УДК 37

Management of activities assessment of learning results of tourism students under the capacity access based on the PDCA cycle

Фам Тхи Ми Дык – филиал Университета Тай Нгуен в провинции Лаокай (Вьетнам).

Abstract: Currently, the requirements for the quality of human resources to serve society are increasing day by day. Therefore, universities need to innovate from training programs to testing and evaluation for students, especially tourism students, need to go deeper into practice and apply more. In order to innovate, it is necessary to innovate from the stages of management and assessment of learning outcomes for students. The article clarifies the goals, meanings, and functions of learning outcomes assessment activities and strengthens the content of management and assessment of learning outcomes of tourism students according to the competency approach based on the PDCA cycle. (Plan - Do - Check - Act).

Keywords: result evaluation, tourism industry, capacity, PDCA cycle.

1. Problem posed

Assessing the learning outcomes of tourism students according to the competency approach is an assessment based on the skills that students can perform during their studies to meet the output standards of the training program. create and meet social needs. Focusing on management and assessment of learning outcomes of tourism students according to competency approach is one of the important solutions to improve the quality of tourism human resource training for society. Good management makes the assessment of learning outcomes highly reliable, fair and objective. From there, it motivates students to work harder in their studies and believes in the quality of the school's training. Managing and assessing the learning outcomes of tourism students according to a scientific approach to competence will have a great impact and help the department's assessment process closely follow the objectives and output standards of each module. , of the training program. Thereby, improving the training program as well as the annual training quality of the school. The article clarifies the content of assessment management and assessment of learning outcomes of tourism students according to the competency approach based on the PDCA cycle as a basis for providing solutions to improve assessment quality.

2. Research content

2.1. Objectives, meanings and functions of the assessment of learning outcomes of tourism students according to competency approach

2.1.1. Target

The most important goal of assessing the learning outcomes of tourism students according to the competency approach is to assess the student's progress compared to themselves, not merely to evaluate them. rankings, much less to compare students with each other. The focus of the assessment of student learning outcomes according to the competency approach is to focus on students' ability to perform learning tasks by using their knowledge and skills. In other words, assessing students' learning outcomes according to the competency approach is concerned with the ability to creatively apply learned knowledge and professional skills to solve different specific situations.

The objective of assessing the learning outcomes of tourism majors students according to the competency approach is to collect information and confirm the evidences of the competence achieved after the learning process to meet the output standards of the tourism majors. tourism.

2.1.2. Meaning

For tourism students: The assessment of student learning outcomes according to the competency approach will provide tourism students with specific information about their learning outcomes, thereby identifying determine what level of self-efficacy is, what needs to be added, how to adjust the learning process. Assessing students' learning outcomes according to the competency approach is a measure of students' ability to meet future career requirements. Therefore, assessment activities will create motivation to help tourism industry students form and develop the competencies required by the training program and the social needs of the tourism industry. Thus, assessment activities will make an important contribution to promoting and orienting learning for each student.

For lecturers: The results of student learning outcomes assessment activities will provide teachers with specific feedback on students' abilities, student achievement levels compared to standards and standards. difficulties faced by students in the learning process. Thereby, the lecturers review their teaching process and make appropriate and useful adjustments for students' development (adjustment in content, form, teaching methods and assessment...

For managers: Evaluating students' learning outcomes according to the competency approach is considered a management tool, providing managers with valid evidence about the capacity of school students as well as students. quality of the teaching process. From there, managers can make appropriate decisions for the process of training organization and assessment in order to improve the learning outcomes of students in particular and improve the training quality of the university in general. .

For employers: Assessing the learning outcomes of tourism students according to the competency approach will help employers have more grounds to classify and select qualified students in line with their requirements. recruitment agency and vacancies.

2.1.3 Functions

The assessment of learning outcomes of tourism majors students according to competency approach has the following functions:

Feedback function: The results of the assessment of the student's achievement compared to the training goals and the qualifications and capacity standards help learners determine their own capabilities, recognize their strengths and weaknesses. from there, have a suitable plan to control the learning process and develop yourself to ensure the competency framework to be achieved when completing the training program. On the other hand, assessing student learning outcomes also provides feedback on the teaching process of teachers;
Motivation function: Assessing student's learning results according to the competency approach, focusing on determining the level of student's performance ability, thereby detecting the positive level to motivate students to continue. promote or detect the negative level to encourage and advise students to adjust.
Comparative function: Through testing and assessing learning outcomes, such as level comparison exercises, it is possible to compare learners' levels between classes and courses to take appropriate quality assurance measures. .
Diagnostic function: Through assessing students' learning outcomes according to the competency approach, helping students, teachers and administrators to diagnose, identify prospects and possibilities for development, play a role. future contributions of students, and at the same time diagnose possible risks to promptly adjust and prevent to ensure the progress of students.
Validation function: Student's capacity is assessed through scores - showing the school's confirmation for student development.

