Integrating Competence-Based Assessment into Instruction Pedagogical Subjects for Developing Core Competences of Technical and Vocational Education Students at Ho Chi Minh City University of Technology and Education

Oanh Duong Thi Kim

doi:10.13189/ujer.2019.071002

Abstract

With the tendency of shifting from Knowledge-Based Education into Competence-Based Education, assessment is not only of learning but also for and as learning. In Competence-Based Education, Competence-Based Assessment (CBA) is a process of collecting evidence and making judgments on whether competence has been achieved and regulating teaching and learning activities. Integrating CBA into instruction provides students with opportunities to self-construct their competences by applying academic knowledge to solve assessment tasks well related to real-world contexts. This paper referred to international discussions on the term of CBA, the meaning of integrating CBA into instruction and proposing a process of integrating CBA into instruction Pedagogical subjects for developing core competences of students. This paper also analyzed the development of Problem-Solving Competence and Presentation Competence of 33 Food Technology Education students and 22 Garment Technology Education students after dealing with the assessment tasks integrated into instruction General Psychology and Vocational Education subjects and presenting the results at Ho Chi Minh City University of Technology and Education. Finally, some minor suggestions for developing core competences of Technical and Vocational Education students through integrating CBA into Instruction Pedagogical subjects by carefully considering the consistency of course learning outcomes, teaching-learning activities and assessment were discussed.

Highlights

Together with learning outcomes, content and instruction, assessment is one of the key components of a teaching process
This paper proposed a process of integrating Competence-Based Assessment (CBA) into instruction Pedagogical subjects at HCMUTE in the below section: Figure 1
To sum up, respecting the idea that integrating CBA into instruction could be more relevant to the trend of shifting from “focus on knowledge” to “focus on competence” to develop students’ competence, this paper suggests the process of integrating CBA into instruction Pedagogical subjects with two-coherent stages and the specific teaching - learning activities

Summary

Introduction

Content and instruction, assessment is one of the key components of a teaching process. To sum up, respecting the idea that integrating CBA into instruction could be more relevant to the trend of shifting from “focus on knowledge” to “focus on competence” to develop students’ competence, this paper suggests the process of integrating CBA into instruction Pedagogical subjects with two-coherent stages and the specific teaching - learning activities. Among pedagogical subjects of the academic program of Technical and Vocational Education, General Psychology and Vocational Education are fundamental subjects to equip students with main core competences (problem-solving, presentation), which combined with pedagogical competences (planning, selecting the appropriate teaching methods, developing the autonomy and the motivation of the learners, implementing and assessing learning outcomes of learners and so on) to enable the delivery of a role/job as technical and vocational teachers. Based on the proposed process of integrating CBA into instruction Pedagogical subjects, assessment tasks were embedded in instruction General Psychology and Vocational Education subjects in the contents:

Educational methods

The First

Education students through dealing with the assessment task 7

The Second

Findings