Enhancing the quality of competency assessment for elementary school students in modern education
Keywords:
competency assessment, elementary education, modern pedagogy, educational administration, student developmentAbstract
The paper aims to explore strategies to enhance the quality of competency assessment for elementary school students in the context of modern education. Through a comprehensive study conducted from February 2022 to January 2024 in Hai Phong city, data were collected from 112 educational administrators and 564 teaching professionals. The research employed a mixed-methods approach, combining surveys and interviews to gather insights into current assessment practices and challenges. Findings underscored the critical role of competency assessments in facilitating student development. They revealed a need for tailored assessment methods aligned with contemporary educational standards and student-centered approaches. Additionally, the study highlighted the importance of continuous professional development for educators to improve their assessment literacy and competency evaluation skills. Overall, the research suggests that implementing targeted strategies can lead to more accurate and holistic assessment practices, ultimately fostering student growth and development in elementary education.
Downloads
References
Andrade, H. (2008). Self-assessment through rubrics. Educational leadership, 65(4), 60-63.
Andrade, H. G., & Boulay, B. A. (2003). Role of rubric-referenced self-assessment in learning to write. The Journal of Educational Research, 97(1), 21-30.
Andrade, H. L. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In Handbook of formative assessment (pp. 90-105). Routledge.
Andrade, H. L., Du, Y., & Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric‐referenced self‐assessment on elementary school students' writing. Educational Measurement: Issues and Practice, 27(2), 3-13.
Baartman, L. K., Bastiaens, T. J., Kirschner, P. A., & Van der Vleuten, C. P. (2006). The wheel of competency assessment: Presenting quality criteria for competency assessment programs. Studies in educational evaluation, 32(2), 153-170. https://doi.org/10.1016/j.stueduc.2006.04.006
Bouttavong, P. (2023). An overview of research literature on the management of development of university teacher training programs in the education field. International Research Journal of Management, IT and Social Sciences, 10(5), 319–327. https://doi.org/10.21744/irjmis.v10n5.2369
Chen, G., Shen, J., Barth-Cohen, L., Jiang, S., Huang, X., & Eltoukhy, M. (2017). Assessing elementary students’ computational thinking in everyday reasoning and robotics programming. Computers & education, 109, 162-175. https://doi.org/10.1016/j.compedu.2017.03.001
Deutscher, V., & Winther, E. (2018). Instructional sensitivity in vocational education. Learning and instruction, 53, 21-33. https://doi.org/10.1016/j.learninstruc.2017.07.004
Estes, A., Munson, J., Rogers, S. J., Greenson, J., Winter, J., & Dawson, G. (2015). Long-term outcomes of early intervention in 6-year-old children with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 54(7), 580-587. https://doi.org/10.1016/j.jaac.2015.04.005
Guggemos, J. (2021). On the predictors of computational thinking and its growth at the high-school level. Computers & Education, 161, 104060. https://doi.org/10.1016/j.compedu.2020.104060
Kong, S. C., Chiu, M. M., & Lai, M. (2018). A study of primary school students' interest, collaboration attitude, and programming empowerment in computational thinking education. Computers & education, 127, 178-189. https://doi.org/10.1016/j.compedu.2018.08.026
Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12?. Computers in human behavior, 41, 51-61. https://doi.org/10.1016/j.chb.2014.09.012
Mihladiz, G., & Duran, M. (2014). Views of elementary education students related to science and technology teaching process. Procedia-Social and Behavioral Sciences, 141, 290-297. https://doi.org/10.1016/j.sbspro.2014.05.051
Parylo, O. (2012). Evaluation of educational administration: A decade review of research (2001–2010). Studies in Educational Evaluation, 38(3-4), 73-83. https://doi.org/10.1016/j.stueduc.2012.06.002
Tsarava, K., Moeller, K., Román-González, M., Golle, J., Leifheit, L., Butz, M. V., & Ninaus, M. (2022). A cognitive definition of computational thinking in primary education. Computers & Education, 179, 104425. https://doi.org/10.1016/j.compedu.2021.104425
Published
How to Cite
Issue
Section
Copyright (c) 2024 International research journal of management, IT and social sciences
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Research Journal of Management, IT and Social sciences (IRJMIS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IRJMIS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IRJMIS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IRJMIS volumes 7 onwards. Please read about the copyright notices for previous volumes under Journal History.
