XÂY DỰNG, RÀ SOÁT VÀ ĐÁNH GIÁ MỨC ĐỘ ĐÁP ỨNG CHUẨN ĐẦU RA THEO TIÊU CHUẨN ABET VÀ AUN-QA CẤP CHƯƠNG TRÌNH ĐÀO TẠO

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Tác giả: Hữu Diễm Hương Nguyễn

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Quản lý giáo dục, 2017

Mô tả vật lý: tr.10

Bộ sưu tập: Metadata

ID: 372144

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In recent years, the “Outcome-Based Education” philosophy is being widely applied in developing curriculum, teaching and assessment activities in Vietnamese universities and vocational colleges. According to AUN-QA materials, “Outcome-Based Education” is defined as “defining, organising, focusing, and directing all aspects of a curriculum on the things we want all learners to demonstrate successfully when they complete the programme”. The above philosophy is a core component of a variety of accreditation and assessment standards identified by international educational organizations, including: Accreditation Board for Engineering Accreditation (ABET), and ASEAN University Network – Quality Assurance (AUN- QA). These two sets of standards have become increasingly familiar to a number of Vietnamese university and vocational colleges, particularly schools in the engineering and technology disciplines. This paper will discuss the definition of student learning outcomes, and specific requirements related to the development and review of student learning outcomes according to ABET and AUN-QA. In addition, some general observations on how to evaluate student attainment of program learning outcomes in order to meet requirements of ABET, as well as AUN-QA, will be introduced.Trong vài năm trở lại đây, triết lý “Outcome-Based Education” (tạm dịch: Giáo dục dựa trên kết quả đầu ra) ngày càng được ứng dụng rộng rãi trong công tác thiết kế chương trình đào tạo, giảng dạy, kiểm tra đánh giá, tại các trường đại học và cao đẳng ở Việt Nam. Theo tài liệu của AUN-QA, “Outcome-Based Education” có nghĩa là: “Định nghĩa, tổ chức, hướng trọng tâm, và định hướng mọi khía cạnh của chương trình đào tạo vào những gì mà chúng ta muốn tất cả sinh viên thể hiện thành công khi họ hoàn thành khoá học”. “Outcome” ở đây có thể hiểu theo cụm từ được sử dụng phổ biến hiện nay là: Chuẩn đầu ra. Triết lý trên chính là yếu tố quan trọng đối với nhiều bộ tiêu chuẩn kiểm định và đánh giá chất lượng chương trình đào tạo của các tổ chức giáo dục quốc tế, bao gồm: Accreditation Board for Engineering Accreditation – viết tắt là ABET (Tổ chức Kiểm định các Ngành Đào tạo về Kỹ thuật và Công nghệ của Hoa Kỳ), và ASEAN University Network – Quality Assurance – viết tắt là AUN- QA (Tổ chức Đảm bảo Chất lượng thuộc Mạng lưới các Trường Đại học Đông Nam Á). Đây cũng là hai bộ tiêu chuẩn khá quen thuộc với các trường đại học và cao đẳng tại Việt Nam hiện nay, đặc biệt là các trường thuộc lĩnh vực kỹ thuật, công nghệ. Bài viết này sẽ thảo luận định nghĩa chuẩn đầu ra, các yêu cầu cụ thể về việc xây dựng và rà soát chuẩn đầu ra trong hai bộ tiêu chuẩn ABET và AUN-QA. Ngoài ra, một số quan sát tổng quát về cách thức đánh giá mức độ đáp ứng chuẩn đầu ra của chương trình đào tạo nhằm đáp ứng yêu cầu của bộ tiêu chuẩn ABET cũng như AUN- QA sẽ được giới thiệu.

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