Renewal for graduation assessment in teacher education colleges under the new education program

HNUE JOURNAL OF SCIENCE DOI: 10.18173/2354-1075.2017-0133 Educational Sci., 2017, Vol. 62, Iss. 6, pp. 91-98 This paper is available online at RENEWAL FOR GRADUATION ASSESSMENT IN TEACHER EDUCATION COLLEGES UNDER THE NEW EDUCATION PROGRAM Phan Trong Ngo Institute of Educational Research, Hanoi National University of Education Abstract. The article is about a new way of assessment for students in teacher education colleges/universities under the new education program. The content of assessment focused on ethic value, professional value, professional science competencies, pedagogical competencies and scientific research competencies of students, quantity and quality assurance, combination of formative assessment and summative assessment, independent assessment and self-assessment; cooperation between administration, academic departments of Hanoi National University of Education and pedagogical practice or internship institutes . Keywords: Assessment; graduation assessment for students in teacher education colleges; Renew targets of assessment, content of assessment, form of assessment 1. Introduction On the road of vocational education reform, the Ministry of Education and Training (MOET), has shifted from knowledge-based educational system to capacity and vocational quality-based development. On the other hand, MOET has renewed the method of assessment and recognition of graduation for learners, according to Resolution No.29-NQ/TW of the 8th Congress of the Party. Central Committee XI dated 04/11/2013 on the radical and comprehensive renewal of education and training,it stated that assessment is based on knowledge and practical competencies, discipline and codes of ethics. It is recommended to combineformative assessment with summative assessment, evaluation of teachers and self-assessment of learners; assessment of schools and parents and community [4]. In fact, from the academic year 2014 - 2015, the educational colleges (pedagogical colleges) developed training program in the direction of competency-based development for pedagogical students [9]. Meanwhile, the graduation assessment for students is still in compliance with Regulation 43/2007/QD-BGDDT of the Ministry of Education and Training on approval of formal university and college training under the credit system (herein called Regulation 43) [1]. Over the past time, there have been some researches ininnovation of testing and assessment of learning outcomes of learners. However, the new researches mainly have dealed with the theory of objectives, content, procedures of assessments based on competency approach [5, 7], or researches on the evaluation of learning outcomes in the particular field of students [2, 5, 7, 12, 13]. Consequently, the issue of graduation assessment of pedagogical students under Received date: 15/3/2017. Published date: 27/4/2017. Contact: Phan Trong Ngo, e-mail: ngotamly@gmail.com 91 Phan Trong Ngo the new curriculum has not been set yet. This article is to produce graduation assessment for undergraduatestudents of pedagogy in order to meet the needs of vocational training competencies of the current education colleges. 2. Content 2.1. The training program and assessment of the current bachelor of pedagogy of pedagogic universities 2.1.1. The bachelor’s program of upper secondary teachers in the current teacher training colleges From SY 2014- 2015, the teacher training colleges nationally delivered the training program of pedagogy with total of 135 credits. The curriculum was designed in accordance with the Professional Standards for Secondary Teacher issued by the Ministry of Education and Training in 2009 [2]. The training programs are aimed at the formation of pedagogical values and qualities; specialized Science Competencies and Core Pedagogical Competencies including Individual Learner Development Capabilities, Teaching Competence, Educational Competency, Scientific Research Competency, Community and Social Development Competency, ICT Capacity, Academic Learning Competency, Communication Capacity, Cooperation Capacity, etc. In the program, knowledge and pedagogical skills are increased from 18% to 25% of the total number of credits. Generally, the curriculum of pedagogical training of the current colleges has approached in the direction of developing qualities and competencies of teaching according to the Resolution 29-NQ/TW [9, 16-19]. The current practice of graduation assessment of bachelor’s degree in pedagogy [1, 16-19]. At present, all colleges are based on the Regulation 43/2007/QĐ-BGD & ĐT to evaluate graduation requirements for undergraduate students of pedagogy. The current graduation assessment practice of current education colleges can be summarized in the following points: - Learning outcomes of students are evaluated according to the expectedoutcomes of the courses after each semester. The scores are based on part or all of the section scores combined with the final exam. Exams of the course are held at the end of each semester. Each semester, students have three-week intervals for practice and examination. Graduation assessment for students in the form of credit-basedsystem of the whole course is relevant with international trends. - Some students are qualified under the regulations of the colleges and the faculty and they will be selected to carry out the graduation thesis. The remaining students are required to take some modules (credits) in equivalent. The content of the modules is proposed by the faculty and approved by the colleges. - The whole course lasts about 10-12 weeks (6-8 credits) of internship at suitable educational institutions. The evaluation of internships is responsibility of teachers at the local institutions; - Graduation evaluation of bachelor’s degree for students is classified into 5 levels: A, B, C, D, E. Students are required to obtain certificates of Physical Education (PE) and Defense Education (DE) and they are not included in the academic transcript. - The outstanding achievements of students in the study and scientific research, social activities (including scientific articles, paper works, and scientific research awards) are added to the points of the relevant subjects. They are not included in the graduation profiles. - Graduation review is only conducted for students who qualify all the requirements and 92 Renewal for graduation assessment in teacher education colleges earn enough credit points. No offering the graduation exam as