Speaker
Description
This study explores the application of scenario-based assessment in the testing practices of theoretical subjects at a university level, focusing on its effectiveness in evaluating students' higher-order thinking skills—specifically, the abilities to evaluate and synthesize information as outlined in Bloom's taxonomy. Drawing on both quantitative and qualitative data collected through questionnaires and semi-structured interviews, the research captures university teachers’ perceptions and experiences regarding the appropriateness and impact of using scenarios in assessments. The findings reveal that teachers generally view scenario-based assessment as a meaningful and practical approach to measuring complex cognitive skills, with many highlighting its capacity to promote deeper learning, contextual understanding, and critical reflection. The study contributes to current discourse on innovative assessment methods in higher education and offers implications for enhancing the design of assessments in theoretical disciplines.
Biography
Tran Thi Ngan is a lecturer at Hanoi Pedagogical University 2, one of Vietnam’s leading institutions for teacher education. She has extensive experience in delivering theoretical courses to pre-service English teachers, with a particular focus on testing and assessment in language teaching. Her academic interests include language assessment, teaching methodology, and teacher education. She has contributed to the publication of several books aimed at supporting the professional development of pre-service English teachers, especially in the areas of assessment practices and instructional techniques.
