Current Status of Inspection and Evaluation of Vocal Music Training Activities

important to the results of this activity. If the forms are organized in a diverse and flexible manner, the quality of this activity will be guaranteed. For schools, vocal training is a highly specialized field, so the forms of assessment and evaluation must also be appropriate to fully reflect the nature of the training activities. With the current situation, it is necessary to improve the forms of assessment and evaluation to diversify this activity in order to improve the quality of assessment and evaluation in vocal training.

Regarding assessment methods . Most of the comments on these contents are at a good level. The above assessment level allows us to confirm that the current assessment methods of the school meet the requirements of the training program. However, there are contents of demonstration testing and objective multiple choice testing that have not been really highly evaluated at the good and good levels. This is due to the nature of the training program, so the assessment method must be appropriate to the training content, so some methods that are not really necessary and appropriate will be used less.

Regarding the organization of assessment and feedback on results. The scores of the survey contents show that these contents are mainly assessed at an average level. The content that is assessed higher is the timely feedback of test results to students within the prescribed time, with an average of 3.08, reaching a good level, of which 30% assessed it as good, 48% assessed it as good and 22% assessed it as average. The survey data on the content of the public, transparent and objective testing shows that this activity has not been implemented well, with only 24% assessing it as good , 38% assessing it as good and up to 38% assessing it as average . In addition, the content of the test marking and assessment of results is in accordance with the process, with similar assessment results. Thus, it can be seen that the current organization of testing and assessment of the school needs solutions to improve the quality of this activity. Because this is one of the important steps in the process of evaluating training programs and quality.

Interview code QL05 said that " Current assessment activities are only general, not fully reflecting the capacity of each individual. To do that, the program content must be designed to approach the capacity of the learner. Then from there, there is assessment content based on their capacity to perform learning tasks, then it is correct.

more accurate ”. According to this code, to improve assessment activities, it is necessary to first design a suitable curriculum for the individual. To properly assess the ability, it is necessary to assess the student's products.

2.4. Current status of management of vocal training activities

Management of vocal training activities is a part of general educational management activities and school management in particular. This type of activity is specific to the training profession. If the management is well organized, the quality of training will be continuously improved. To find out the current status of vocal training management activities in terms of program planning, teaching management, learning management and assessment management, the researcher conducted a survey of the current status of these contents.

2.4.1. Training program planning management

Program planning management is to ensure that the plan is implemented in accordance with the requirements of the training tasks and objectives previously set forth. Table 2.8 is the survey result of the management of the vocal training program plan.

Table 2.8. Current status of training program planning management

TT

TT

Training plan management ensures that the plan is implemented in accordance with the established criteria, while management departments can adjust the plan to suit the actual situation. This includes adding or removing

support means or stages of the plan but must ensure the correct implementation of the set goals.

The survey results in Table 2.8 show that the assessments are mainly focused on the average level of assessment. The content that received high evaluations is the content that the Department of Training issues and disseminates training plans and professional regulations to teachers. The average score of 2.64 is within the range of the good evaluation level . Thus, the school's functional departments often coordinate with teachers to implement documents and regulations related to the training process, which is done quite well. The content of the faculties directing the compilation of detailed course outlines also received a good evaluation , with an average score of 2.62. The above evaluation level and score show that the Faculty Executive Committee has a certain interest in the direction and coordination in drafting teaching outlines for vocal music. This is a necessary activity to ensure that the teaching program is consistent with the training objectives of the major. Other contents that did not receive high evaluations are: The Training Department (DTD) coordinates with the Faculties/Departments to organize the development of training programs according to the framework program, TB 2.44 . The DTD coordinates with the Faculties to develop teaching plans (timetables) for each semester and school year, TB 2.44. The Faculty Board (BCN) directs the Head of the Department (TTBM) to develop teaching plans for the professional group, TB 2.36. From the above results, it can be seen that the current management of contents related to the school's training program is only implemented at an average level. This level is not commensurate with the scale and training tasks of the school. There should be solutions to strengthen management work in all departments, especially the Board of Directors and the Board of Professional Departments. The role of the Board of Directors in program management is to direct the connection between the school's functional departments and offices in coordination with the training department to develop and implement the program in a synchronous manner to ensure that the entire training plan is implemented in accordance with the requirements and tasks assigned to the school. For the training department, in addition to complying with the direction of the Board of Directors in coordination with the department, it must also ensure that its teaching staff strictly implements the teaching plan as well as advises the departments to create the most favorable conditions for the training organization to be implemented in accordance with the prescribed requirements.

According to the interview content of code QL01, " Current program content management activities still face many shortcomings such as: uneven coordination between departments, training departments and specialized departments are not really connected with each other in terms of how to implement teaching content. The team of teachers and management staff have not really coordinated well with each other in planning teaching as well as adjusting content related to specialized training ".

2.4.2. Managing teaching activities of lecturers

Managing the teaching activities of lecturers is to ensure that the organization of teaching and learning activities is carried out in accordance with the training plan, in order to bring high results and ensure compliance with the prescribed requirements. Table 2.9 is the result of a survey on the current status of managing the teaching activities of teachers.

Table 2.9. Current status of management of teaching activities of lecturers

STT

8