Competency-Based Assessment of High School Students in Physical Education in Vietnam: Perspectives and Practices
Abstract
Assessment is recognized as a critical aspect of the teaching and learning process. This study aimed to determine teachers’ perceptions of and actual practices in implementing competency-based assessment in Vietnam’s high school physical education (CAHPE). A descriptive survey design was utilized. A random sampling method was employed, with participant selection based on voluntary participation, accessibility, and availability. Fifty physical education (PE) teachers randomly selected from various high schools in the northern mountainous region of Vietnam participated in the survey. The survey consisted of a questionnaire designed with a 5-point Likert scale ranging from 1 to 5. All participants received the same questionnaire and answered all qualitative and quantitative questions related to assessment issues. Over 90% of the participating teachers understood the concept and purpose of CAHPE. Regarding assessment practices, 56% of the participants regularly conducted CAHPE, while 44% rarely or never conducted such assessments. The methods and tools employed by participants for assessment were minimal, and 90% of the participants had difficulty developing criteria for assessing students’ competencies. CAHPE has many existing limitations and challenges in the northern mountainous region of Vietnam. The findings indicate that while the participating PE teachers acknowledged the importance of CAHPE, their assessment activities often did not align with this perspective. This result forms the basis from which schools can propose measures to improve CAHPE and enhance the quality of teaching and learning.
https://doi.org/10.26803/ijlter.24.4.23
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