Achieving change in student assessment in vietnamese teacher training institutions
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Achieving change in student assessment in vietnamese teacher training institutions
Achieving Change in StudentAssessment in Vietnamese TeacherTraining InstitutionsLuong Thi Hong GainBA (University of Pedagogy, HCMC), MEd (La Trobe Un Achieving change in student assessment in vietnamese teacher training institutions niversity)School of EducationSouthern Cross UniversityThesis submitted to fulfil the requirements ofDoctor of Philosophy42370I certify that the work presented in this thesis is. to the best of my knowledge and belief, original, except as acknowledged in the text, and that the material has not been s Achieving change in student assessment in vietnamese teacher training institutions ubmitted, cither in whole or in part, for a degree at this or any other university.1 acknowledge that 1 have read and understood the University’s ruleAchieving change in student assessment in vietnamese teacher training institutions
s, requirements, procedures and policy relating to my higher degree research award and to my thesis. Ĩ certify that I have complied with the rules, reAchieving Change in StudentAssessment in Vietnamese TeacherTraining InstitutionsLuong Thi Hong GainBA (University of Pedagogy, HCMC), MEd (La Trobe Un Achieving change in student assessment in vietnamese teacher training institutions ent in shaping learning outcomes is well established. In Vietnam, there is a developing consensus at official levels that reform of student assessment practices in higher education institutions is required. In 2006 and 2007. the Ministry of Education and Training issued Decisions seeking to encourag Achieving change in student assessment in vietnamese teacher training institutions e higher education institutions to make more use of student assessment methods likely to support activity-based and self-directed approaches to learniAchieving change in student assessment in vietnamese teacher training institutions
ng. To date, however, Vietnamese universities and colleges have been remarkably slow to respond. They continue to rely on traditional standardised tesAchieving Change in StudentAssessment in Vietnamese TeacherTraining InstitutionsLuong Thi Hong GainBA (University of Pedagogy, HCMC), MEd (La Trobe Un Achieving change in student assessment in vietnamese teacher training institutions rovide an understanding of the beliefs, values and attitudes towards student assessment of a group of lecturers and educational managers from three teacher training universities in Vietnam. Its purpose is to throw light on the conditions affecting their ability and willingness to reform student asse Achieving change in student assessment in vietnamese teacher training institutions ssment practices at their institutions. Theoretical perspectives on student assessment from empirical research in developed higher education systems iAchieving change in student assessment in vietnamese teacher training institutions
nform the investigation, and three theories of educational change are drawn upon in seeking to identify the factors that might impact on the student aAchieving Change in StudentAssessment in Vietnamese TeacherTraining InstitutionsLuong Thi Hong GainBA (University of Pedagogy, HCMC), MEd (La Trobe Un Achieving change in student assessment in vietnamese teacher training institutions uiry (Lincoln & Guba. 1985) provides a methodological framework for the investigation. Ethnographic interviews were conducted with 24 experienced members of academic staff from across the three site institutions. These participants were selected using a ‘snowball’ sampling technique whereby each was Achieving change in student assessment in vietnamese teacher training institutions recommended by a colleague as being interested in and experienced with issues in student assessment. The interview data were analysed by means of theAchieving change in student assessment in vietnamese teacher training institutions
matic analysis, having particular regard to ensuring the trustworthiness of the findings.Three distinct groups of participants are identified. For thrAchieving Change in StudentAssessment in Vietnamese TeacherTraining InstitutionsLuong Thi Hong GainBA (University of Pedagogy, HCMC), MEd (La Trobe Un Achieving change in student assessment in vietnamese teacher training institutions student assessment, and shaped by beliefs that students should be obedient, passive learners. These participants had a limited understanding of the range of approaches to student assessment: they were unwilling to make any changes in terms of how they assessed student learning. For 13 of the partici Achieving change in student assessment in vietnamese teacher training institutions pants, however, there was recognition of the need to reform student assessment practices: these participants expressed a willingness toiichange theirAchieving change in student assessment in vietnamese teacher training institutions
