COMPETENCY-BASED ASSESSMENT AND ITS CHALLENGES AS IMPLEMENTED AT QUY NHON UNIVERSITY
Main Article Content
Abstract
Competency-based assessment has become a crucial factor in ensuring the successful implementation of competency-based education at Quy Nhon University. By studying competency-based assessment characteristics, this paper reveals three potential challenges that leaders and lecturers in this tertiary institution would face as moving forward with this assessment approach. Firstly, implementingcompetency-based assessment means lecturers' perceptions of teaching, learning, and assessment must be aligned and compatible with this paradigm. Secondly, assessment needs to be perceived and operated consistently among stakeholders. Last but not least, the successful implementation of competency-based assessment requires collaboration between institutional leaders and lecturers to secure the quality of student assessment.
Keywords
assessment, competency-based assessment, Quy Nhon University
Article Details
References
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Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques. San Francisco: Jossey Bass Publishers.
Armenakis, A. A., Harris, S. G., & Mossholder, K. W. (1993). Creating readiness for organizational change. Human Relations, 46(6), 681-703.
Baartman, L. K. J., Bastiaens, T. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2006). The wheel of competency assessment. Presenting quality criteria for competency assessment programmes. Studies in Educational Evaluations, 32(2), 153-170.
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Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Barber, M., & Phillips, V. (2000). Big change questions: Should large-scale assessment be used for accountability? Journal of Educational Change, 1(3), 277-281.
Davis, M. H., & Harden, R. M. (2003). Competency-based assessment: making it a reality. Medical teacher, 25(6), 565-568.
Ellis, L., Marston, C., Lightfoot, J., Sexton, J., Brynes, J., Heng-Yu, K., & Black, K. (2015). Faculty professional development in student learning assessment: The Assessment Leadership Institute. Research & Practice in Assessment, 10.
Entwistle, N. J., & Entwistle, A. C. (1997). Revision and the experience of understanding. In The experience of learning, ed. F. Marton, D. J. Hounsell, and N.J. Entwistle, 145-58. Edinburgh: Scottish Academic Press.
Flores, M. A., Veiga Simao, A. M., Barros, A. & Pereira, D. (2015). Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education. Studies in Higher Education, 40(9), 1523-1534.
Harris, J., & Keller, S. (1976). Assessment Measures Needed for Competency-Based Higher Education. Peabody Journal of Education, 53(4), 241-47.
James, M. (2010). Educational assessment: overview. International Encyclopedia of Education, 3(1), 161-171.
Jones, A. (1999). The place of judgement in competency-based assessment. Journal of Vocational Education and Training, 51(1), 145-160.
Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic medicine, 65(9), S63-7.
Ministry of Education and Training (2018). Chương trinh giao duc pho thong – Chuong trinh tong the [General Education curriculum – The Curriculum Framework] issued with the Circular 32/2018/TT-BGDDT on 26th December, 2018 by Vietnamese Minister for Education and Training.
Messick, S. (1994). Validity of psychological assessment: validation of inferences from persons' responses and performances as scientific inquiry into score meaning. ETS Research Report Series, 1994(2), i-28.
Meyers, J. L. (2018). Scoring models in competency‐based educational assessment. The Journal of Competency‐Based Education, 3(3), e01173.
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Central Committee of the Communist Party of Vietnam (2013). Nghi quyet ve doi moi can ban, toan dien giao duc dao tao, dap ung yeu cau cong nghiep hoa, hien dai hoa trong dieu kien kinh te thi truong dinh huong xa hoi chu nghia va hoi nhap quoc te [Resolutions for comprehensive educational reform to respond to the requirements of industrialisation and modernisation processes in the context of socialist-oriented market economy and global integration]. Retrieved from https://thuvienphapluat.vn/van-ban/thuong-mai/Nghi-quyet-29-NQ-TW-nam-2013-doi-moi-can-ban-toan-dien-giao-duc-dao-tao-hoi-nhap-quoc-te-212441.aspx
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Nicol, D. J, & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Rahman, A., Hanafi, N., Mukhtar, M., & Ahmad. J. (2014). Assessment practices for competencybased education and training in vocational college, Malaysia. Procedia-Social and Behavioral Sciences, 112, 1070-1076.
Ramsden, P. (2004). Learning to teach in higher education. London: RoutledgeFalmer.
Scouller, K. (1998). The influence of assessment method on students’ learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, 453–72.
Scouller, K.M., & Prosser, M. (1994). Students’ experiences in studying for multiple choice question examinations. Studies in Higher Education, 19, 267-79.
Struyven, K., Dochy. F, & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: A review. Assessment & Evaluation in Higher Education, 30(4), 331-47.
Tang, C., Lai, P., Arthur, D., & Leung, S. F. (1999). How do students prepare for traditional and portfolio assessment in a problem-based learning curriculum? In Themes and Variations in PBL: Refereed proceedings of the 1999 Bi-ennial PBL Conference, 1, ed. J. Conway and A. Williams, 206-17). Australia: Australia Problem-Based Learning Network.
Van der Vleuten, C., Sluijsmans, D., & Brinke, D. J. (2017). Competence assessment as learner support in education. In Competence-based vocational and professional education. Springer, Cham, 607-630.
Watson, A. (1994). Strategies for the Assessment of Competence. The Vocational Aspect of Education, 46(2), 155-165.
Webber, K. L. (2012). The use of learner-centered assessment in US colleges and universities. Research in Higher Education, 53, 201-28.
Wiggins, G. (2016). Seven keys to effective feedback. In M. Scherer (Ed.). On formative assessment: Readings from educational leadership (EL Essentials), 24-35. Alexandria, VA: ASCD.
