Distribution of Ballots by Survey Subjects in Survey Units

Chapter 2

CURRENT STATE OF MANAGEMENT OF EVALUATION ACTIVITIES

LEARNING RESULTS OF UNIVERSITY OF EDUCATION STUDENTS

ACCORDING TO THE COMPETENCY APPROACH

2.1. Organize a survey of the current situation

2.1.1. Survey objectives

The survey objective is to objectively assess the current status of assessment of learning outcomes and management of assessment activities of learning outcomes of pedagogical university students according to TCL to establish the practical basis of the topic.

2.1.2. Survey content

The survey content includes the following issues:

- Current status of assessment activities of learning outcomes of university students according to TCL;

- Current status of management of assessment activities of learning outcomes of university students according to

capacity access;

- The current status of factors affecting the management of evaluation activities

KQHT according to TCNL.

2.1.3. Survey subjects and locations

2.1.3.1. Survey subjects

- Management staff: Principal, Vice Principal, Heads of departments/ majors, Supervisors

Director of TTKT, DBCL Center;

- Teachers of faculties/ majors

- Students of all faculties/majors of Pedagogy

The survey subjects are distributed according to table 2.1 below:

Table 2.1. Distribution of votes by survey participants

Type of ticket

Number of votes received
Referendum for managers	98
Opinion poll for teachers	213
Student opinion poll	620
Total	931

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2.1.3.2. Survey area

5 pedagogical universities and colleges with pedagogical faculties/majors: Hanoi National University of Education, Thai Nguyen National University of Education, Vinh University, Hue National University of Education, Ho Chi Minh City National University of Education.

The universities selected for the survey must meet the following criteria: 1) Be representative of teacher training institutions in the pedagogical education system in Vietnam; 2) Have training quality in different pedagogical fields (good, fair, average); 3) Have cities, plains, and midlands; 4) The number of schools must be sufficient to facilitate the survey (5 units).

Chart 2.1. Distribution of ballots by survey subjects in survey units

- Lecturers: We surveyed and collected opinions from 213 lecturers at the above 5 universities of education.

The qualifications and job titles of teachers (number: 213) are shown in table 2.2 as follows:

Table 2.2. Statistics on qualifications and titles of lecturers

Qualification, title

Quantity	Percentage
Level
Associate Professor, Professor	26	12.21
MSc, PhD	147	69.01
Bachelor	40	18.78
Title
GV	46	21.59
Main teacher	142	66.67
Senior Teacher	25	11.74

- Management staff:

Regarding the educational level and title of the surveyed managers, it is shown in the table.

2.3 as follows:

Table 2.3. Education level and title of managers

Qualifications and job title of

CBQL

Quantity	Percentage
Level
Associate Professor, Professor	22	22.45
Ths, TS	76	77.55
Title
Managers at all levels (departments, divisions)	26	26.53
Assistant/Specialist (department, division)	72	73.47

For students, we choose students from the third year of the following majors: Mathematics, Literature, English, Chemistry, Physics, Biology, History, Geography, Preschool, Physical Education, National Defense and Security... Of which, the number of third year students is 256, accounting for 41.29% and the number of fourth year students is 364, accounting for 58.71%.

Figure 2.2. Distribution of student survey forms by academic year

2.1.4. Survey methods and procedures

2.1.4.1. Survey by questionnaire

- Create 03 survey forms for managers, lecturers and students, including:

0 2 forms for managers and lecturers; 01 form for students.

The questions were developed based on the content of the assessment of the learning outcomes of the University of Education students and the management of the assessment of the learning outcomes of the University of Education students according to the TCL (mentioned in Chapter 1). The survey form limited the use of true-false questions, using Likert scale questions.

- Survey process:

The implementation of the survey is carried out in the following steps:

Step 1. Based on the research objectives and tasks of the topic, we

Identify and select the necessary criteria and indicators.

Step 2. Conduct a pilot survey, add updates and adjustments based on expert feedback. Then select a survey sample and conduct an expanded survey. Organize the distribution of survey forms.

Step 3. Collect, enter data and analyze descriptive data processing using SPSS software. Step 4. Analyze and evaluate data from survey forms. Organize testing.

