Learning-Oriented Assessment in Higher Education: From Theory to Practice in Developing Vietnamese Students' Competencies

In the context of higher education globalization, learning assessment has become a critical factor determining educational quality. This study analyzes the transition from traditional assessment (Assessment of Learning) to Learning-Oriented Assessment (LOA) in higher education, focusing on practical implementation for developing Vietnamese students' competencies. Using a systematic review methodology, the research establishes theoretical foundations by clarifying the relationships among three assessment forms: Assessment of Learning (AoL), Assessment for Learning (AfL), and Assessment as Learning (AaL), and their roles within the LOA framework. Results indicate that LOA demonstrates potential for developing students' comprehensive competencies, including metacognitive thinking, self-regulated learning capabilities, and lifelong learning skills. In Vietnam, despite positive policy changes, LOA implementation faces challenges related to awareness, faculty competency, infrastructure, and administrative management. Building upon the theoretical foundation, the study proposes practical solutions for implementing LOA in Vietnamese higher education and recommends specific measures to develop students' comprehensive competencies in the digital era.