Improving the Training Quality of Pedagogical Universities

1.4.1.3. Improving the training quality of pedagogical universities

In addition to the basic achievements, pedagogical universities still have some weaknesses and shortcomings in building strategies and plans for school development, in building and developing the teaching staff, organizing and implementing activities to improve training quality, scientific research, and international cooperation. In particular, pedagogical universities have not paid due attention to training students' ideals and moral qualities and training in pedagogical skills; pedagogical training content has not met the requirements of general education and preschool education; slow innovation in training methods and testing and evaluating students' learning outcomes; limited results of educational scientific research...

One of the reasons leading to the above limitations is that pedagogical universities are slow to innovate in assessing training results in general, and assessing students' learning outcomes in particular according to TCL.

1.4.2. Content of managing activities to evaluate learning outcomes of university students of education according to competency approach

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1.4.2.1. Plan to evaluate the learning outcomes of university students

competency-based approach

Planning is a very important first step in general management, management of student learning outcomes assessment activities according to TCL. The effectiveness of student learning outcomes assessment activities according to TCL depends largely on the planning stage of management levels and teachers. Planning for management of student learning outcomes assessment activities according to TCL is the process of establishing and scientifically estimating the goals, content, methods, forms, and time of assessment, preparing necessary conditions in terms of facilities and finance for assessment activities. Planning allows school management levels and teachers to be proactive in implementing training and teaching plans, preparing resources, responding to situations arising during the assessment process, coordinating well between departments and individuals in assessing student learning outcomes, improving training effectiveness, and contributing to developing students' capacity.

Planning activities to evaluate student learning outcomes according to TCL focuses on main contents such as:

- Set general goals and specific goals to evaluate student learning outcomes.

according to TCNL on the basis of the general training program's CDR and of each major and each subject.

- Plan the content, methods, and forms of assessing students' learning outcomes, ensuring the assessment of general and specific competencies of university students, while ensuring objectivity, fairness, and reliability.

- Develop a roadmap for regular and periodic assessment of learning outcomes for each subject and the entire course based on the subject's program, major, on the basis of the general plan and the school's activity schedule for each school year. For example, the assessment plan during the teaching of the subject (individual exercises, group exercises corresponding to the content, teaching progress of the subject, attendance, attitude, level of student activity); plan for organizing exams, making exam questions, approving thesis topics, defending projects, theses, organizing grading and announcing results... At the same time, there is a plan for allocating human resources, finance, and facilities to meet the conditions of that roadmap within a specified time frame. The development of the plan must include both long-term and short-term, specific policies and regimes for each subject of assessment activities.

In order for the assessment of the learning outcomes of university students according to the TCL to be effective, in addition to determining the objectives and content of assessment, choosing assessment methods and forms according to the TCL, when making a plan, it is necessary to clearly define the functions, tasks, and work content of the management subjects in the school such as the board of directors, related departments, teachers, and students.

At the same time, it is necessary to specify the regulations on student learning outcomes assessment through legal documents, in accordance with the method of organizing teaching and learning activities and learning outcomes assessment activities according to TCL. For example, it is necessary to develop and complete a system of documents guiding assessment, regulations on assessment of learning outcomes of subjects according to TCL; develop regular, periodic and summary assessment criteria; methods of building student competency profiles, assessment forms, assessment participants, etc. There is a plan to disseminate and guide teachers and students to understand and strictly implement those regulations, monitor the progress and quality of activities of teachers and related departments.

1.4.2.2. Organize the implementation of activities to evaluate the learning outcomes of university students according to the competency approach.

The activity of assessing the learning outcomes of university students according to the TCL is a process that includes many elements from determining the assessment objectives, content, methods, and forms of assessment, including assessment activities of management levels in the school, assessment activities of teachers and self-assessment of students. Therefore, managing the organization and implementation of assessment activities of university students according to the TCL is essentially managing the above elements to achieve the goal of developing students' competencies and improving training quality.