Conducting survey and evaluating results. Processing test results and updating, supplementing and adjusting questionnaires that do not meet the requirements.

2.1.4.2. Survey by discussion and interview

The content of the discussion and interview topics focuses on the following issues:

1) Current status, advantages and difficulties in managing the assessment of learning outcomes of university students at present; 2) Assessments on the management of the assessment of learning outcomes of university students at present; 3) Assessments on solutions for managing the assessment of learning outcomes of university students at present; 4) Satisfaction level of managers, lecturers and students with the management of the assessment of learning outcomes of university students at present.

Interview process

Step 1. Meet directly with the person to be interviewed.

Step 2. Ask questions to discuss and conduct in-depth interviews about the information needed.

Step 3. Process the interview results through prepared questions, collect gestures, actions, words... recorded to have a basis for describing and analyzing the current situation.

2.1.5. Data processing method and rating scale

2.1.5.1. Data processing and analysis process

We use SPSS 22.0 software to describe, process and analyze data.

The process of describing, processing and analyzing data includes the following steps:

- Building a data processing model: Measurement data of each scale is combined into an overall structure based on the assumptions of the theoretical model ( see Appendix 3), using appropriate statistical operations to test the assumptions; sketching a picture of the management of assessment activities of learning outcomes according to the TCL in the University of Education with the strengths and weaknesses of each factor.

- Set up processing steps: Encoding, entering data into the computer, cleaning data, and processing calculations. In particular, the important step is cleaning data such as checking for errors due to data entry, eliminating suspicious cases, using specialized techniques to detect and eliminate abnormal scores due to various errors in the testing process.

Processing steps: Using descriptive statistical software SPSS: (1). Create data entry coding; (2). Enter forms; (3). Clean data; (4). Calculate scores; (5). Process calculations.

- Reliability assessment:

We use the method of assessing the level of correlation between questions in the same measurement domain (internal consistency methods), using the method of analyzing the reliability of cronbach alpha. This method assesses the reliability of the measurement based on calculating the variance of each question in each scale, the entire measurement, and calculating the correlation of the score of each question with the scores of the remaining questions on each scale and the entire measurement.

Cronbach's Alpha coefficient value level:

+ From 0.8 to close to 1: very good measurement scale;

+ From 0.7 to close to 0.8: good measurement scale;

+ From 0.6 and above: qualified measurement scale.

The results of the reliability analysis of the survey form measuring the management of assessment activities of learning outcomes according to the TCL in the University of Education ( see table 2.4 ) show that the sub-scales of this measurement have alpha reliability coefficients (for managers and lecturers from 0.72 to

0.84 - quite good and the reliability coefficient of the entire scale is 0.85 - quite high; for students from 0.75 to 0.87 - quite good and the reliability coefficient of the entire scale is 0.88 - also quite high).

Table 2.4. Reliability of the survey on the sample of managers, lecturers, and students

Subscales/scales

Alpha reliability (cronbach's alpha)
Model of managers and teachers N= 311	SV Model N= 620
Competency Framework for University of Education Students (Competencies)	0.84	0.87
Evaluation Activity (Activity)	0.72	0.77
Evaluation Activity Management (Management)	0.75	0.75
Influencing factors (Factors)	0.79	0.83
Full scale	0.85	0.88

- Calculate the average score of the tables according to the formula:

X =

In which: ( X is the average score, level score, is the number of people giving the score)

level , N is the total number of respondents; ∑ is the total score of the respondents).

- Calculate the rank: Perform the Rank (number, ref, order) function of the Excel spreadsheet. Most of the questions in the thesis survey form use closed-ended questions, which is convenient for entering and analyzing data.

Based on the results of calculating the average value or calculating the rank of the data obtained, draw conclusions about the current situation.

2.1.5.2. Rating scale

Rate the results from the survey subjects at 5 levels, from 1 to 5.

Level of suitability: Not at all suitable; Not suitable; Neutral; Suitable; Completely suitable;

Application level: Very good; Good; Fair; Poor; Very poor;

Level of performance: Not at all often; Not often; Normally; Often; Very often.

Necessity level: Absolutely necessary; Necessary; Normal; Unnecessary

absolutely not necessary; absolutely not necessary.

