Linking pupil and teacher competence in reading and mathematics in Vietnam |
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| Authors: | Patrick Griffin |
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| Institution: | (1) Assessment Research Centre, Faculty of Education, The University of Melbourne, Parkville, 3010, VIC, Australia |
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| Abstract: | This article reports results derived from the national study of Grade 5 in Vietnamese primary schools in which teachers and
pupils took tests in reading and mathematics. The test data were calibrated so that teacher and pupil results could be mapped
onto the same continuum. Results showed that the overlapping tests for teachers and pupils were appropriate for the pupils
and easy for the teachers. Fit to the Rasch model indicated that the sets of items in both the reading and mathematics tests
were each measuring a single domain. Teacher performances were predictably higher than those of the pupils. But there was
a considerable overlap in scaled scores indicating that many Grade 5 pupils were out-performing a sub- sample of teachers.
Of great concern were the analyses of aggregated results at provincial level. It was clear that the distribution of teacher
competence in reading and mathematics was related to location of the provinces, and alarmingly so too was the distribution
of pupil competence. The relationship between teacher and pupil competence was linear and indicated that pupil chances of
improved learning were strongly linked to the competence of the teacher. |
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| Keywords: | Assessment Mathematics Primary schooling Pupil competence Quality assurance Rasch model Reading Teacher competence Vietnam |
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