Developing a Competency Assessment Tool for Organizing Experiential Activities for Primary School Teachers in a Multicultural Educational Environment

- Implementation conditions:

There is a synchronous combination in innovation, from content, form and training method. Innovation in training form must start from innovation in content and training method.

There are enough qualified human resources to participate in training; there are enough facilities, teaching equipment and information technology to organize teaching forms.

Lecturers and teachers participating in training must have knowledge and skills in using teaching aids, especially skills in applying information technology in teaching.

The principal directs to meet the requirements for facilities and equipment: computers, internet, smartphones. Regarding learning materials: The learning material system needs to be built in a diverse way, meeting the requirements and different forms of learners and using a shared learning material warehouse, avoiding the situation where each unit undertaking training builds a separate website to serve the training and has a separate learning material warehouse. The learning material warehouse must be shared throughout the system.

3.2.4. Building a tool to assess the capacity of organizing experiential activities for primary school teachers in a multicultural educational environment

- Objective: To develop a tool to assess the capacity of organizing experiential activities for primary school teachers in a multicultural educational environment with the aim of accurately assessing the training results and the effectiveness of training management. From there, managers can adjust and improve this work in a better way and each teacher can adjust and innovate their learning methods to achieve high results in training. The process-based assessment method receives timely feedback, thereby pointing out obstacles to adjust and improve training activities.

- Content and implementation:

To develop a set of standards for assessing the capacity of organizing experiential activities for primary school teachers in a multicultural educational environment, we developed a process consisting of the following 5 steps:

Step 1: Determine the objectives and content of knowledge to develop assessment tools. Determine the capacity of organizing experiential activities for primary school teachers in a multicultural educational environment, including: planning capacity; capacity to develop experiential topics in a multicultural environment; capacity to organize experiential activities in a multicultural environment.

Step 2: Identify the criteria to be achieved in the competency standard for organizing experiential activities for primary school teachers in a multicultural educational environment, including component competencies at different levels.

Step 3: From the criteria, determine the levels of expression of the component competencies, the levels of detail required to achieve the criteria, and specific evidence to serve as a basis for quantitatively assessing the capacity of organizing experiential activities for primary school teachers in a multicultural educational environment.

Step 4: Develop assessment tools, observation checklists, questionnaires and self-assessment forms.

Step 5: Test the assessment toolkit and modify it to suit practical requirements in the new phase.

Based on the principles and processes of developing a toolkit to assess the capacity of organizing experiential activities for primary school teachers in a multicultural educational environment, we propose a system of assessment criteria and manifestations of the capacity of organizing experiential activities for primary school teachers in a multicultural educational environment, which is presented specifically as follows:

Table 3.2. Detailed description of the assessment tool for the capacity of organizing experiential activities for primary school teachers in a multicultural educational environment

Criteria

Level 1

1 point

Level 2

2 points

Level 3

3 points

Organizing capacity for students to discover themselves

- Teachers have knowledge of multicultural environments to organize experiential activities for students to help them discover themselves.

- Teachers have knowledge and understanding of the characteristics of ethnic groups and knowledge of multicultural environments to organize experiential activities for students to help them discover themselves.

Teachers basically meet the capacity requirements: have knowledge and understanding of the characteristics of ethnic groups, knowledge of multicultural environments and have appropriate application skills to organize experiential activities in a multicultural educational environment, organize experiential activities for students to help them discover themselves; Teachers tend to actively self-improve to improve their capacity to organize students to discover themselves.

self in a multicultural educational environment.

Organizational capacity for students to take care of their families

Teachers know how to guide students in some actions to show care and gratitude to family members. Students can show gratitude, care and concern.

care for parents,

Teachers guide students in some actions to show care and gratitude to family members. Students can express gratitude, care and concern for parents and relatives through words, attitudes and specific actions; Know how to create loving bonds between family members.

family members by

Teachers have basically met the capacity requirements: having knowledge about the characteristics of ethnic groups, knowledge about multicultural environments to guide students in some actions to show care, gratitude to family members, students can express gratitude, care, and concern for parents and relatives through words, attitudes and specific actions; Know how to create loving bonds between family members in various ways.

different. Compare the prices of items.

Maybe you are interested!

Criteria

Level 1

1 point

Level 2

2 points

Level 3

3 points

relatives by words, attitudes and specific actions

different ways. Compare the prices of common items in daily family life and be conscious of saving.

save for family

popular in daily family activities and have a sense of saving for the family.

Organizational capacity for students to build schools

Teachers have knowledge of multicultural environments to organize experiential activities for students to help them build the school.

Teachers have the ability to develop plans to organize student-oriented activities to build schools in a multicultural educational environment.

- Teachers have the ability to develop plans to organize student-centered activities in a multicultural educational environment that guides students in building the school.

- Teachers have the ability to apply knowledge of multicultural environment to organize student-oriented activities to build the school.

- Teachers have a positive tendency to further self-improvement.

to enhance the organizational capacity of students to build schools in a multicultural educational environment.

Organizational capacity for students to build community

Teachers have knowledge of multicultural educational environments to organize experiential activities for students to help them build

community.

Teachers have the ability to develop plans to organize student-oriented activities to build communities in a multicultural educational environment.

- Teachers have the ability to develop plans to organize activities in a multicultural educational environment to orient students to build communities to promote and preserve national identity.

