Abstract:
This paper introduces the situation of entrance examination in Hanoi University of Science
and Technology. Then, this paper evaluates the relationship between the entrance exam and the
learning outcomes of HUST’s students which will partly contribute to the practical fundamental
of these changes. Based on analysis of advantages and disadvantages in enrollment exams,
the paper proposes the model of competency based assessment and the steps for renew the
entrance examination.
10 trang |
Chia sẻ: thanhle95 | Lượt xem: 235 | Lượt tải: 0
Bạn đang xem nội dung tài liệu Innovation in entrance examination in Vietnam universities, knowledge based assessment into competency based assessment, để tải tài liệu về máy bạn click vào nút DOWNLOAD ở trên
18 . Volume 63 - No.12/2018
RESEARCH, EXCHANGE
INNOVATION IN ENTRANCE EXAMINATION IN VIETNAM UNIVERSITIES,
KNOWLEDGE BASED ASSESSMENT INTO COMPETENCY BASED
ASSESSMENT
(Case study in Group of Technical Universities)
ARUN PATIL1
NGUYEN THI HUONG GIANG2
TRAN KHANH DUC2
1 Deakin University, Australlia
2 School of Engineering Pedagogy, Hanoi University of Science and Technology, Vietnam
Abstract:
This paper introduces the situation of entrance examination in Hanoi University of Science
and Technology. Then, this paper evaluates the relationship between the entrance exam and the
learning outcomes of HUST’s students which will partly contribute to the practical fundamental
of these changes. Based on analysis of advantages and disadvantages in enrollment exams,
the paper proposes the model of competency based assessment and the steps for renew the
entrance examination.
Keywords: Competency Based Assessment, Enrollment Examination, Learning
Competence, Learning Outcomes...
1. Introduction to the Entrance
Examination in Vietnam Universities
All candidates, who want to be HUST
students, have to attend the national exams
(HUST, 2015). The national exam always is
an important event of Vietnamese Education.
This exam is the integration of the high school
graduation exam and the college entrance
exam. In this exam, candidates have to make
four tests at least, such as Mathematics,
Literature, Foreign Languages and one optional
test in following subjects (Physics, Chemistry,
Biology, History and Geography). However, the
entrance examinations are supposed to not
meet the requirements of the training process
at HUST.
1.1. The relationship between the
enrollment grade and the training process in
HUST, Vietnam
To evaluate the relationship between
the entrance grade and the CPA for each
student, our research consider the results of
407 students in HUST (included the different
schools in HUST such as ICT, Mechanics,
Automation,...)
Volume 63 - No.12/2018 . 19
RESEARCH, EXCHANGE
Frequency Percent Valid
Percent
Cumulative
Percent
Valid Automation 74 18.2 18.2 18.2
Mechanics 160 39.3 39.3 57.5
ICT 118 29.0 29.0 86.5
Chemistry 39 9.6 9.6 96.1
Electronics 1 2. 2. 96.3
Materials 3 7. 7. 97.1
Economics 2 5. 5. 97.5
Applied Mathametics 1 2. 2. 97.8
Taylors 2 5. 5. 98.3
Nuclear Engineers 6 1.5 1.5 99.8
Engineering Pedagogy 1 2. 2. 100.0
Total 407 100.0 100.0
Table 2. The quantity of surveyed students in each school belonged to HUST
- Statistics of the average grades in entracne exams at HUST
Frequency Percent Valid
Percent
Cumulative
Percent
Valid From 5.3 to 7.0 84 20.6 20.6 20.6
to 8.0 7.0 > 148 36.4 36.4 57.0
Above 8.0 175 43.0 43.0 100.0
Total 407 100.0 100.0
Table 3. The average grades in the entrance exams (max. of 10.0)
- Statictics of the CPA values of the second-year students at HUST
Frequency Percent Valid Percent Cumulative
Percent
Valid 1.0< 93 22.9 22.9 22.9
2-2.49 131 32.2 32.2 55.0
2.5-3.19 139 34.2 34.2 89.2
3.2-4.0 44 10.8 10.8 100.0
Total 407 100.0 100.0
Table 4. CPA values (Max. of 4.0)
The relationship between the entrance point and the CPA is analysised through Chi-square test
(Hoang Trong Chu, Chu Nguyen Mong Ngoc, 2008). The result of Chi-square test is described
in the following table:
20 . Volume 63 - No.12/2018
RESEARCH, EXCHANGE
Chi-Square Tests
Value df (Asymp. Sig. (2-sided
Pearson Chi-Square 33.423a 6 000.