Organizing the implementation of student learning outcomes assessment according to TCL includes assigning tasks within the Board of Directors; assigning responsibilities to relevant departments, professional departments, teachers and students in the process of assessing student learning outcomes according to TCL; clearly defining the relationship of tasks, powers and responsibilities of departments within the University of Education.

Organizations implementing assessment activities must build an organizational model; create connections and coordination between departments; develop standards; select and arrange them reasonably; provide appropriate professional training; assign groups and individuals. To organize assessment activities of learning outcomes according to the National Standards in schools,

The University of Education needs to approve the following contents:

- Based on identifying the general and specific competencies of university students that need assessment, organize training on design competencies and how to use assessment tasks of subjects for different purposes in the teaching process for teachers. One of the reasons why some teachers do not effectively use assessment methods and techniques in the teaching process is because they lack design skills and how to use assessment types for different purposes in the teaching process. This is also one of the important management contents at the current stage. Therefore, in order to organize the assessment of learning outcomes of university students according to TCL, it is necessary to first determine the purpose, content form, and assessment types suitable for the form of teaching organization.

- Organize the development of a rubric (scoring guide with a scale): built by establishing a set of characteristics, used according to the level of implementation of a specific criterion.

Basic steps to build a rubric scoring criteria table: (1). Determine the competencies that need to be measured for university students;

(2). Determine the level of criteria for assessing learners' abilities;

(3). Establish a matrix of relationships between component NL and implementation level.

these NL;

(4). Make the rubric public to learners before conducting the assessment;

(5). Evaluate the learner's final product with a rubric to see the learner's level of performance and the level of achievement of requirements. The rubric is built with criteria with specific content, assessing skills and attitudes at different levels from "very weak, satisfactory, fair, good, very good".

In which: Evaluation criteria are the basic elements that make up students' competencies (general competencies and specific pedagogical competencies).

At the same time, foster skills in building scoring criteria, comments for each learner, how to announce scores, how to use scores for each type of assessment: Currently, assessment activities have not performed the important function of helping learners progress throughout the learning process, on the contrary, they have created pressure for learners, parents, teachers and managers because they place too much importance on "scores" and the scoring method is "not really transparent" or "clear". That goes against the humane purpose of assessment activities in teaching. If equipped with these skills, teachers will use assessment as an effective tool for teachers and learners to cooperate, help each other improve, and together re-evaluate the learning quality of learners.

- Organizing the construction of a question and answer bank according to the TCL: the test question bank needs to be based on the thinking levels (according to Bloom's thinking level scale): remember, understand, apply, analyze, synthesize, create. To ensure scientific, consistent with the training goals and requirements, and meet the quality requirements of an assessment tool according to the learners' competencies or abilities, it is necessary to have a set of assessment tools according to the TCNL, which are questions, answers, and test questions that need to be built on the basis of the learners' identified abilities. Teachers who carry out this activity will help ensure that the assessment of students' learning outcomes is objective and scientific.

- Organize the development and implementation of the process of evaluating student learning outcomes according to the National Curriculum. Develop a process of organizing the evaluation of learning outcomes to unify and provide

The most common way to organize assessment for this management process. From this process, many effective solutions are implemented, especially to improve the quality of teaching and learning in university training institutions. Especially, in universities that train many specialized majors/groups of majors, the activity of building a process of assessing learning outcomes will improve the effectiveness of training according to TCL, helping teachers assess students' competencies. Building this process aims to innovate the training process according to TCL, helping management levels properly implement the process of organizing assessment of learning outcomes according to its internal development laws. Finally, it helps students self-assess their competencies during the learning process. To effectively organize and implement the process of assessing students' learning outcomes according to TCL, it is necessary to identify the competency system that students need to form after the learning process; identify appropriate methods and forms of assessing learning outcomes, and combine self-assessment of students.

- Organizing the application of IT in assessment and self-assessment activities: Organizing the application of IT not only helps teachers access advanced assessment techniques, but also ensures

objectivity, fairness, and value in assessment, but also helps students use IT achievements in their studies and future lives. In addition, IT application also helps assessment to be carried out quickly and accurately.

