Playing a vital role in assuring reliability of language performance assessment, rater training has been a topic of interest in research on large-scale testing. Similarly, in the context of VSTEP, the effectiveness of the rater training program has been of great concern. Thus, this research was conducted to investigate the impact of the VSTEP speaking rating scale training session in the rater training program provided by University of Languages and International Studies - Vietnam National University, Hanoi. Data were collected from 37 rater trainees of the program. Their ratings before and after the training session on the VSTEP.3-5 speaking rating scales were then compared. Particularly, dimensions of score reliability, criterion difficulty, rater severity, rater fit, rater bias, and score band separation were analyzed. Positive results were detected when the post-training ratings were shown to be more reliable, consistent, and distinguishable. Improvements were more noticeable for the score band separation and slighter in other aspects. Meaningful implications in terms of both future practices of rater training and rater training research methodology could be drawn from the study.
<p style="text-align: justify;">Science, technology, engineering, and mathematics (STEM) education has been successfully implemented in many countries around the world, including Vietnam. Admittedly, it appears that Vietnamese teachers are encountering several obstacles and challenges as they adopt STEM education in their classrooms. The purpose of this study was to use the Delphi method to figure out the obstacles and challenges that teachers in six northern mountainous provinces of Vietnam encounter when teaching STEM education. As per research findings, teachers confront 11 obstacles and challenges when integrating STEM education in their classrooms, including: Teacher competency, time consumption in lesson planning and guiding students to produce STEM products, teachers' beliefs regarding STEM education, inflexible programs, insufficient facilities, examination pressures, lack of timely rewards and encouragement for effective teachers, teachers’ self-funding teaching STEM, students’ competence, students’ cultural, economic and social background, and disagreements from student’s parents. These findings assist administrators and teachers in developing future strategies for successfully implementing STEM education in Vietnam.</p>
Tieng Anh:Task-based language teaching (TBLT) has been recently implemented as a potential language teaching method for language education in Vietnam. However, research into the training for teachers on the application of TBLT has remained scarce. This study, therefore, aims to examine how Vietnamese in-service teachers implement the insights from a one-shot training program on TBLT in their classroom-based teaching practices. Three in-service teachers at a university in Vietnam participated. Data were collected through a video-taped classroom observation activity. Findings indicate that the teachers on the whole were unable to transfer the theoretical knowledge of TBLT principles that they had built up during the training program into their actual teaching practices. In addition, the teachers failed to perform TBLT teaching roles throughout the lesson. Accordingly, this study suggests pedagogical implications and insights with regard to the issue of teacher training on TBLT in the context of language education in Vietnam.Tieng Viet:Phuong phap giang day co ten la "Task-based language teaching" (TBLT) duoc thuc thi gan day tai Viet Nam va duoc danh gia la mot phuong phap giang day ngon ngu rat tiem nang. Tuy nhien, den nay van khong co nhieu nghien cuu tim hieu ve hoat dong dao tao, tap huan giao vien de co the ung dung TBLT vao hoat dong giang day tren lop. Vi the, nghien cuu nay tap trung vao viec tim hieu muc do hieu qua cua hoat dong tap huan, cu the la hinh thuc tap huan ngan han (one-shot training) cho giao vien ve phuong phap TBLT, lieu giao vien co the ung dung duoc TBLT vao dieu kien giang day thuc te tren lop sau khoa tap huan hay khong. Ba giao vien giang day mon tieng Anh tai mot truong dai hoc o Viet Nam dong y tham gia vao nghien cuu. So lieu duoc thu thap thong qua hoat dong quay video ve hoat dong giang day cua giao vien tren lop. Ket qua nghien cuu cho thay nhin chung giao vien khong co kha nang thuc thi kien thuc TBLT (nguyen tac cot loi, vai tro giao vien) ma ho da duoc tap huan vao hoat dong giang day thuc te tren lop hoc cua minh. Tu ket qua do, nhom nghien cuu de xuat phuong huong, giai phap va ke hoach hanh dong cho hoat dong tap huan giao vien trong viec ung dung, thuc thi TBLT trong dieu kien giang day ngoai ngu tai Viet Nam.
<p style="text-align: justify;">Numeracy is one of the essential competencies that the objectives of teaching math to primary students should be towards. However, many research findings show that the problem of “innumeracy” frequently exists at primary schools. That means children still do not feel at home in the world of numbers and operations. Therefore, the paper aims to apply the realistic mathematics education (RME) approach to tackling the problem of innumeracy, in the case of teaching the multiplication of two natural numbers to primary students. We conducted a pedagogical experiment with 46 grade 2 students who have not studied the multiplication yet. The pedagogical experiment lasted in six lessons, included seven activities and nine worksheets which are designed according to fundamental principles of RME by researchers. This is mainly a qualitative study. Based on data obtained from classroom observations and students’ response on worksheets, under the perspective of RME, the article pointed out how mathematization processes took place throughout students' activities, their attitudes towards math learning, and their learning outcomes. The study results found that students were more interested in math learning and understood the concepts of multiplication of two natural numbers.</p>
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