefore, the stability of test marks obtained by students is not high.
From such learning outcomes, it is affirmed that applying the
proposed methods to the learning assessment not only helps
evaluating students’ competence levels but also helps them getting
more stable outcome, through which assuring the stability of their
competence levels.
3.2.2.3 Post-experimental qualitative analysis
We evaluated the student's level of interest when participating
in Pedagogics learning assessment with competence-based approach
using some effecting methods, the obtained results are that 40.18%
(45 students) felt excited; 50.89% (57 students) affirmed excited;


23

7.14% (8 students) thought that it was normal; only 1.79% (2
students) felt less excited and no student felt unexcited when
participating in learning assessment using competence-based
approach. Thus, the ratio of students who are excited and very
excited in learning assessment in Pedagogics using competencebased approach was high (90.07%).
In addition, students also realized the benefits of assessing

Pedagogics LO using CBA: they grasp the subject’s knowledge more
thoroughly; they can flexibly apply such knowledge to address
different issues and they can associate learning to practice.
Performing assessment tasks helps them: practicing their general
competences and teaching competence, evaluating their competences
more accurately and forming their habit of self-assessment.
CONCLUSION OF CHAPTER 3
Based on the theoretical researching and practical studying, three
groups of methods with 7 detailed methods are proposed to assert
learning outcomes in Pedagogics for students of pedagogical
universities using competence-based approach. Through the two
experiments of using the proposed methods to assess LO in Pedagogics
with CBA, the results proved the feasibility of the proposed methods;
which ensured the goals and the applicability of such methods in real
situation.
CONCLUSION AND RECOMMENDATION
1. Conclusion
1.1 Teaching and assessing using competence-based approach
is the policy and requirement of a comprehensive and profound
renovation in our nation education. Pedagogics is a specific subject
in training teachers, significantly capable of establishing and
developing professional competence for students of pedagogical
universities. Thus, studies in assessment of learning in Pedagogics
for students of pedagogical universities using CBA are necessary in
order to solidly establish and to develop the students’ professional
competences in the future, then to enhance the teacher-training
quality.
1.2 By studying the real situation we found that: lecturers and
students are properly aware of the role of LO assessment in
Pedagogics in developing professional competences for pedagogical

students. Lecturers already tend to assessing students' competences
during the Pedagogics teaching process; however the assessment has