ĐÁNH GIÁ HỌC PHẦN THEO CHUẨN ĐẦU RA TRONG ĐÀO TẠO THẠC SĨ NGÀNH LÍ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN VĂN - TIẾNG VIỆT: THỰC TRẠNG VÀ GIẢI PHÁP

Abstract

Application - oriented master’s education requires course assessment not only to determine students’ learning outcomes but also to measure the attainment of Course learning outcomes (CLOs), the contribution of CLOs to Program Learning Outcomes (PLOs), and to provide evidence for continuous improvement. This study examines the current practices of course assessment in the Master’s program in Theory and Methods of teaching Literature and Vietnamese at Hong Duc University through a case study combining qualitative and quantitative data from 10 students of Cohort 16. The findings indicate that the key limitations lie not in the lack of assessment activities, but in insufficient CLO - PLO alignment, inconsistent assessment tools, and the limited use of assessment data to determine learning outcome attainment. The study proposes strengthening CLO - PLO alignment, enhancing authentic assessment, and standardizing assessment tools through the use of rubrics. The findings help clarify the organization of course assessment within an Outcome - Based Education (OBE) framework and provide practical evidence for improving course assessment and enhancing application - oriented master’s programs.