2.2. Content of managing activities of assessing learning outcomes of tourism students according to the competency approach based on the PDCA cycle

2.2.1.Planning to evaluate learning outcomes according to competency approach (P)

Determining assessment objectives: The objective of assessing the learning outcomes of tourism students according to the competency approach must be towards the goal of capacity development for students. Evaluation objectives need to be specific and detailed, because it will be the basis for staff and lecturers to develop output standards, subject standards, modules as well as a system of evaluation criteria. On the other hand, assessment objectives will help teachers orient their teaching activities towards helping learners achieve the necessary competencies.
Develop output standards and module and module standards: Help staff, lecturers and students determine what needs to be done, the knowledge, skills, and attitudes that students must achieve after completing module/module/training program is both the basis for assessing the completion level of students in practice.
Developing a set of assessment criteria according to the competency approach: The set of assessment criteria according to the competency approach is a system of criteria used to measure the learning outcomes of students according to the competency approach. These criteria are built based on the performance standards of tourism students. The development of a set of evaluation criteria should be done carefully, with a scientific basis and suitable to the characteristics of the tourism industry.
Determining assessment content: Derived from assessment objectives, subject output standards, and a set of criteria for assessing competence to determine assessment content. The assessment contents need to be determined appropriately in order to assess the student's competencies demonstrated in each module/module and the student's ability to apply knowledge, skills and attitudes to solving tasks. learning, specific situations…
Determine the form and method of assessment according to the capacity approach. Forms and methods of assessment are quite rich and diverse. Identification and selection of assessment forms and methods should be based on assessment objectives, content and required competencies of tourism students in order to ensure suitability, feasibility and effectiveness.
Selection of assessment tools: Based on the method and form of assessment, there will be corresponding assessment tools to collect information about the learning outcomes of tourism students such as questions and answers. ; objective multiple-choice exercises; essay exercises; practical exercise…; observation sheet; study records, learning projects…; grading tools (scoring guide, scoreboard, rating scale...). The design and selection of assessment tools should be consistent with the characteristics of each/module/program.
Projected assessment force: The assessment force plays an important role, contributing to determining the quality of activities to assess the learning outcomes of tourism students according to the competency approach, so the planning and construction Building an evaluation force is very important. The assessment force needs to have professional knowledge of the assessment content and have the knowledge and capacity to assess according to the competency approach.
Prepare conditions for conducting assessment activities (regulations, facilities, equipment: In order to assess students' learning outcomes smoothly and effectively, the Training institutions need to prepare and ensure conditions such as having a system of regulations, policies and specific instructions on assessing students' learning outcomes according to competency approach; having a systematic infrastructure appropriate floors and equipment to measure and evaluate student learning outcomes according to competency approach.