the final test to assess students’ competencies and professional skills before graduation. - There is no self-assessment of students in evaluating their academic performance and graduation. - Students who are eligible for graduation are recognized by the colleges and the principal of the colleges signs a graduation decision for the students. Some shortcomings of graduation assessment of education bachelor’s degree in comparison with the requirements of the Resolution 29-NQ / TW and the current practice of training reforms at the educationcolleges. Compared with the requirements of the Resolution 29-NQ / TW and the training practice in the competence-based development approach at current colleges, Regulation 43 and the graduation assessment practice of the colleges have revealed some shortcomings: - Training and assessment according to knowledge-based system. This approach is outdated in comparison with the reform requirements of Resolution 29-NQ/TW and compared to training programs being implemented at the education colleges. - The content of graduation assessments of new students is mainly directed to the professional knowledge, and skills of students. The values and qualities of students have not been assessed in the program. - Research competency which is very limited for students who are not qualified enough to do the graduation thesis is an important capacity in the competency framework of the teacher. - There is limitation in the roles and responsibilities of teachers/lecturers in evaluating students’ graduation internship. Meanwhile, teachers/lecturers are responsible for their training outcomes. - The current evaluation of graduation is mainly based on the external assessment (carried out by the independent institution) without the participation of students in the assessment process. These shortcomings caused the drawback in the graduation assessment of undergraduate and postgraduate students of pedagogy in the education system in comparison with the requirements for comprehensive assessment and competence-based development approach in teacher education which is clearly stated in Resolution 29-NQ/ TW and contradicts with the new program. 2.2. Graduation assessment experience for pedagogical students in teacher education colleges around the world Analysis of the graduation assessment for pedagogical students of some universities around the world can draw lessons for the graduation assessment renewal in our country today. Researches include Stanford University (USA) [14]; Hyoho University, University of Teacher Education (Japan) [15]; University of Aix-Marseiller (France) and Southern Cross University (SCU-Australia) [20]. It is possible to draw some common points or highlights in the graduation assessment of the above mentioned universities: Graduation Assessments for pedagogical students are conducted by accumulating credit points for modules and from the results of internships at the internship institutes. - The content of the evaluation is based on the teacher’s professional standards and the requirements of the teaching profession with the aim of demonstrating the ability to meet the vocational standards of the students as a teacher corresponding after graduation. - Evaluation not only focused on the final goal but also highlighted the purpose of 93 Phan Trong Ngo information, feedback and improvementof students. The assessment tools are also tools for students to organize learning, self-learning, and improving themselves. - Students are involved in varying degrees in the evaluation procedures of learning outcomes and progress and graduation. - At the end of the course, students will do a presentation (graduation report) of the whole course. This is particularly emphasized in Stanford University (USA) [14]. The presentation includes a video of specific teaching experience of students. Students actively selected content, scripted and filmed in accordance with professional standards. They actively propose solutionstothe council and persuade the council of his/her competence with the relevant evident. - A graduation profile is a collection of learning outcomes and individual internships. The experience of assessing the academic results and graduation of the above universities should be analyzed and applied in the graduation assessment practice for pedagogical students in our country. 2.3. Some innovative measures for graduation assessment for undergraduate students of pedagogy in education colleges in our country Derived from the requirements for renewal of graduation assessment in vocational training of students under Resolution 29-NQ/TW, from the training programs which are being implemented in the education universities as well as from the inadequacies in the current graduate assessment for pedagogy studentsin Vietnam and learning international experience from other countries, it is necessary and appropriate to adjust the graduation assessment for undergraduate pedagogical students in the teacher education colleges in our country in the following directions: 2.3.1. Requirement of graduation assessment for undergraduate pedagogy students - First: the evaluation must be conducted in the spirit of Resolution 29-NQ/TW [4]. - Second:, The content of the assessment follows the professional standards of upper secondary school teachers issued by the Ministry of Education and Training [2]; It should be entitled with learning outcomes standards and the training programs of the current education colleges. It is proposed to transform from a knowledge-based assessment to assessment of the teacher’s values, qualities and competencies. - Third: The evaluation must be based on the key, reasonable points and overcome the inadequacies of Regulation 43/2007/QĐ-BGD & ĐT in the new context. - Fourth: The assessment not only emphasizes the final outcomes of the original goals, but also enhances the information and improvement/ progress of the students. The assessment tools are also tools for students to organize learning, self-learning, and improving themselves. 