Table 2.5. Evaluation scale of survey results of thesis contents

Value

medium

Level Fit	Level manipulate	Level complete	Level necessary
1.00 - 1.80	Totally inappropriate	Not good at all	Completely not often through	Completely unnecessary
1.81 - 2.60	Not suitable	Not good	Are not frequent	No need design
2.61 - 3.40	Normal	Normal	Normal	Normal
3.41 - 4.20	Fit	Good	Frequent	Necessary
4.21 - 5.00	Completely Fit	Completely Very good	Completely frequent	Completely necessary

2.2. Overview of surveyed pedagogical universities

The five universities of education selected for the survey are universities of education with a long history of establishment and development, are key universities in teacher training, always at the forefront of innovation in training programs, teaching methods, testing and assessment, have many theoretical and practical contributions to educational science, teacher training, especially in implementing Resolution 29 - NQ/TW on fundamental and comprehensive innovation of Vietnamese education. These are also pioneering educational institutions in innovation of assessment and management of assessment activities of learners' learning outcomes according to TCL, and are locations that meet the requirements of the thesis survey.

Hanoi National University of Education is a center for high-quality undergraduate and postgraduate training, research and application of educational sciences and multidisciplinary education, and is one of the key universities in the Vietnamese higher education system. Address: 136 Xuan Thuy Street, Dich Vong Hau Ward, Cau Giay District, Hanoi. Hanoi National University of Education was established on October 11, 1951 under Decree 276 of the Ministry of National Education of Vietnam. On December 10, 1993, under Decree 97/CP of the Government, Hanoi National University of Education I became a member school of the Vietnam National University, Hanoi. According to Decision 201/QDTTg dated October 12, 1999 of the Prime Minister, the National University of Education separated from the Vietnam National University, Hanoi to form Hanoi National University of Education. The school has 23 faculties and 2 affiliated departments, with a team of highly qualified and experienced staff and teachers in training.

Currently, the school is training 20 regular university majors, 52 master's majors and 45 doctoral majors. In recent years, Hanoi National University of Education has been one of the first and leading schools in innovation, synchronously implementing many solutions from team building, goals, content, programs, training methods and testing and assessment to innovation in thinking, training management methods and management of assessment activities of university students' learning outcomes according to TCNL.

Thai Nguyen University of Education. Address: No. 20, Luong Ngoc Quyen Street, Quang Trung Ward - Thai Nguyen City. Thai Nguyen University of Education, formerly Viet Bac University of Education, was established on July 18, 1966 under Decision No. 127/CP of the Government. In 1994, the Government established Thai Nguyen University, Viet Bac University of Education became the University of Education under Thai Nguyen University, one of the key schools training pedagogical majors in the Northwest and Northern Midlands. Thai Nguyen University of Education has affirmed its position in the system of pedagogical universities nationwide, with a growing team of teachers, meeting the requirements of current educational innovation. The school trains 13 doctoral majors, 26 master's majors, 29 university programs and programs granting certificates for training teachers, lecturers and educational managers (As of November 2020). As one of the pioneering teacher training schools in innovating training programs, teaching methods, testing and assessment according to TCNL.

Vinh University, address: 182 Le Duan Street, Vinh City, Nghe An Province. On July 16, 1959, the Minister of Education signed Decree No. 375/ND establishing Vinh Pedagogical University Branch. On August 28, 1962, according to Decision No. 637/QD of the Minister of Education, Vinh Pedagogical University Branch changed its name to Vinh Pedagogical University; On April 25, 2001, according to Decision No. 62/2001/QD-TTg signed by the Prime Minister, Vinh Pedagogical University changed its name to Vinh University. Vinh University is a leading center for teacher training, education research, basic science, application and technology transfer in the North Central region and the whole country. It is a national key university and a member of the ASEAN university network. Vinh University currently has 6 institutes (including 2 institutes of Pedagogy: Institute of Natural Pedagogy and Institute of Social Pedagogy); 7 training faculties (including 4 affiliated Pedagogy faculties), with 55 university training majors (including 15 Pedagogy training majors); 37 Master's training majors and 17 Doctoral training majors. In recent years, the University

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