Managing the assessment of learning outcomes of university students of education according to the competency approach

Question 12. According to you, how is the management of conditions to ensure the assessment of learning outcomes of pedagogical university students according to TCL in the school?

Please mark X in the appropriate column, increasing level from 1 to 5:

1. Not at all good; 2. Not good; 3. Normal; 4. Good and

5. Absolutely fine.

Manage the conditions that ensure assessment activities

Student performance at the University of Education according to the competency approach

Level of application
1	2	3	4	5
Equip examination rooms, marking rooms, processing rooms and The DG results data management is fully computerized.
Equip servers and specialized equipment and machinery, Scanner for processing exam papers and grading multiple choice tests.
Build specialized LMS software with management modules, test bank management, test processing, multiple choice test grading, test result management, testing, evaluation, and evaluation results through records. learning and feedback
The IT system ensures continuity and connectivity in the Evaluation activities of management levels and evaluation subjects.
System of documents regulating and guiding the application and use Use, protect, save facilities, software, IT equipment, and security regime in management of DG activities.
Manage financial resources, mechanisms and policies for organization, Conduct student assessment activities according to TCL

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Question 13. According to you, what is the level of influence of factors on the assessment of learning outcomes of university students according to the competency approach?

The level of influence of factors

Level of influence
1	2	3	4	5
Objective factors
- The strong development of science and technology and international integration
- Regulations, rules and guidelines on assessment

Student's results


- Management mechanism, cultural environment of schools University of Education
- Financial, infrastructure and technical factors
Subjective factors
- Awareness of managers and lecturers about assessment Student's learning outcomes according to TCNL
- Ability to apply methods and forms Evaluation of KQHT according to TCL of lecturers of University of Education
- Capacity of specialized staff on assessment
- Student's awareness and self-assessment

Part II. Personal information

Please answer some personal information:

1. Full name (Not required) :…………………………………………………

2. Freshman: first two thirty-four

3. Training unit: ………………………………………………………………

4. Training system:…………………………………………………………………

5. Position in class, school (if any) : ……………………………………… 6. Position in organization (if any) : …………………………………………………. Thank you very much for your cooperation!

Managers and lecturers assess the necessity of the capacity of students of the University of Education

The capacity of students of the University of Education	Level of need										Rank
	Absolutely not necessary design		Unnecessary		Normal		Necessary		Absolutely necessary		Rank
	SL	Proportion %	SL	Proportion %	SL	Percentage	SL	Percentage	SL	Percentage
1	Thinking and analytical skills	0	0.0	7	2.25	84	27.01	72	23.15	148	47.59	5
2	Communication and behavioral skills	0	0.0	3	0.96	93	29.90	75	24.12	140	45.02	5
3	Teaching capacity	0	0.0	1	0.32	50	16.08	88	28.30	172	55.31	1
4	IT application capacity	0	0.0	0	0.00	79	25.40	73	23.47	159	51.13	3
5	Educational capacity	0	0.0	0	0.00	68	21.86	91	29.26	152	48.87	2
6	Educational research capacity	0	0.0	3	0.96	70	22.51	77	24.76	161	51.77	2
7	Self-learning and self-training ability	0	0.0	6	1.93	68	21.86	97	31.19	140	45.02	4

Students evaluate the necessity of the capacity of university students

Capacity of University of Education students	Level of need										Rank
	Absolutely not necessary design		Unnecessary		Normal		Necessary		Absolutely necessary
	SL	Proportion %	SL	Proportion %	SL	Percentage	SL	Percentage	SL	Percentage
1	Thinking and analytical skills	0	0.00	13	2.10	169	27.26	150	24.19	288	46.45	4
2	Communication and behavioral skills	0	0.00	6	0.97	184	29.68	148	23.87	282	45.48	5
3	Educational capacity	0	0.00	2	0.32	100	16.13	176	28.39	342	55.16	1
4	IT application capacity	0	0.00	0	0.00	157	25.32	149	24.03	314	50.65	3
5	Educational capacity	0	0.00	0	0.00	135	21.77	180	29.03	305	49.19	2
6	Educational research capacity	0	0.00	7	1.13	139	22.42	155	25.00	319	51.45	2
7	Self-learning and self-training ability	0	0.00	12	1.94	137	22.10	192	30.97	279	45.00	5

Managers and lecturers evaluate the level of implementation of learning outcome assessment during the teaching process.

