Management of learning performance assessment and evaluation by capacity-based approach at Vietnamese military academies: Current situation and solutions

ch subject, based on the matrix of knowledge, skills and attitudes. After completing the construction of questions and answers bank, it is compulsory to be appraised by the Faculty Science Council and submitted to the Testing Board. The Testing Board shall combine questions to form exam papers using specialized computer- based exam softwares. To facilitate this process, the Testing Board should develop guidelines for building standardized and effective questions and answers sets. In addition, the institutions need to allocate adequate funds for the construction of a questions and answers banks. Solution 4. Developing skills for learning performance assessment and evaluation by capacity-based approach of the subjects for faculties at military academies Developing skills of designing and using the forms of learning performance assessment and evaluation helps the lecturers build different types of assessment and evaluation in each subject and identify the forms of learning performance assessment and evaluation corresponding to the forms of teaching organization. Skills of learning performance assessment and evaluation of lecturers can be developed through equipment with skills of marking, writing comments for each test, returning test papers, comments on each student, announcing scores and use of scores for each type of learning performance assessment and evaluation. At present, the ways of marking, giving comments, returning test papers, comments and especially the use of scores after each examination is not suitable for the humanitarian purpose of learning performance assessment and evaluation. With these skills, teachers will know how to use assessment and evaluation as a tool MANAGEMENT OF LEARNING PERFORMANCE ASSESSMENT AND EVALUATION... PROCEEDINGS OF INTERNATIONAL CONFERENCE EDUCATION FOR ALL KỶ YẾU HỘI THẢO QUỐC TẾ: GIÁO DỤC CHO MỌI NGƯỜI 472 to help learners improve. This is an important solution for managing learning performance assessment and evaluation in the current period. The process of developing skills of learning performance assessment and evaluation by capacity- based approach needs the enthusiasm of the teachers, especially the interest of the management units of all levels and the consensus of all staffs in the academies. Solution 5. Organizing training courses on specialized knowledge and skills in learning performance assessment and evaluation by capacity-based approach for lecturers and educational managers The training and fostering of professional knowledge and skills on assessment and evaluation target to improve the capacity of educational managers and lecturers. In order to ensure the training quality of each military academy to meet the requirements of current education reform as well as changes in political and military training activities, the Testing Board should develop plan and organize the implementation. The plan includes: objectives, requirements, defining the contents of required capacities; inviting experts and determining the training time; evaluating the training results, etc. The training contents include: Revolution 4.0 and the prerequisite capacities (capacity of learning performance assessment and evaluation, capacity of military science, capacity of technology information application, capacity of change management, etc.) Solution 6. Applying information technology in the learning performance assessment and evaluation for the educational managers and lecturers The effective application of information technology helps shorten the time of assessment and evaluation process and make it more objective and accurate. The Testing Board shall determine the contents for which information technology may be applied to evaluate learning performance in coordination with the Military Science Department for implementation. In addition, it is necessary to collect and assess the contents of the feedbacks and the student’s learning performance upon completing the subject. Based on this information, lecturers adjust the teaching syllabi of the subject for the next courses, and the educational managers will be able to evaluate the level of subject completion of each student so as to take measures to adjust the workload and subject contents. Solution 7. Developing a process to organize the students’ learning performance assessment and evaluation by capacity-based approach Developing a process to “organize the students’ learning performance assessment and evaluation by capacity-based approach” aims to provide a general way for implementing the learning performance assessment and evaluation by capacity-based approach. The Directors of the academies should assign the tasks 473 directly to the Testing Board/Department to develop and organize the process of the assessment and evaluation. Process can be implemented in the following steps: Step 1. Identify the purpose, type, level/scope of the assessment and evaluation. Step 2. Identify the time of the assessment and evaluation. Step 3: Identify the aspects and components to be assessed and evaluated. Step 4: Identify the method of assessment and evaluation, type of required information. Step 5: Identify the tools of assessment and evaluation. Step 6: Identify the implementors who perform the assessment and evaluation. Step 7: Identify the methods of data processing and analysis and quality assurance of assessment and evaluation. Step 8: Summarize the results into a report and determining the methods of explaining the results of assessment and evaluation. Step 9: Identify the mode of publication and response to the results for different objects. This process can unify the components of learning performance assessment and evaluation in the military academies. 5. Conclusion Assessment and evaluation process at higher education institutions in general and military universities in particular have not been successful in terms of learners’ progress. More attention in score and less focus on quality and capacity training of the entire society have been causing great pressure for learners.In the management process, there are still some inadequacies, including lack of solutions to completely address the shortcomings of the training by capacity-based approach, specifically failing to implement the process assessment and evaluation (assessment of learners’ progress). Therefore, the authors propose seven solutions that focus on the criteria, including “raising awareness, planning, building question-answer banks, improving the capacity of educational managers/lecturers and designing the process of learning performance assessment and evaluation”. Synchronous and systematic implementation of the above solutions will promote the advantages of the management of learning performance assessment and evaluation by capacity- based approach and ensure the quality enhancement of tertiary training at military academies. References Nguyen Duc Chinh (2012), Classroom assessment and evaluation by capacity-based approach, appropriate the orientation for the general education program development after 2015, Univeristy of Education - Vietnam National University, Hanoi. Nguyen Thi Kim Dung (editor, 2015), Training of pedagogical professions by forming professional capacity for students of pedagogical universities, Hanoi National University of Education Publishing House. MANAGEMENT OF LEARNING PERFORMANCE ASSESSMENT AND EVALUATION... 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08‐2010. 475 QUẢN LÝ HOẠT ĐỘNG KIỂM TRA ĐÁNH GIÁ THÀNH QUẢ HỌC TẬP THEO TIẾP CẬN NĂNG LỰC TẠI CÁC HỌC VIỆN QUÂN ĐỘI VIỆT NAM: THỰC TRẠNG VÀ GIẢI PHÁP Tiến sĩ Trần Thị Hoài1 NCS Phạm Văn Phong2 Tóm tắt: Kiểm tra đánh giá là hoạt động quan trọng quyết định trực tiếp đến chất lượng đào tạo của cơ sở giáo dục. Kiểm tra đánh giá không chỉ xác nhận trình độ của người học, kiểm tra đánh giá còn là công cụ để dạy và học, giúp người học phát triển năng lực. Để đánh giá thực trạng hoạt động kiểm tra đánh giá tại các học viện quân đội, nhóm tác giả đã khảo sát tại 5/8 học viện quân đội (học viện có đào tạo đại học) trong cả nước, tỷ lệ 62,5%. Kết quả đánh giá thực trạng cho thấy hoạt động kiểm tra đánh giá còn một số bất cập như: các hình thức kiểm tra đánh giá chưa thực sự phù hợp với các ngành nghề trong quân đội, phân cấp quản lý chưa rõ ràng, v.v... đặc biệt kiểm tra đánh giá theo năng lực người học rất mờ nhạt. Bài viết trình bày về lý thuyết, thực trạng hoạt động kiểm tra đánh giá hiện nay và đề xuất 7 giải pháp quản lý hoạt động kiểm tra đánh giá theo năng lực nhằm nâng cao chất lượng đào tạo đại học tại các học viện quân đội Việt Nam. Từ khóa: Quản lý, Kiểm tra đánh giá, Thành quả học tập, Học viện quân đội 1 Viện Đảm bảo Chất lượng Giáo dục, ĐHQGHN; Email: hoaitt@vnu.edu.vn; ĐT: 0985982969; 2 Học viện Phòng không Không quân.