Assessment of output competency of international studies graduates in Vietnam: Solutions for training program development
List of Authors
  • Dang Vinh , Phan Thi Yen

Keyword
  • assessment, outcome standard, International Studies, learning outcome, output competency

Abstract
  • Assessing the output capacity of International Studies graduates is an important step in ensuring the quality of training programs. Educational institutions design training programs in association with educational goals and proactive for integration in order to improve training quality, ensure that graduates achieve the programme expected learning outcomes, competency-based quality management. The output competencies of students reflects the reality of the school's training process, especially in the global competitive trend, universities have been paying special attention to training quality human resources quality, competitiveness and capacity to participate in the international labor market. The assessment of the achievement of the student's learning outcomes is the core evidence for the accreditation of training programs, which is not only a domestic requirement but also a requirement of international accreditation. Therefore, developing a tool to assess the output capacity of international studies graduates to help educational institutions assess the level of achievement of the published output standards. The results of the students' outputs help the school looking back on the entire training process and this is the basis for improving the quality of the training program after each cohort.

Reference
  • 1. Analoui (1993). Skill of Management, Managing Projects in Developing Countries, Longman, pp.76-94. 2. Government (2016). Vietnam National Qualification Framework. Issued under Decision No. 1982/QD-TTg dated October 18, 2016 of the Prime Minister. 3. Dai, N.D,. (2008). Kiểm định chương trình đào tạo ở Việt Nam, Đảm bảo chất lượng giáo dục Đại học tại Việt Nam với yêu cầu hội nhập. 4. Duc, K.T,. (2017). Năng lực học tập và đánh giá năng lực học tập. NXB Bách Khoa. Hà Nội. 5. Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green. 6. Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R J Armstrong, ed.) Educational Innovators Press. 7. Harrow, A. (1972). A Taxonomy of Psychomotor Domain: A Guide for Developing Behavioral Objectives. New York: David McKay. 8. Hien, N.V.B,. (2012), Các xu hướng phát triển chương trình đào tạo theo quan điểm lấy người học làm trung tâm, Tạp chí khoa học, 57, 148-155. 9. Kumpikaitė, A. M. R. V., Ribeiro, H. N. R. (2012). Evaluation of skills development methods: Intercultural study of students' attitudes, Economics and Management, (17 (3)), pp. 1193 – 1199 10. Johnes, J. & Taylor, J (1990), Performance indicators in Higher Educational, Buckingham: The Society for Research into Higher Educational. 11. Spencer, L.M. and Spencer S.M. (1993). Competence at work: models for superior performance, New York: John Wiley & Sore 12. Weinert, F. E. (2001), Vergleichende Leistungsmessung in Schulen – eineumstrittene Selbstverstondlichkeit, In F. E. Weinert (eds), Leistungsmessung in Schulen, Weinheim und Basejl: Beltz Verlag. 13. http://www.d.umn.edu/ 14. https://uncw.edu/