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

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.