Likelihood Ratio 32.741 6 000.
Linear-by-Linear Association 25.806 1 000.
N of Valid Cases 407
a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 6.19.
Thus, the Chi-square value is 33.423.
Looking at the Table for The limited values
of Chi-square, at the value of df = 6 and the
meaning value of 0.995, the limited value of
Chi-square is 18.5>33.423. Then, there is a
relationship between the enrollment grades
and CPA of each student.
To determine the relationship in speci c
(relational dimension), we consider the value
of tau-b, gamma, Spearman correlation.
Directional Measures
Value Asymp. Std.
Errora
Approx.
Tb
Approx.
.Sig
Ordinal by
Ordinal
Somers'
d
Symmetric 226. 043. 5.100 000.
Diemtt_new
Dependent
253. 047. 5.100 000.
CPA_new
Dependent
205. 040. 5.100 000.
a. Not assuming the null hypothesis.
b. Using the asymptotic standard error assuming the null hypothesis.
Symmetric Measures
Value Asymp. Std.
Errora
Approx. Tb Approx.
.Sig
Ordinal by
Ordinal
Kendall's tau-b 228. 043. 5.100 000.
Gamma 389. 071. 5.100 000.
Spearman
Correlation
250. 047. 5.206 000c.
Interval by
Interval
Pearson's R 252. 048. 5.243 000c.
N of Valid Cases 407
.a. Not assuming the null hypothesis
b. Using the asymptotic standard error assuming the null hypothesis.
c. Based on normal approximation.
Volume 63 - No.12/2018 . 21
RESEARCH, EXCHANGE
As a result of tau-b value, gamma,
Spearman correlation, we found a positive
correlation exists between the two quantities,
Enrollment Grades and CPA values.
In summary, there is an exist of the
relationship between Enrollment Grades and
CPA values of the second-year students in
HUST. Then, the quality of the training process
in universities is in uenced by the enrollment
grades. So that, the next reseach will introduce
the meet of the entrance exams and the
requirements of the training process in HUST
1.2. The gap between the entrance exams
and the requirements of the training process in
HUST
In the surveys about the requirement
of training at HUST (Tran Khanh Duc and
Colleagues, 2016), only 5.2% of the surveyed
students said that the contents of the entrance
exam meet the requirements of the learning
process at a very high level. Up to 49.9% of
the surveyed students said that the contents
of the college entrance exam to meet the
requirements of the learning process at a high
level. However, the percentage of students
supposed the low level is up to 37.6%.
And also 7.4% of the students said that this
response is at very low level. This ratio also
re ects the need to adjust the contents of the
current entrance exam, to suit the requirements
in training process at HUST.
Frequency Percent Valid Percent Cumulative
Percent
Valid Very low 30 7.4 7.4 7.4
Low 153 37.6 37.6 45.0
High 203 49.9 49.9 94.8
Very High 21 5.2 5.2 100.0
Total 407 100.0 100.0
Table 1. Evaluate the content of entrance exams can meet the requirements of the
current school subjects that you are studying at HUST?
Very low / Low / High / Very High
The spectrum of the average grade in the Entrance Exams of the year 2015 is illustrated in the
gure 1.
Figure 1. The spectrum of the average grade in the Entrance Examination at the school of
ICT, HUST in 2015
22 . Volume 63 - No.12/2018
RESEARCH, EXCHANGE
The school of ICT always attracts the
excellent candidates to enroll. As seen in the
gure 1, all candidates in the school of ICT (HUST)
have high average grades in enrollment exams,
above 7.8(/10). However, this results is not
synchronous with the CPA values for second-
year students as considering the distribution of
the CPA in the graph below:
Figure 2. Distribution of CPA values of the second-year students in HUST
Although there are some changes in the
national exams in recent time, the exams mostly
are not suit to the requirement of the training
process in HUST, specially in evaluation the
creation, the ability of solving problems,...
2. Competency Based Assessment
Model
Competency Based Assessment is
considered as one of the main approach of
learning outcomes assessment at present.
