Competency-Based Assessment of English Learning Outcomes: Theoretical Foundations, Practical Applications, and Solutions for Higher Education in Vietnam
Main Article Content
Abstract
This research focuses on the suspicions and implementations of Competency-Based Assessment (CBA) in English teaching practices at a tertiary level in Vietnam, highlighting the limitations of traditional Knowledge-Based Assessment (KBA) which prioritizes retention over functional language usage. The investigation focuses on task, performance, portfolio, and digital-assisted formative assessment under the direction of constructivism, experiential learning theory, and formative evaluation theory. Despite the official endorsement, adopting CBA in Vietnam faces difficulties such as overreliance on summative assessment, poor standardization, unqualified teaching personnel, and technological inadequacy. The study proposes the “Research & Development & Benefit- R&D and B” paradigm to address such problems with R&D approaches using procedures, some tools for practice, and computer feedback to aid language development. It argues that moving from an evaluative focus on knowledge to one of competence is critical in improving English skills and responsiveness to international educational standards. This research improves students’ assessment processes and systems to ensure learners attain their academic goals while developing the necessary language skills for use in professional and academic settings.
Keywords:
Competency-based assessment (CBA), Knowledge-based assessment (KBA), Systems theory, Constructivist theory, Experiential learning theory, Criterion-referenced assessment theory.
References
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[2] J. C. Meniado, D. T. T. Huyen, N. Panyadilokpong, P. Lertkomolwit, Using ChatGPT for Second Language Writing: Experiences and Perceptions of EFL Learners in Thailand and Vietnam, Computers and Education: Artificial Intelligence, Vol. 7, 2024, pp. 100313, https://doi.org/10.1016/j.caeai.2024.100313.
[3] T. T. L. Nguyen, S. Suwannabubpha, EFL Writing at Thai Secondary Schools: Teachers and Students’ Views, Difficulties, and Expectations, Language Related Research, Vol. 12, No. 3, 2021, pp. 187-214, https://doi.org/10.29252/LRR.12.3.7.
[4] V. P. H. Pham, M. H. Truong, Teaching Writing in Vietnam’s Secondary and High Schools, Education Sciences, Vol. 11, 2021, pp. 632, https://doi.org/10.3390/educsci11100632.
[5] K. A. Hodge, M. D. Dixson, L. A. McCartan, Competency-based Education: A Framework for Measuring Quality Courses, Online Learning, Vol. 24, No. 1, 2020, pp. 34-52, https://doi.org/10.24059/olj.v24i1.1956.
[6] Q. L. Trinh, T. T. Nguyen, Enhancing Vietnamese Learners’ Ability in Writing Argumentative Essays, The Journal of Asia TEFL, Vol. 11, No. 2, 2014, pp. 63-91.
[7] Communist Party of Vietnam, Resolution No. 29/TW/2013 on Fundamental and Comprehensive Reform of Education and Training to Meet the Requirements of Industrialization and Modernization in the Context of a Socialist-Oriented Market Economy and International Integration, Hanoi: National Political Publishing House, 2013 (in Vietnamese).
[8] T. T. H. Duong, Utilizing Technology to Assess English Learning Outcomes of Students Based on a Competency-based Approach, ICTE Conference Proceedings, Vol. 5, 2024, pp. 49-63, https://doi.org/10.54855/ictep.2455.
[9] J. Biggs, C. Tang, Teaching for Quality Learning at University (4th ed.), Open University Press, 2011.
[10] W. Puengpipattrakul, A Process Approach to Writing to Develop Thai EFL Students’ Socio-cognitive Skills, Electronic Journal of Foreign Language Teaching, Vol. 11, No. 2, 2014, pp. 270-284.
[11] L. Kohnke, B. L. Moorhouse, D. Zou, ChatGPT for Language Teaching and Learning, RELC Journal, Vol. 54, No. 2, 2023, pp. 537-550, https://doi.org/10.1177/00336882231162868.
[12] H. Etzkowitz, L. Leydesdorff, The Dynamics of Innovation: From National Systems and “Mode 2” to a Triple Helix of University-industry-Government Relations, Research Policy, Vol. 29, No. 2, 2000, pp. 109-123,
https://doi.org/10.1016/S0048-7333(99)00055-4.
[13] L. N. Hung, Guided Leadership Theory for Quality and Efficiency in Education, Journal of State Organization, 2021 (in Vietnamese).
[14] T. R. Guskey, On Your Mark: Challenging the Conventions of Grading and Reporting, Bloomington, IN: Solution Tree Press, 2015.
[15] K. J. Kennedy, J. K. S. Chan, P. K. Fok, Assessment for Learning in the Context of Competency-Based Education, Springer, 2011.
[16] T. T. H. Duong, Learning about Language Testing Literacy at Vietnam National University, Hanoi International School: A Case Study, In the 3rd Hanoi Forum on Pedagogical and Educational Sciences 2023: Respecting Different Perspectives through Scientific thinking, 2023, pp. 386-297.
[17] R. G. Jones, Evolving Technologies for Language Learning, Hawaii University Press, 2021.
[18] A. Gallardo, Constructive Alignment in Language Education, Language Teaching Review, Vol. 15, No. 2, 2020, pp. 78-91.
[19] W. C. Villegas, M. R. Cañizares, A. J. Alcázar, X. P. Pacheco, Data Analysis as a Tool for the Application of Adaptive Learning in a University Environment, Applied Sciences, Vol. 10, No. 20, 2021, pp. 7016.
[20] T. Vo, D. Truong, P. Nguyen, The Impact of Digital Technology on Content and Language Integrated Learning in Higher Education: A Systematic Review of Literature, ICTE Conference Proceedings, Vol. 3, 2023, pp. 137-147, https://doi.org/10.54855/ictep.23311.
[21] Ministry of Education and Training, Circular on Regulations for Assessing Lower and Upper Secondary Students, Circular No. 22/2021/TT-BGDDT Dated July 20th, 2021, Issued by the Minister of Education and Training, 2021 (in Vietnamese).
[22] L. N. Hung, The Decisive Role of Teachers in Ensuring the Quality of Higher Education in Vietnam, VNU Journal of Science: Education Research, 2025 (in Vietnamese).
[23] Vietnam National University, Hanoi, Undergraduate Training Regulations at Vietnam National University, Hanoi (QC 36/26/ĐH). Decision No. 3626/QD-DHQGHN on Regulations for Assessing Learning Outcomes in Undergraduate Training, Issued under Decision No. 3626/QD-DHQGHN Dated October 21st, 2022 (in Vietnamese).
[24] Ministry of Education and Training, Regulation on Undergraduate Education, Issued Together with Circular No. 08/2021/TT-BGDDT Dated March 18th, 2021, by the Minister of Education and Training, 2021 (in Vietnamese).
[25] Faculty of English, B2 English Course Syllabus, University of Languages and International Studies, Vietnam National University, Hanoi, 2024 (in Vietnamese).
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