Tác giả: Nguyen Thi Hai Tra; Sharon Parry (Supervisor).

Southern Cross University. Năm: 2012

Mô tả: 107Tr, kích thước: 21x29 cm

Student assessment plays an important role in university teaching and learning. It is increasingly being recognized for its importance in determining students’ approaches to learning (Morgan, Lee, Parry and O’Reilly, 2004, p.3), and it exercises a significant global impact on the general quality of teaching across a university. Over the past 20 years there has been a remarkable growth in the volume of scholarly literature on the topic, with questions of why, what and how to assess all being addressed in great detail (see, for example, Rowntree, 1987; Black & Wiliam, 1998; Biggs & Tang, 2007; Joughin 2009). To date, however, there has been little or no systematic investigation of the topic in the context of Vietnam. This situation is regrettable because it is evident that teachers in the higher educational system in Vietnam rely almost exclusively on a very traditional assessment method, that is, the mandatory final examination. This form of assessment is always desirable to administrators due to its efficiency, although it has a somewhat exclusive and generally very narrow focus on the ability of students to memorize knowledge and skills. The reasons why university teachers in Vietnam rely so heavily on examinations are at this stage a matter for speculation.