Accordingly, these assessments are integrated
and closely linked to both the learning
processes and the jobs. Competency Based
Assessments con rm, adjust and develop the
competence of the students by organizing the
learning activities in case- studies. In each case
study, there is a merge of the knowledge and
skills into a completely scienti c and practical
structure of learner capability that relates to the
job.
There are many types of learning task
such as: Task of accumulating scienti c
knowledge; Task of practicing the cognitive
thinking; Task of training hands-out skills
and Task of training the learner’s personality.
Depending on the types of leaning tasks,
learner can do the learning activities such as:
study on class; self-study; team work; seminar/
presentation/project/role play/simulation; store
the learning pro le; self- assessment in each
learning task.
Volume 63 - No.12/2018 . 23
RESEARCH, EXCHANGE
The Syllabus of the subject
O
Learning Outcomes Learning Content
(Teaching and Self- learning
Integrate - Continue
Learning Tasks
Self Learning Teaching
Assessment Goals
Assessment Standards
Assessment Content
Competence Based Assessment
Firgure 3. The structure of Competency Based Assessment Model (Duc, Learning Competence
and Competency Based Assessment, 2016)
Approaching to action methods, learning
competences is tha abilities of doing a
various of learning activities. The structures
of the learning competence in the model of
competency based assessment:
- Perceptual Competences: the ability to
observe and identify the traits, characteristics,
relationships, the process of things, phenomena
in nature, society and the production/ services.
- Thinking competences: the ability to
analyze, synthesize, logically think, calculate,
generalize, systematize the issues, opinions,
events, phenomena ...
- Language competences: the ability
to use language as a second signal system
in communication activities, expressions,
argument; presentations, making essay,
persuasive, listening, empathy, express
feelings ..)
- Adaptive competence: the ability of
handling sensitive, exible situations, moving
skills to implement new activities, share,
evolution; coordination, teamwork ...
- Action competence: the ability to perform
actions, gestures, pro cient use of tools,
vehicles, action process, the tectonic.
- Communication competence: the ability
to work toghether, team work..
24 . Volume 63 - No.12/2018
RESEARCH, EXCHANGE
Figure 4. Core learning competences (Duc, 2015)
Types of assessment exercises:
- Identify, classify and analyze, review,
evaluate, explain, comment, events,
phenomena, natural relationships, social and
career.
For example: classifying materials,
equipment, techniques and instruments;
structural analysis, technical process; explain
the phenomenon, causes, technical problems
- Process information / situation / problem
solving.
For example, processing situations and
explosives; solve the problem of material
deformation in machining processes, save
energy.
- Calculate and logical thinking; apply the
rules / principles / theories
Example: Calculating the technical
parameters of capacity, power consumption,
materials consumption; the dimensions of the
parts.
- Drawing and design, use of standards /
symbols / convention / diagram / picture / color
/ shape / size...
Example: Applying technical standards,
read and draw technical drawings; determine
the shape, the size of the tool or product; Select
and use the possibilities for color schemes...
- Expressing and argue orally-writing
(essay / presentation / exchange...)
For example, the displacement process
engineering projects; Write describes the
structure and technical process.
- Analyze, classify, compare and apply
the methods, tools and rules.
Volume 63 - No.12/2018 . 25
RESEARCH, EXCHANGE
For example: compares the metalworking
method, electric welding process analysis,
operational procedures of pumps.
- Implementation of actions,
action movement (operation,
repair / maintain tools, equipment)
- Synthetic Exercises (Assignments / Projects
subject / Research-thematic experience ...)
3. Innovation in the enrollment
examination
- Procedure of competency based
assessment in the enrollment examination:
Figure 5. Procedure of competency based assessment in the enrollment examination
Building the question bank for enrollment examination according to competency based
assessment model
26 . Volume 63 - No.12/2018
RESEARCH, EXCHANGE
- Implementation the enrollment examination according to competency based assessment in trial
phase
- Steps for organizing the enrollment examination according to competency based assessment
Volume 63 - No.12/2018 . 27
RESEARCH, EXCHANGE
In conclusion, learning is a basic activity of human beings and learning is forming the suffcient
competency of each person to meet the needs of their lives and society. Learning competency
based assessment is an evaluation process based on objectives and learning content in order to
determine the level of competence is formed at certain learning process.
Literature
D T K T C
Competence. V N U
D T K L C
C B A
E E T T
C H H
U S T P
H T C C N M
N A SPSS H
C M V H D P
HUST T HUST
R
T K D C
C B A H HUST
P