own assessment practices, but they felt constrained from doing so because of a perceived lack of expertise and because they saw that many more hours oAchieving Change in StudentAssessment in Vietnamese TeacherTraining InstitutionsLuong Thi Hong GainBA (University of Pedagogy, HCMC), MEd (La Trobe Un Achieving change in student assessment in vietnamese teacher training institutions ts aspired to reform (he ways in which students were assessed: they actively implemented measures intended to achieve effective reform. They were more inclined than any of the other participants to value their students as learners. 1 hey also claimed to be strongly supportive of the role and importa Achieving change in student assessment in vietnamese teacher training institutions nce of formative assessment.The investigation points to the importance of achieving an alignment between policy, leadership and practice in order to aAchieving change in student assessment in vietnamese teacher training institutions
chieve enduring educational change. This alignment requires persistent effort to be dữcctcd al ensuring that all relevant stakeholders are properly inAchieving Change in StudentAssessment in Vietnamese TeacherTraining InstitutionsLuong Thi Hong GainBA (University of Pedagogy, HCMC), MEd (La Trobe Un Achieving change in student assessment in vietnamese teacher training institutions ss by implementing continuous assessment and formative feedback to learners about their learning progress. They must also have opportunities to converse collaboratively with their peers about why and how assessment practice needs to be improved.Achieving a more enlightened approach to student assess Achieving change in student assessment in vietnamese teacher training institutions ment on a national scale in Vietnam's higher education system appears for the time being to remain a distant prospect. This investigation does, howeveAchieving change in student assessment in vietnamese teacher training institutions
r, provide insights into what might need to be done to make the aspiration more achievable, more rapidly.hiAcknowledgementsIt would have been impossibAchieving Change in StudentAssessment in Vietnamese TeacherTraining InstitutionsLuong Thi Hong GainBA (University of Pedagogy, HCMC), MEd (La Trobe Un Achieving change in student assessment in vietnamese teacher training institutions ude to all those concerned.I acknowledge my debt to the Government of Vietnam for providing financial support for my studies in Australia. I also gratefully acknowledge the additional financial support provided by Southern Cross University during the four years of the present investigation.My wholeh Achieving change in student assessment in vietnamese teacher training institutions earted appreciation goes to my wondertill supervisors. I am deeply indebted to Assoc. Prof. Sharon Parr}' and Prof. Martin Hayden for their tireless sAchieving change in student assessment in vietnamese teacher training institutions
upport, invaluable guidance and inspiring supervision through this challenging journey. They have taught me to be a real researcher. They had faith inAchieving Change in StudentAssessment in Vietnamese TeacherTraining InstitutionsLuong Thi Hong GainBA (University of Pedagogy, HCMC), MEd (La Trobe Un Achieving change in student assessment in vietnamese teacher training institutions ed support, this research would never have been possible.I also wish to express my deep gratitude to Dr Chris Morgan. Dr Morgan supported, encouraged and guided me through the process of identifying and articulating themes from the data. He was generous with his time and his advice was invariably wi Achieving change in student assessment in vietnamese teacher training institutions se.I owe a great debt to the Rectors of the three site institutions in Vietnam, and especially to the 24 participants from these institutions. Many ofAchieving change in student assessment in vietnamese teacher training institutions
the participants gave up a considerable amount of their time to provide me with a depth of understanding about their experiences of student assessmenAchieving Change in StudentAssessment in Vietnamese TeacherTraining InstitutionsLuong Thi Hong GainBA (University of Pedagogy, HCMC), MEd (La Trobe Un Achieving change in student assessment in vietnamese teacher training institutions estigation. Their candour also gave me much enjoyment. I thank them deeply.My sincere thanks goes to Ms Tracey for being a great language advisor, particularly in the early stages of my research when I needed to improve my writing skills. I also wish to acknowledge the important role played by Dr Da Achieving change in student assessment in vietnamese teacher training institutions o Van Khanh, a Research Fellow at Southern Cross University, who. as an independent auditor of my research, helped me to identify the need for correctAchieving change in student assessment in vietnamese teacher training institutions
ions to sections of the translations of my interview transcripts. I would like to deeply thank Mr Robert Lingard. who spent his valuable time on guidiAchieving Change in StudentAssessment in Vietnamese TeacherTraining InstitutionsLuong Thi Hong GainBA (University of Pedagogy, HCMC), MEd (La Trobe Un Achieving change in student assessment in vietnamese teacher training institutions g before submission, provided me with valuable advice on the style and presentation of my thesis.Achieving Change in StudentAssessment in Vietnamese TeacherTraining InstitutionsLuong Thi Hong GainBA (University of Pedagogy, HCMC), MEd (La Trobe UnGọi ngay
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