Cơ sở lí luận về quản lí đánh giá đào tạo nghề tại các trường trung cấp trong bối cảnh chuyển đổi số

Tóm tắt

In the context of digital transformation, vocational training assessment not only confirms the extent to which learners achieve the expected learning outcomes, but also provides information for curriculum adjustment, training organization, and quality assurance. However, at the intermediate-school level, the management of vocational training assessment in this context has not yet been sufficiently clarified from a theoretical perspective. This paper aims to establish the theoretical foundations for managing vocational training assessment at intermediate schools in the context of digital transformation. The study employs a focused literature review, combined with analysis, comparison, and synthesis of sources related to vocational education, quality assurance, digital transformation in education, and educational evaluation and quality management models. The findings systematize key concepts, identify the roles, contents, and requirements of managing vocational training assessment, and propose an analytical framework consisting of context, input, process, output, and improvement of the assessment process. On that basis, the paper provides a theoretical foundation for further studies on the current situation and for improving the management of vocational training assessment at intermediate schools in the context of digital transformation.