- Organizing the collection and processing of feedback on learning outcomes: Feedback information is a tool, a means, and at the same time a product of the management process. During the training process, teachers always provide appropriate forms of assessment (process assessment) to collect feedback from students during the learning stages. In addition, information plays an important role in analyzing information about students, the level of completion of subjects, lectures, and each lesson to evaluate the progress of students through each stage of learning the subject. Information on students' learning outcomes at the end of the subject helps teachers adjust the teaching plan for the following courses and helps managers evaluate the level of completion of each student's course. Thereby, teachers have measures to adjust the duration and content of the subject for the following courses to improve the quality of training.

- Organizing the construction of facilities to serve the assessment of learning outcomes: Building facilities is one of the important factors of training quality assurance of each school. Facilities serving the assessment of learning outcomes include lecture halls, learning spaces, libraries, multi-purpose practice rooms, teaching and learning equipment, software serving teaching and learning activities, a network of schools serving students for internships, practice, vocational training, experiential learning, etc. Facilities need to support the teaching process of teachers and the process of training/creating learners' capacity, especially self-study and self-training capacity.

Building facilities requires IT and communication applications to increase attractiveness and vividness for both teachers and students, while saving time in the teaching process of teachers and students.

1.4.2.3. Directing the assessment of learning outcomes of university students

competency-based approach

According to the authors Tran Kiem - Nguyen Xuan Thuc, direction is the coordination of common activities of groups and departments of an organization in management to achieve the set management goals [39, p. 38]. Direction is an important function in the management process to ensure the set management goals and is an important content in the management of assessment activities of learning outcomes of university students according to TCL.

The content of the directive on evaluating the learning outcomes of university students according to TCNL includes:

- Direct the development and implementation of assessment goals and contents based on the established competencies and training objectives of the training program.

- Directing the use of methods, techniques, and forms of assessing the learning outcomes of students at the University of Education according to the National Curriculum. Directing managers and lecturers to gradually apply achievements of measurement science, assessment in education and international experience to improve the quality of assessing students' learning outcomes and using assessment results on a large scale as a tool to control the quality of assessment at the University of Education. In particular, focusing on using advanced and modern assessment methods, forms, and tools, combining peer assessment and self-assessment of students, applying IT to the assessment process and managing activities of assessing students' learning outcomes.

- Directing the implementation of compilation and construction of test banks according to determined competency levels to objectively, accurately and comprehensively assess students' learning outcomes.

- Directing the organization of exams and grading, according to the planned schedule, ensuring safety and seriousness, thereby not only assessing students' competencies but also educating them on the qualities of future teachers such as responsibility, honesty, and seriousness in professional activities. On the other hand, managing the assessment of students' learning outcomes is a professional management activity, so it is necessary to strictly follow the assessment process. During the process, it is necessary to establish job requirements, select and arrange these requirements reasonably and ensure compliance with the general regulations of the Ministry of Education and Training.

- Direct the feedback of assessment results quickly and promptly to students, lecturers and school management levels to have appropriate improvement measures before starting the next teaching and learning cycle.

Evaluating the learning outcomes of students at universities in general and pedagogical universities in particular is an extremely important and complicated activity because it involves many departments and individuals in the school. Therefore, there needs to be a smooth coordination between functional departments and related individuals according to the "top down" and "bottom up" principles based on the functions and tasks that have been assigned so that this activity can take place according to the planned and expected process, contributing to the development of students' capacity and improving the quality of training.

1.4.2.4. Checking the assessment of learning outcomes of university students of education according to the competency approach

Inspection is an important function of management. The purpose of inspection is to detect and prevent errors and violations in the operation and management of an organization, linking the organization with the environment through external relations with other organizations. Through inspection, there is a comprehensive picture of the organization and its activities.

organizational activities, organizational position in the system of relationships. Perfecting management decisions in many aspects, affirming the correctness of the activities, direction, and goals of the organization. The process of checking and inspecting the assessment of KQHT activities needs to focus on the contents of checking the plan, organization, and direction of this management activity process. Especially focusing on checking the process of training/creating students' capacity during the teaching process of teachers and students' learning.

