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Review of Information Engineering and Applications

June 2019, Volume 6, 2, pp 37-45

A Case Study in Teaching: The Factors Determining of Assessmenting the Competence of Technology-Based

Thanh Chi Phan


Tien Minh Phan


Thanh Tu Ngo


Ninh Toan Van Duong

Thanh Chi Phan 1

Tien Minh Phan 2
Thanh Tu Ngo 3
Ninh Toan Van Duong 4

  1. Hanoi University of Science and Technology, Quang Tri Teacher Training College, Vietnam. 1

  2. Hue University of Education, Hue University, Vietnam. 2

  3. Hanoi University of Science and Technology, Vietnam. 3

  4. Dung Quat College of Technology, Hanoi University of Science and Technology, Vietnam. 4

Pages: 37-45

DOI: 10.18488/journal.79.2019.62.37.45

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Article History:

Received: 06 September, 2019
Revised: 09 October, 2019
Accepted: 14 November, 2019
Published: 16 December, 2019


Assessment and measurement of learning outcomes are an important part of the teaching process. In addition to supporting content learning, technology-based assessments are more advantageous than traditional assessments, as it can help reduce time as well as provide more access to student needs and preferences, allowing educators to personalize learning. Nowadays, more and more different types and assessment tools are applied to assess according to competence, helping teachers to get the most accurate, objective and reliable results about the learners' competencies. Advances in technology will extend the use of student competence assessments aimed at improving the efficiency of the learning process in education. The goal of competence-based education is to focus on the output of the teaching and learning process, which emphasizes the competence and level of competence that learners need to achieve after the end of a training program, thus the development of technology, technology, socio-economy and politics from education has been identified as a key task in teaching towards developing competence for learners. This paper researches and identifies the factors in competence-based assessment with technology-assisted, contributing to identifying ways of assessing learners in the direction of competence development, aiming to diversify methods of student assessment in teaching and online teaching.
Contribution/ Originality
This study contributes in the existing literature and additional about theory of the competence technology-based assessment, with a research method that combines educational practices to identify the determinants of learners' competence based on the technology driven environment aimed at diversifying student assessment methods in teaching.


Competence, Technology, Technology using competence, Assessment the competence, Technology-based assessment, Assessment the competence of technology-based.


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This study received no specific financial support.

Competing Interests:

The authors declare that they have no competing interests.


This document received valuable contributions from the members of research’s authors group, and many experts have made invaluable contributions.

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