Assessment of High School Students’ Developmental Competencies: An Overview and a Proposal for Vietnam
Main Article Content
Abstract
University admissions through entrance examinations assessing student competencies have become increasingly prevalent in recent years in Vietnam. These so-called competence-based assessments are predominantly designed based on students’ mastery of the high school curriculum. However, “developmental competencies” - such as critical thinking and problem-solving-are widely recognised as essential skills for successful learning at the tertiary level. This paper presents a literature review that explores current trends in the use of developmental competency assessments in university admissions, both in Vietnam and internationally. It further examines the feasibility of designing assessment tools targeting three competencies that are currently receiving significant attention within the educational community: critical thinking, collaborative problem-solving, and adaptability. Based on these findings, the paper proposes several recommendations for developing developmental competency-based assessment tools to support university admissions in Vietnam.
Keywords:
University admission, assessment, developmental competence, collaborative problem solving, critical thinking, adaptability.
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[45] M. E. Oliveri, R. Lawless, H. Molloy, A Literature Review on Collaborative Problem Solving for College and Workforce Readiness, ETS Research Report Series, Vol. 2017, No. 1, 2017, pp. 1-48.
[46] F. A. D’Alessio, B. E. Avolio, V. Charles, Studying the Impact of Critical Thinking on the Academic Performance of Executive MBA students, Thinking Skills and Creativity, Vol. 31, 2019, pp. 275-283.
[47] C. E. Dominguez, D. Dumitru, D. Bigu, J. Elen, L. Jiang, A. Railiene, G. Palaigeorgiou, A European Collection of the Critical Thinking Skills and Dispositions Needed in Different Professional Fields for the 21st Century, 2018.
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[49] P. A. Facione, The Delphi Report: Committee on Pre-college Philosophy, Millbrae, CA: California Academic Press, 1990b.
[50] C. Dwyer, Critical thinking about Measuring Critical thinking, Psychology Today, May 8, 2018.
[51] D. Rear, One size Fits all? The Limitations of Standardised Assessment in Critical thinking, Assessment & Evaluation in Higher Education, Vol. 44, No. 5, 2018, pp. 664-675, https://doi.org/10.1080/02602938.2018.1526255.
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[53] G. R. G. R. VandenBos, American Psychological Association Dictionary of Psychology, Washington, DC: APA, 2015, pp. 18.
[54] A. J. Martin, H. G. Nejad, S. Colmar, G. A. D. Liem, Adaptability: How Students’ Responses to Uncertainty and Novelty predict their Academic and Non-academic Outcomes, Journal of Educational Psychology, Vol. 105, No. 3, 2013, pp. 728.
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[56] T. M. D. Tran, Study on the Adaptation of First-year Students at Vietnam National University to the University Environment, Special National-Level Scientific Research Project, Vietnam National University, 2004 (in Vietnamese).
[57] T. N. Duong, Developing Career Adaptability for Pedagogical College Students, Doctoral Dissertation, Hanoi National University of Education., 2012 (in Vietnamese).
[58] T. B. N. Le, Research on Proposing the Structure of Career Adaptability Competence of Preschool Education Students, Journal of Education, Vol. 23, No. 03, 2023, pp. 54-59 (in Vietnamese).
[59] M. F. Azizan, M. E. E. Matore, Complex Problem-Solving Assessment: Key Benefits for Education System, International Journal of Academic Research in Accounting, Finance and Management Sciences, Vol. 14, No. 4, 2024, https://doi.org/10.6007/ijarafms/v14-i4/23585.
[60] F. Kilburn, L. Hill, M. D. Porter, C. Pell, Inclusive Recruitment and Admissions Strategies Increase Diversity in CRNA Educational Programs. AANA Journal, Vol. 87, No. 5, 2019, pp. 379-389, https://pubmed.ncbi.nlm.nih.gov/31612843/.
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