Challenges of Implementing Outcome-Based Assessment in Vietnamese Higher Education – A Qualitative Inquiry

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Published: Jan 25, 2024
DOI: https://doi.org/10.59652/jetm.v2i1.123
Keywords:
outcome-based assessment, higher education, Vietnam, qualitative study, challenges

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Phuong Hoang Yen
Can Tho University, VietNam
https://orcid.org/0000-0003-0137-4795
Nguyen Anh Thi
Can Tho University, VietNam
Pham Trut Thuy
Nam Can Tho University
https://orcid.org/0009-0005-6596-2686
Le Thanh Thao
Can Tho University, VietNam
https://orcid.org/0000-0002-8471-8305
Huynh Thi Anh Thu
Can Tho University, VietNam
Nguyen Huong Tra
Can Tho University, VietNam

Abstract

This qualitative study investigates the key challenges faced by university lecturers in implementing outcome-based assessments (OBA) in higher education institutions in Vietnam, a country currently undergoing significant educational transformation. Utilizing a qualitative research design, the study conducted semi-structured interviews with 15 lecturers from diverse academic fields in a institution. The data were thematically coded and interpreted through the lenses of Constructivism, Institutional Theory, and Diffusion of Innovations Theory. Nine major challenges emerged from the findings, including pedagogical hurdles, lack of training and resources, institutional constraints, and technological limitations. These challenges are contextualized within the existing theoretical frameworks and related literature. The study offers critical insights that are deeply rooted in cultural, institutional, and structural variables. These findings are pertinent for educators, administrators, and policymakers in Vietnam and potentially for those in similar educational settings, and they hold broader implications for professional development, institutional policies, technological infrastructure, and cultural shifts within the educational landscape.

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How to Cite
Hoang Yen, P., Anh Thi, N., Trut Thuy, P., Thanh Thao, L., Thi Anh Thu, H., & Huong Tra, N. (2024). Challenges of Implementing Outcome-Based Assessment in Vietnamese Higher Education – A Qualitative Inquiry. EIKI Journal of Effective Teaching Methods, 2(1). https://doi.org/10.59652/jetm.v2i1.123
Issue
Vol. 2 No. 1 (2024): Journal of Effective Teaching methods
Section
Research Articles
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biographies

Phuong Hoang Yen, Can Tho University, VietNam

PHUONG Hoang Yen is currently an associate professor at the School of Foreign Languages, Can Tho University, Vietnam. She carries studies on language teaching approaches, students’ learning autonomy, self-regulated learning strategies and teachers’ professional development. She published articles in different journals and is the editor of one Scopus-indexed book on alternative assessment in language teaching.

Nguyen Anh Thi, Can Tho University, VietNam

NGUYEN Anh Thi is currently a lecturer of English at Can Tho University, Vietnam. His main research interests involve pre/in-service teacher training, teacher education and language teaching methodology, particularly in the field of Task-based Language Teaching (TBLT). Most of his publications on TBLT and English language teaching were oriented towards the development of a researched-pedagogy. An overarching goal of his research is to promote positive educational practices and experience exchange among researchers, teachers, and the like.

Pham Trut Thuy, Nam Can Tho University

PHAM Trut Thuy is a lecturer at Nam Can Tho University, where she primarily teaches courses on language skills, translation, and interpretation. She is currently preparing for her Ph.D. studies, and her research interests focus on teacher professional development.

Le Thanh Thao, Can Tho University, VietNam

LE Thanh Thao is a lecturer at Can Tho University, specializing in language skills courses. He also serves as an editor for Jurnal Komunikasi Pendidikan, an international journal managed by Universitas Veteran Bangun Nusantara. LE’s research interests include TESOL, educational policies, and classroom-based studies.

Huynh Thi Anh Thu, Can Tho University, VietNam

HUYNH Thi Anh Thu is an English lecturer with a passion for language and literature. She holds a Master’s degree in TESOL from Can Tho University, Vietnam, and has extensive experience teaching English to university students. She is committed to helping her students improve their language proficiency and develop their critical thinking skills.

Nguyen Huong Tra, Can Tho University, VietNam

NGUYEN Huong Tra teaches French at School of Foreign Languages, Can Tho University, specializing in French as a Foreign Language Didactics. She holds a Master’s degree in Language Science from the University of Rouen, France, and a Doctorate in Language Science from the Free University of Brussels, Belgium. Dr. Nguyen’s research interests include French language didactics, action research, and linguistics research.

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