Through inspection, the management subject evaluates and processes the results of the school operation process, thereby carrying out adjustment and improvement activities if necessary. The role of inspection includes: establishing norms and standards; work indicators; evaluation methods; drawing experience and adjusting.

Based on the established plan with the implementation to compare, identify the results of the implementation and the accuracy of the plan. The legal basis of the inspection is the regulations and provisions on the assessment of KQHT. Management measures are carried out to ensure the safe operation of the established evaluation process. The purpose of the inspection of the implementation of the evaluation is to ensure full, accurate and serious compliance with the evaluation plan along with the norms, standards, work indicators, and specific evaluation methods, thereby proposing methods to eliminate non-conformities and proposing appropriate adjustment measures.

The test content in the assessment of learning outcomes of University of Education students includes:

- Check the implementation of assessment objectives according to TCNL based on the training program's learning outcomes and each subject.

- Check the application of assessment methods and forms by teachers in the teaching process (use of assessment methods and tools, regular assessment)

- Check the implementation of the process of evaluating student's learning outcomes according to TCNL such as the security of the test bank, the organization of the test, the marking of the test, the announcement of results and complaints (if any) after marking the test. Check the conditions to ensure the activities of evaluating student's learning outcomes according to TCNL.

1.4.2.5. Managing conditions to ensure learning outcome assessment activities

Practice of university students of education according to competency approach

Managing the necessary conditions for assessing the learning outcomes of pedagogical university students according to TCL is essentially managing the provision of facilities, equipment, and construction of modern IT infrastructure. Facilities and equipment are important elements of the university's training process, having a great influence on the overall training quality and the effectiveness of assessing the learning outcomes of pedagogical university students. Therefore, pedagogical universities need to:

- Building a modern IT infrastructure suitable for the requirements of assessment and management of student learning outcomes of the University of Education according to the National Curriculum.

- Building an LMS (Learning Management System) is a learning management system that includes online assessment, allowing management and operation of a system of learning materials, instructions, tests, assessments and storage of learners' learning results.

- Ensure facilities and equipment for the assessment of the results of the National University of Education students according to the National Examination Standards with examination rooms, marking rooms, computer rooms for multiple-choice tests, data processing, and management of results of the National Examinations. Regulations on the use of equipment and regulations on the confidentiality of students' results of the National Examinations.

- Ensure financial investment for organizing and implementing student learning outcomes assessment according to TCL, with appropriate mechanisms and policies to motivate teachers and staff specialized in assessment.

1.4.3. Subject of management of activities to evaluate learning outcomes of university students according to competency approach

1.4.3.1. Principal

According to the Law on Higher Education [53] and the University Charter [57], the University President is the legal representative of the higher education institution, responsible for managing the activities of the educational institution, operating the organization and apparatus of the university, organizing and implementing training activities, ensuring the quality of higher education. On the basis of the provisions of the Law on Higher Education and the University Charter, the President decentralizes management and operates activities according to the functions, tasks and fields of the school.

Regarding the assessment and management of university students' learning outcomes, the Principal is the management entity, carrying out the assessment and management of learning outcomes through the Vice Principal in charge. The Principal is the one who understands and grasps the objective law: the innovation of education and training, in which the innovation of assessment according to the national standards is an inevitable path, in line with the trend of the times, to have a targeted impact on teachers, students, etc. to achieve the set goal of improving the quality of training, ensuring that graduates are teachers with sufficient capacity to meet the requirements of the new general education program. The Principal organizes and directs the implementation of documents, regulations, and provisions of superiors on the assessment of students' learning outcomes; organizes and directs the development and implementation of the plan for assessing students' learning outcomes; assigns tasks and powers to each department, division, faculty/institute, subject, lecturer and related individuals; approves reports of functional departments on the assessment of students' learning outcomes; understand teaching quality

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