Content

Completely

not good

Not good

Jar

often

Good

Complete

all good

Proportion

Student learning outcomes are assessed in a variety of ways.

20.58

151

48.55

26.05

2.25

2.57

2.18

Always apply the form and content of evaluation to

encourage the development of positivity and creativity

Students in applying learned knowledge

25.08

28.62

29.90

14.15

2.25

2.40

Have positive comments to help students improve

28.62

29.58

16.08

19.94

5.79

2.45

Assessment of student learning outcomes is carried out

accurate, objective, fair

0.00

25.40

23.47

159

51.13

4.26

Students' assessment of the level of implementation of learning outcomes assessment during teaching

Content	Completely not good		Are not Good		Jar often		Good		Complete all good		X
Content	SL	Proportion %	SL	Proportion %	SL	Proportion %	SL	Proportion %	SL	Proportion %	X
1	Student learning outcomes are assessed in many forms. different formula	131	21.13	297	47.90	161	25.97	14	2.26	17	2.74	2.18
2	Always use the form and content of evaluation to encourage encourage the development of students' positivity and creativity in application of knowledge learned	150	24.19	171	27.58	181	29.19	88	14.19	30	4.84	2.48
3	Have positive comments to help students improve	166	26.77	181	29.19	99	15.97	123	19.84	51	8.23	2.54
4	Assessment of student learning outcomes is carried out directly. accurate, objective, fair	0	0.00	0	0.00	162	26.13	150	24.19	308	49.68	4.24

Managers and lecturers evaluate the implementation of principles for assessing the learning outcomes of students at the University of Education according to the National Curriculum.

Content								Completely not good		Are not Good		Jar often		Good		Completely Good		X TBC
Content								SL	Proportion %	SL	Proportion %	SL	Proportion %	SL	Proportion %	SL	Proportion %	X TBC
1	Ensure objectivity								0	0.00	17	5.47	67	21.54	133	42.77	94	30.23	3.98
2	Ensuring fairness and reliability								2	0.64	3	0.96	58	18.65	129	41.48	119	38.26	4.16
3	Ensuring comprehensiveness								0	0.00	4	1.29	43	13.83	141	45.34	123	39.55	4.23
4	Ensure regularity development of students	through,	Have	system	system	and	because	the	0	0.00	0	0.00	81	26.05	134	43.09	96	30.87	4.05
5	Ensure assessment of student capacity								34	10.93	56	18.01	112	36.01	67	21.54	42	13.50	3.09
6	Ensuring integration of assessment with teaching								62	19.94	69	22.19	91	29.26	34	10.93	55	17.68	2.84

Students' assessment of ensuring the principles of assessing the learning outcomes of students of the University of Education according to the National Curriculum

Content	Completely not good		Are not Good		Jar often		Good		Completely Good		X TBC
Content	SL	Proportion %	SL	Proportion %	SL	Proportion %	SL	Proportion %	SL	Proportion %	X TBC
1	Ensure objectivity	4	0.65	7	1.13	116	18.71	256	41.29	237	38.23	4.17
2	Ensuring fairness and reliability	0	0.00	8	1.29	87	14.03	274	44.19	251	40.48	4.24
3	Ensuring comprehensiveness	0	0.00	0	0.00	162	26.13	267	43.06	191	30.81	4.05
4	Ensure regularity, systematicity and for the benefit of development of students	3	0.48	19	3.07	396	63.87	104	16.77	98	15.81	4.04
5	Ensure assessment of student ability	1	0.16	39	6.29	135	21.77	264	42.58	181	29.19	4.03
6	Ensure assessment is integrated with teaching	132	21.29	138	22.26	175	28.23	73	11.77	102	16.45	2.80

Managing the assessment of learning outcomes of university students of education according to the competency approach - 27

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