- Teachers have the ability to apply knowledge of multicultural environments to organize student-oriented activities.

community building, promoting and preserving identity

Criteria

Level 1

1 point

Level 2

2 points

Level 3

3 points

Fine traditional ethnic culture of the Vietnamese ethnic community, cultural identity of ethnic minorities and ethnic policies and guidelines

Party and State

Ability to plan and organize for students to learn about and preserve natural landscapes

Teachers have knowledge of multicultural educational environments to plan and organize for students to learn about and preserve natural landscapes.

Teachers have the ability to develop plans to organize regular activities.

guide students to learn and preserve natural landscapes.

- Teachers have the ability to develop plans to organize activities in a multicultural educational environment to guide students to learn about and preserve natural landscapes.

- Teachers have the ability to apply multicultural environmental knowledge to organize hands-on activities to guide students in learning and preserving natural landscapes, and to perform specific tasks to care for and protect natural landscapes.

- Teachers tend to actively self-train to improve their capacity to plan and organize for students to learn and preserve natural landscapes.

nature in a multicultural educational environment.

Ability to plan and organize for students to learn and

environmental protection

Teachers have knowledge of planning and organizing for students.

learn and protect

Teachers have the ability to develop plans to organize students to learn about and protect the environment through

through organizational forms

- Teachers have the ability to develop plans to organize students to learn about and protect the environment through campaign activities and human activities.

directing, organizing competitions/contests...

Criteria

Level 1

1 point

Level 2

2 points

Level 3

3 points

environment.

Activities such as: campaign activities, humanitarian activities, organizing competitions/contests...

- Teachers have the ability to apply knowledge of multicultural environments to develop plans and organize experiences to guide students to demonstrate through actions the preservation and promotion of the cultural identity and traditions of Vietnamese ethnic groups.

- Teachers tend to actively self-improve to improve their organizational capacity to help students understand and practice qualities and abilities related to

job.

Organizing capacity for students to understand and practice qualities and abilities related to careers

Teachers have knowledge of multicultural educational environments to plan and organize for students to gain knowledge and practice career-related qualities and abilities.

Teachers have the ability to develop plans to organize regular activities.

guide students to have knowledge and practice qualities and abilities related to careers.

- Teachers have the ability to develop plans to organize professional activities in a multicultural educational environment to orient students to have knowledge and practice qualities and abilities related to the profession.

- Teachers have the ability to apply knowledge of multicultural educational environments to organize orienting activities for students to gain knowledge and practice qualities and abilities related to careers, and learn basic information about traditional occupations in the locality. Experience some jobs of traditional occupations in the locality.

- Teachers tend to actively self-improve to improve their organizational capacity to help students understand and practice related qualities and abilities.

to career

Criteria

Level 1

1 point

Level 2

2 points

Level 3

3 points

Organizing capacity for students to promote and preserve national cultural identity

Teachers have knowledge of planning and organizing for students to promote and preserve national cultural identity.

Teachers have the ability to plan and organize for students to promote and preserve national cultural identity through forms of organizing activities such as: competitions/contests, interactive theater.

work, game…

Teachers have the ability to plan and organize for students to promote and preserve national cultural identity through forms of organizing activities such as: competitions, interactive stages, games, etc.

Ability to organize for students to learn about multicultural educational environment

Teachers have knowledge of organizing for students to learn about multicultural educational environments.

Teachers have the ability to guide students to learn about the cultural characteristics of Vietnamese ethnic groups, respect and be aware of cultural differences.

Teachers have the ability to apply knowledge of multicultural educational environments to solve cultural situations of ethnic minorities. Teachers have the skills to organize activities that respect and are aware of cultural differences and harmonize

cultural differences

Organizing capacity for students to build relationships that respect differences, cooperate and help each other

Teachers have knowledge of the cultural characteristics of Vietnamese ethnic groups to organize students to build relationships that respect differences, cooperate and

help each other

Teachers have the ability to plan and organize a variety of activities related to the cultural characteristics of Vietnamese ethnic groups to help students build relationships that respect differences, cooperate and

help each other

Teachers have the ability to learn about the cultural characteristics of Vietnamese ethnic groups, organize diverse forms of activities on the cultural characteristics of Vietnamese ethnic groups to help students build relationships that respect differences, cooperate and help each other.

To test and evaluate effectiveness, school principals use the following forms of testing and evaluation:

- Through observation forms to evaluate training management and training effectiveness, including contents such as: class organization, lecturers (understanding, knowledge of the field they teach, teaching methods, consulting and supporting students...); training content, training materials, ways to manage students, evaluate results...

- Establish a training activity observation form that covers the following contents: information about the training class (class name, name of the training recipient, lecturer, location, time); training objectives, content, methods; training forms; forms and methods of evaluating training results; lecturer support for the class, practice rate, group work in the training course; learning outcomes of trainees compared to objectives and compared to requirements on knowledge, skills, attitudes to meet teaching requirements of the subject according to innovation requirements, training documents and materials...

- Observing the organization of experiential activities of some teachers attending training courses: the observation aims to assess the ability to apply acquired knowledge into teaching practice. The sample of teaching hours observed includes: information about experiential activities, about teachers, preparation process (organization, classroom management, active teaching methods, assessment...).

- Assessment by writing reports and final exams: Writing reports and final exams are traditional forms of assessment. At the end of the training course, teachers participating in the training course write reports and practice exercises based on the topics required by the lecturer. Through reports and practice exercises, lecturers can assess the learning outcomes and expectations of teachers through the training course. Assessment through reports shows the learning outcomes and new ideas of teachers after learning new knowledge and skills.

- Assessment through practical activities: Assessment through teaching hours can be conducted during and after the end of the training course. The quality of teaching hours is shown

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