The Development of Problem-Solving Competence Assessment Standards in Math for Vietnamese Students

Abstract

Applying the 'From Assessment to Policy' model of Assessment and Teaching 21th Century Skills (ATC21S) Project, 'Construct Modeling' of Berkeley Evaluation and Assessment Research (BEAR), 'Competence Developmental Progress' by Robert Glaser and Item Response Theory (IRT),  we set up a hypothetical Problem-Solving Competence (PSC) developmental progress and sketched out the PSC assessment standards, established PSC measurement tasks, and described outputs. We collected real PSC evidence based on cross-sectional study models; then adjusted the developmental progress and PSC assessment standards accordingly. As geared toward Vietnamese students, PSC is comprised of 4 elements. These are: explore problem, establish problem space, plan and execute solution, and assess and reflect on the solution together with 15 corresponding behaviors. The PSC developmental progress and its elements are categorized into five different levels in order to help build assessment standards in math for senior students of primary schools, as well as lower and upper secondary schools. The measurement results from 900 students in the Vinh Phuc, Nghe An, Dak Lak provinces show that the PSC developmental progress and the assessment standards are suitable for Vietnamese students; the challenge is how to build sound PSC benchmarks that are feasible for development of school curricula in Vietnam.