Đánh giá hòa nhập và phát triển năng lực nghề nghiệp: Nghiên cứu hành động theo chiều dọc trong giáo dục đại học

Tóm tắt

The changes from excellence-based to mass education in Vietnam higher education promotes acceptance of diversity, equality, and tolerance for systemic disadvantages such as language barriers, family income, cultural incompatibility with undergraduate curricula, and lower high school academic achievement compared to previous generations. This background necessitates innovation in assessment of student performance to ensure both fairness and student competencies. Therefore, a six-year longitudinal critical action research project on the International Business undergraduate program in Vietnam was implemented through planning, reflexivity, implementation, evaluation, and adjustment phases, with the participation of stakeholders including 20 full-time lecturers, 3 international visiting professors, 2 practitioner lecturers from industry, and 120 students from three cohorts. The research employed a combination of qualitative and quantitative methods. Thirty compulsory courses in the curriculum, covering foundation, disciplinary, and major-specific knowledge blocks, were redesigned with diversified assessment methods aimed at achieving higher-order cognitive skills based on Bloom’s Taxonomy, such as Analysis, Evaluation, and Creation. Research findings indicate that the transformation of assessment practices has had a positive impact on the development of students’ professional competencies over time. Inclusive assessment not only enables higher education institutions to enhance educational quality in response to societal needs, but also ensures academic standards and social equity.