2.2.2. Organize the assessment of learning outcomes according to the competency approach (D)

Design assessment for module/module: Assign lecturers to design course assessment (including process assessment, summative assessment); Review topic review. The design of the assessment can be done annually, periodically or build a question and answer bank for many years (with adjustments and updates as needed). Assessments need to be designed and built in an objective and scientific manner, suitable for students, meeting requirements according to knowledge and skills standards, ensuring teaching objectives, and being appropriate to the time. assessment time... contributes to objective assessment of students' capacity. The design, approval, and printing of the review should ensure confidentiality.
Conduct assessment: Assessment activities of students in general and tourism students in particular include process assessment and summative assessment (assessment at the end of the module/module). Process assessment is carried out in class size by the instructor in charge of the module/module actively during the course/module teaching. Summative assessment is carried out at the end of the course by the assessment and quality assurance department chaired by the whole industry/university. Forms, methods of assessment, and topics for summative assessment are usually proposed by lecturers and expert groups (possible essay exam, multiple choice test, oral exam, large exercise, paper-based exam, etc.) computer-based exam…). Organizing the summative assessment includes the following tasks: disseminating the evaluation regulations to staff, lecturers doing the assessment and students participating in the assessment; assign specific assessment tasks to officials and lecturers; assessment implementation; Organization of professional training in assessment for staff, lecturers in charge of assessment, etc. The assessment must ensure compliance with regulations and regulations on assessment, ensuring accuracy, objectivity and fairness.
Measuring evaluation results: Measuring assessment results (scoring) is comparing student evaluation products with evaluation criteria, answers, and grading scale to determine the evaluation results on each student. Student work/products. For the assessment in the learning process, the teacher in charge of the course automatically marks it. For the summary assessment, the testing and quality assurance department will preside over and coordinate with the specialized faculty and the specialized team to organize the grading with the main tasks as: grading lecturers; lecturers perform grading on schedule and according to requirements; ensure the conditions of facilities and equipment for grading work.
Organizing feedback on assessment results: Organizing feedback on assessment results is a very important step to "give back information" to lecturers and students so that they have the opportunity to review and re-evaluate their activities. their teaching and learning activities, from which to learn and adjust their own activities (if necessary). In order for feedback to be meaningful, it is necessary to analyze and interpret the meaning of the scores after the assessment and report the results of the exam on the basis of criteria, standards, and pass levels.
Organize training and refresher courses on knowledge and skills: General knowledge about assessment of learning outcomes such as skills in determining objectives, content, forms and methods of assessment; Skills in designing assessment tools and using a combination of assessment tools; Skills in information processing and analysis of evaluation results; Skills in handling situations in assessment; Ability to respond to evaluation results; Skills in applying information technology in assessment.
Motivate the force participating in the assessment (reward, encouragement, ...): The assessment of student learning outcomes requires strict compliance with regulations, ensuring rigor in the implementation process. and progress of work. Management levels in training institutions need to regularly pay attention and have appropriate policies to motivate, encourage and remove difficulties and obstacles encountered by staff and lecturers, helping them to implement success assessed according to the competency approach.

2.2.3. Check and supervise activities of assessing learning outcomes according to competency approach (C)

Inspection and supervision always play an important role in the management process, helping managers control the performance of subordinates' tasks closely. The purpose of testing and monitoring activities of assessing student learning outcomes is both to ensure that the evaluation process is properly regulated, accurate, objective and fair, and to review and confirm the assessment. Whether the student's capacity meets the objectives, knowledge standards, skills of each module/module, and the output standards of the training program. At the same time, inspecting and monitoring activities to evaluate student learning outcomes also has the effect of timely detecting and preventing errors and mistakes in the process of organizing the assessment. To conduct testing and monitoring activities to assess student learning outcomes, it is necessary to perform the following tasks:

- Collecting information about the evaluation process (including information on the assessment plan, information on the organization conducting the assessment, information on the evaluation results, information on the feedback activities of the evaluation results, etc.) )

Check and monitor assessment activities
Evaluate the results of the evaluation activity
Summarize, learn from experience, detect problems, difficulties, limitations and have a plan to overcome

Inspection and monitoring of evaluation activities is not a separate and separate step, but interspersed in the process of performing the assessment (in other words, checking and monitoring from the planning, organizing and implementing stages). , to the adjustment stage…). Inspection and supervision should be done seriously, regularly, openly and transparently. After the inspection and supervision, there should be an organization to summarize and draw experiences to promote the achieved achievements and propose to adjust and improve the limitations and shortcomings.

2.2.4. Adjusting - improving the assessment of learning outcomes according to the competency approach (A)

Implement improvement of existing limitations in the evaluation process: When detecting limitations and errors, managers need to immediately implement improvement measures in order to promptly adjust, correct errors, improve effectiveness of the assessment.
Finding measures to limit arising problems: In order to prevent mistakes or problems from occurring during the evaluation process, managers need to find measures to limit problems arising. For example, in order to limit lecturers and students from violating exam regulations, managers need to take measures to propagate and disseminate exam regulations specifically and widely to all lecturers and students before each exam. exam subject.
Standardization of improvement points in the process of managing evaluation activities: Improvements for positive effects, managers need to standardize for the post-use cycle and continue to promote that positive effect.
Identify changes to apply to the new assessment process: In order for the assessment of the learning outcomes of tourism students according to the competency approach based on the PDCA cycle to become more and more effective, in the adjustment process should note positive changes for the new evaluation process to apply.

3. Conclusion

Management and assessment of student learning outcomes is one of the important contents of training management in universities, especially tourism students. If this content is well managed, it will contribute to improving the quality of training as well as the reputation of the school. The article has clarified the contents of managing activities of assessing the learning outcomes of tourism students according to the competency approach based on the PDCA cycle, on that basis as a basis for studying the current situation and proposing solutions. Solutions to improve the quality of management and assessment of learning outcomes of tourism students according to competency approach

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