After reading Tagg's chapter on student assessment in the learning paradigm, I would like to share with you how student assessment is implemented in Vietnam.
Student assessment is one of the most important factors in higher education in Vietnam where grading and degree are considered important for students, parents, and society. Student assessment includes entrance assessment, learning progress and exit test assessment. The assessment process is carried out in three aspects: discipline assessment, courses assessment with a variety of assessment methods, and graduation check.
Student assessment is one of the most important factors in higher education in Vietnam where grading and degree are considered important for students, parents, and society. Student assessment includes entrance assessment, learning progress and exit test assessment. The assessment process is carried out in three aspects: discipline assessment, courses assessment with a variety of assessment methods, and graduation check.
Student entrance assessment is carried out through the National University Entrance Exam. The entrance exam evaluates students’ ability on mathematics, physics, and chemistry or other subjects depending on which major they apply. Please note that opportunities for higher education are limited, as the system can only accommodate a small portion of those seeking admission. For example, in 2009, Vietnam’s 376 universities admitted only 400,000 of the 1.2 million candidates attending university entrance exams.
Since 2007, the majority of universities in Vietnam have completely applied the credit-based system, so the teachers can decide the assessment methods. Regarding student progress assessment, the Department of Academic Affairs, academic advisors, School Committee, Department of Student Services are assigned to perform student discipline assessment and course evaluation. The assessment is observed by the examination inspectors of the Quality Assurance System. Student progress assessment includes pre-test, group or individual assignments, presentation and discussion, exercises, homework, mid-term exam, course project and the final exam. In at most two weeks after the final exam, the teachers have to post the exam results, meet the students in classroom and answer students’ complaints if any. Each course has at least two types of mark, in that the final exam must make up more than 50% of the total grade. The assessment is informed at least two weeks in advance to students. the end of the academic program, students can choose to work on their graduation thesis. The results of the courses and the graduation thesis achieved reflect the expected learning outcomes and the content of the program. The assessment criteria are posted on websites, Course Specification, Teachers Handbook and the assessment methods must be complied with assessment process defined in Academic Regulations for regular and non-regular training modes.
Since 2007, the majority of universities in Vietnam have completely applied the credit-based system, so the teachers can decide the assessment methods. Regarding student progress assessment, the Department of Academic Affairs, academic advisors, School Committee, Department of Student Services are assigned to perform student discipline assessment and course evaluation. The assessment is observed by the examination inspectors of the Quality Assurance System. Student progress assessment includes pre-test, group or individual assignments, presentation and discussion, exercises, homework, mid-term exam, course project and the final exam. In at most two weeks after the final exam, the teachers have to post the exam results, meet the students in classroom and answer students’ complaints if any. Each course has at least two types of mark, in that the final exam must make up more than 50% of the total grade. The assessment is informed at least two weeks in advance to students. the end of the academic program, students can choose to work on their graduation thesis. The results of the courses and the graduation thesis achieved reflect the expected learning outcomes and the content of the program. The assessment criteria are posted on websites, Course Specification, Teachers Handbook and the assessment methods must be complied with assessment process defined in Academic Regulations for regular and non-regular training modes.
Hi Chi,
ReplyDeleteThank you for sharing with us some background information about the Vietnamese education system. With less than half of the applicants being accepted in 2009, is the government looking to expand its education system to accommodate more local students or are they planning to invite foreign institutions to set up branch campuses?
Do students feel free to complain about their exam results to their professors?
I'm sorry to bombard you with questions!
Hi Megan,
ReplyDeleteIn the past 10 years, the Ministry of Education in Vietnam has allowed each province to open provincial universities to accommodate the increasing numbers of local students.
However, it is a real double-edged sword. On one hand, it creates opportunities for students to enter universities at a lower cost (i.e. since they attend the local colleges, it could save their expenses due to lower tuition, and living with their parents rather than moving to a big city could save money ), lower entrance requirements, meaning students have more admissions chances. The establishment of new universities and colleges really meets the needs of the society where having at least a university degree is the measure of one's value. However, on the other hand, the loose control of the government, especially of MoET leads to the existence of poor quality universities in term of curriculum, faculty, infrastructure and of course poor quality students. Realizing that painful consequences, the MoET began to tighten the management of the newly open universities and colleges. However, the consequences will be long lasting since the government cannot just shut down these schools.
Another issue is that the unemployment rate of undergraduate students is quite high. According to the statistics in 2001, 26% of graduates were unemployed, 71% of graduates have a job without being related to their majors, and only 19% were employed using skills and knowledge they learned from universities.
Students can complain their exam results to the professors, but not as comfortable as here. Most of students accept the results as they are. One thing that I want to share is that unlike here where grades are considered private, grades in Vietnam are posted at the end of the semester on a bulletin board of each department where every students can see each other's grades. It means faculty had submitted grades to the Office of Records so that grades could be posted. If students want to complain about their grades, they need to submit a memo to the Office of Records, then their paper will be re-graded by two different instructors. It is complicated, isn't it?
Regarding the investment of foreign institutions in Vietnam, I will have write about it in a new blog on internationalization.
Hi Chi,
DeleteThank you for your reply. I am glad that the government is trying to rectify the problems created by establishing more institutions. I guess they did not foresee these problems. The grade-change process does sound complicated and not for the faint-of-heart. But if a student is determined, there is a chance for a better grade (I will not argue that it is deserved, but merely that the option is there).