2.3.2. A number of graduation assessments for undergraduate pedagogical students meet the requirements of the reform under the Resolution 29-NQ/TW and current training practice in the teacher education colleges (i). Assessment content: it is recommended to provideadditional assessment of the values and qualities of pedagogy students, to ensure comprehensiveness of the content of the assessment. (ii) Form of assessment: Maintain a graduation assessment based on the cumulative credits earned on credits and on the results of hands-on teaching practice during the internship. It should add two new forms of assessment: - Self-assessments of students on the values, qualities and competences achieved in the 94 Renewal for graduation assessment in teacher education colleges course. A self-assessment has a faculty’s review of the student’s achievement at five levels: A, B, C, D, F [1], and it is also a condition for graduation assessment and recorded in graduation profile. Self-assessment of students is agreed upon in the school’s common format. - General test + The objective is to comprehensively evaluate the value and competency of students gained in the course. General test is the final test before graduation. Therefore, the general test must reflect the final outcomesof the student’s education and training. It means the test should be directed to the vocational skills test of the student before graduation. + The content of the general test can be divided into either the following ways: Organization of student learning activities (teaching activities), combination of pedagogical situations or learning activities on theme-based education (educational activity) and pedagogical problem solving. + Forms of assessment: Select one of two options: Option 1: Organizethe practice test at the internship institutes. In this way, the studentscan choose his or her topic for the test; design the activities, and then register with the Teacher Education Colleges and the Internship institutes to assign the teachers/ tutorsfor evaluation. Option 2: Students makingvideo on the pedagogical activities(1- 2 hours in length). In this way, students design their own topics and make a video within the pedagogical internships (certified by the internship institutes) and send them to the Teacher Education Colleges. The colleges will give scores on the completed video. Scores are taken according to credit system. In order to graduate, students must reach the required level. (iii). Adjustment of the graduation thesis regulations Currently, the excellent students in the 4th year are selected to do graduation thesis (thesis) with a certain proportion. The rest has to study and take some other tests in specialized science with the same number of credits. This method is not reasonable. Students who are not chosen to do the thesis will not be allowed to conduct scientific research in a systematic manner. Scientific research, meanwhile, is a compulsory requirement for teachers in upper secondary schools and is a criterion for the student’s competencies in the learning outcomes. Moreover, in the new general education curriculum, scientific research is one of elective subjects. Therefore, in the education colleges, students need to experience doing scientific research. To overcome this problem, it is necessary to stipulate that 100% of students must complete the graduation thesis in the course. Graduation thesis is accounted for 5/135 credits (1 remaining credit is for the general test) The score of graduation thesis is an evidence of the scientific research capacity of students to graduate and must reach the required level. (iv) Outstanding outcomes of students In the current graduate assessment, the extra outcomes of students always include articles, scientific reports; books; publications, scientific incentives, professional certificates; educational and social activities are less encouraged. In fact, these activities provide positive support as well as a clear demonstration of pedagogical capacity, scientific research capacity and career development capacity for students. Therefore, such outcomes in the course are valuable as extra points, added to the graduation test results. The outcomes and scores for the types of educational and social activities should be clearly defined and encouraged so that students should know and strive. The content and forms of graduation assessment for pedagogical students can be summarized as bellows: 95 Phan Trong Ngo No Content of assessment Forms of assessment Who will assess Time of assessment Graduation Record 1 Values and qualities of pedagogy Self-study of students Academic Faculty/ Students Final course Self-study Sheet of students 2 Specialized academic capacity Scores of the subjects Academic Faculty, College Final course Credit points 3 General knowledge and skills of pedagogy Accumulate credits Academic Faculty, College Before internship Credit points 4 Knowledge and skills of teaching and education of subject matters Accumulate credits Academic Faculty/ Department Before internship Credit points 5 Competency of teaching and education of students Internship Internship institutes During and after internship Credit points General test Faculty/ Department During internship Credit points 6 Scientific Research competency Graduation thesis Faculty After internship Credit points 7 Physical education and Defense education Take the test for certificates Faculty The whole course Certificates 8 Outstanding outcomes Accumulate outcomes Students Final course Evident With the content and forms of assessment above, the graduation assessment for students of Bachelor’s Degree will meet the requirements of assessing qualities and vocational skills for students. It is a combination offormative and summative assessment; independent assessment (by teacher education colleges and internship institutes) with internal assessment (self-assessment of students) and qualitative and quantitative assessments. 2.4. Experts survey on measures of renovation of graduation assessment for undergraduate students of teacher education colleges nowsaday The survey wasconducted with 35 Deans and 02 Heads of Academic Department of Hanoi National University of Education and Ho Chi Minh University of Education. The discussion focused on two main topics: a) Agree (or disagree) with measures for renovating graduation 96 Renewal for graduation assessment in teacher education colleges assessments for proposed bachelor’s degree students; and b) Comments and feedbacks for improvement of the proposed measures. The results of the questionnaires showed that 78.3% of the respondents agreed with the proposed graduation assessment measures for pedagogical students; 21.7% is still confused; No one disagreed. Of the 8 people (21.7%), only 3 people (8.1%) concernedthat the assessment of values and qualities are importanthowever, it was difficult to quantify and be objective evaluate them; 3 people (8.1%) suggested that no final exams should be taken and 02 people (5.4%) were concerned that if 100% of students who qualified