The paper discusses the international context of higher education and the alignment amongst university missions, educational goals, curriculum content, pedagogy and assessment. Given this alignment in the context of higher education innovation in Vietnam National University Hanoi, the author argues for an authentic use of multi assessment methods on line with qualitative assessment approach. Once appropriately used, multi assessment methods could accurately assess the width and the breadth of, at the same time promote, student learning. An example of an authentic use of multi assessment methods is introduced to strengthen the arguments. To conclude the paper, seven pre-implementation conditions for the use of multi assessment methods are suggested for reference.
Không có nhận xét nào:
Đăng nhận xét