Zieky, M., & Perie, M. (2006). A Primer on Setting Cut Scores on Tests of Educational Achievement [Excerpts from Passing Scores: A manual for setting standards of performance on educational and occupational Tests]. Educational Testing Service.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques. San Francisco: Jossey Bass Publishers.
Armenakis, A. A., Harris, S. G., & Mossholder, K. W. (1993). Creating readiness for organizational change. Human Relations, 46(6), 681-703.
Baartman, L. K. J., Bastiaens, T. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2006). The wheel of competency assessment. Presenting quality criteria for competency assessment programmes. Studies in Educational Evaluations, 32(2), 153-170.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, (4), 71-81). New York: Academic Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Barber, M., & Phillips, V. (2000). Big change questions: Should large-scale assessment be used for accountability? Journal of Educational Change, 1(3), 277-281.
Davis, M. H., & Harden, R. M. (2003). Competency-based assessment: making it a reality. Medical teacher, 25(6), 565-568.
Ellis, L., Marston, C., Lightfoot, J., Sexton, J., Brynes, J., Heng-Yu, K., & Black, K. (2015). Faculty professional development in student learning assessment: The Assessment Leadership Institute. Research & Practice in Assessment, 10.
Entwistle, N. J., & Entwistle, A. C. (1997). Revision and the experience of understanding. In The experience of learning, ed. F. Marton, D. J. Hounsell, and N.J. Entwistle, 145-58. Edinburgh: Scottish Academic Press.
Flores, M. A., Veiga Simao, A. M., Barros, A. & Pereira, D. (2015). Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education. Studies in Higher Education, 40(9), 1523-1534.
Harris, J., & Keller, S. (1976). Assessment Measures Needed for Competency-Based Higher Education. Peabody Journal of Education, 53(4), 241-47.
James, M. (2010). Educational assessment: overview. International Encyclopedia of Education, 3(1), 161-171.
Jones, A. (1999). The place of judgement in competency-based assessment. Journal of Vocational Education and Training, 51(1), 145-160.
Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic medicine, 65(9), S63-7.
Ministry of Education and Training (2018). Chương trinh giao duc pho thong – Chuong trinh tong the [General Education curriculum – The Curriculum Framework] issued with the Circular 32/2018/TT-BGDDT on 26th December, 2018 by Vietnamese Minister for Education and Training.
Messick, S. (1994). Validity of psychological assessment: validation of inferences from persons' responses and performances as scientific inquiry into score meaning. ETS Research Report Series, 1994(2), i-28.
Meyers, J. L. (2018). Scoring models in competency‐based educational assessment. The Journal of Competency‐Based Education, 3(3), e01173.
National Assessment of Educational Progress (n.d). Achievement Levels. Retrieved from https://nces.ed.gov/nationsreportcard/ndehelp/webhelp/achievement_levels.htm
Central Committee of the Communist Party of Vietnam (2013). Nghi quyet ve doi moi can ban, toan dien giao duc dao tao, dap ung yeu cau cong nghiep hoa, hien dai hoa trong dieu kien kinh te thi truong dinh huong xa hoi chu nghia va hoi nhap quoc te [Resolutions for comprehensive educational reform to respond to the requirements of industrialisation and modernisation processes in the context of socialist-oriented market economy and global integration]. Retrieved from https://thuvienphapluat.vn/van-ban/thuong-mai/Nghi-quyet-29-NQ-TW-nam-2013-doi-moi-can-ban-toan-dien-giao-duc-dao-tao-hoi-nhap-quoc-te-212441.aspx
Nguyen, D. C. (2008). Danh gia ket qua hoc tap trong giao duc dai hoc va dao tao nguon nhan luc [Assessment in higher education and human source training and development]. VNH3. TB14.586. Vietnam National University, Hanoi.
Nicol, D. J, & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Rahman, A., Hanafi, N., Mukhtar, M., & Ahmad. J. (2014). Assessment practices for competencybased education and training in vocational college, Malaysia. Procedia-Social and Behavioral Sciences, 112, 1070-1076.
Ramsden, P. (2004). Learning to teach in higher education. London: RoutledgeFalmer.
Scouller, K. (1998). The influence of assessment method on students’ learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, 453–72.
Scouller, K.M., & Prosser, M. (1994). Students’ experiences in studying for multiple choice question examinations. Studies in Higher Education, 19, 267-79.
Struyven, K., Dochy. F, & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: A review. Assessment & Evaluation in Higher Education, 30(4), 331-47.
Tang, C., Lai, P., Arthur, D., & Leung, S. F. (1999). How do students prepare for traditional and portfolio assessment in a problem-based learning curriculum? In Themes and Variations in PBL: Refereed proceedings of the 1999 Bi-ennial PBL Conference, 1, ed. J. Conway and A. Williams, 206-17). Australia: Australia Problem-Based Learning Network.
Van der Vleuten, C., Sluijsmans, D., & Brinke, D. J. (2017). Competence assessment as learner support in education. In Competence-based vocational and professional education. Springer, Cham, 607-630.
Watson, A. (1994). Strategies for the Assessment of Competence. The Vocational Aspect of Education, 46(2), 155-165.
Webber, K. L. (2012). The use of learner-centered assessment in US colleges and universities. Research in Higher Education, 53, 201-28.
Wiggins, G. (2016). Seven keys to effective feedback. In M. Scherer (Ed.). On formative assessment: Readings from educational leadership (EL Essentials), 24-35. Alexandria, VA: ASCD.
Zieky, M., & Perie, M. (2006). A Primer on Setting Cut Scores on Tests of Educational Achievement [Excerpts from Passing Scores: A manual for setting standards of performance on educational and occupational Tests]. Educational Testing Service.