DR Cuc Nguyen

DR Cuc Nguyen

Positions

  • Competency assessment
  • Development and validation of teacher standards
  • Development of assessment instruments and psychometrics evaluation
  • Educational measurement; Item response modeling; Multivariate and multilevel analysis
  • Factors influencing student outcomes
  • Large-scale survey design and analysis (test and questionnaire design, sampling, data management, data analysis and reporting)

Overview

OverviewText1

  • Dr Nguyen has worked with the Assessment Research Centre in the Melbourne Graduate School of Education at the University of Melbourne since 2003.
    She has extensive experience in large-scale survey design, with particular expertise in sampling design, instrument development, data management and data analysis. Dr Nguyen is responsible for designing the national sample of primary school teachers in Vietnam for the World Bank Project on Primary School Quality. Dr Nguyen is skilled in the development and validation of instruments for measuring competencies, application of Item Response Theory, Structural Equation Modelling and Multi-level Modelling. In different capacities she has been involved in a number a national and international projects, including Aspiring Principals’ Capstone Assessment Process for the Victorian Department of Education and Training, Evaluation of External Assessment Trials for the Queensland Curriculum and Assessment Authority (QCAA), the Philippines LearnARMM project, E4Kids Australia, the Victorian Regional Network Evaluation, the Vietnam Year 5 Assessment, and the Vietnam Primary School Teacher Development Project.

    She has taught highly specialised postgraduate subjects in assessment and quantitative methods, including Quantitative Methods, Large Scale Assessment in Evaluation, Scale Development and Analysis, Introduction to Assessment, Introductory Assessment Design, Statistics and Software in Measurement and Evaluation, and Projects in Evaluation and Assessment – subjects that address skills and knowledge in assessment design and validation for both the classroom context and large-scale surveys of student assessment.

    She has extensive experience in designing professional development and capacity building courses in test development and large-scale surveys of assessment of student achievement. Her expertise in assessment and measurement and statistical analysis provides her with opportunities   

Publications

Selected publications

Research

Awards

Education and training

  • PhD, University of Melbourne 2003
  • MA, Victoria University of Technology 1998
  • Other, Hanoi Pedagogical Institute 1991
  • B.Ed, Herzen State Pedagogical University of Russia 1985

Awards and honors

  • Melbourne-Asian Century Visiting Fellowship, 2013
  • Betty Patterson Commemorative Fellowship from the Fellowship Fund - Branch of AFUW Qld Inc, 2002
  • Endowment Scholarship from AFWU-Victoria, 2001
  • National Visiting Scholarship from the Australian National University, 1999
  • 3.5 years, Melbourne International Fee Remission Scholarship, 1999
  • 3.5 years, Melbourne International Research Scholarship, 1999
  • Georgina Sweet Fellowship from Australian Federation of University Women (AFUW), 1998
  • Russian International Scholarship, 1980

Linkages

Supervision

Available for supervision

  • Y

Supervision Statement

  • List of current Doctoral students' topics


    • Development and validation of an instrument to measure formative assessment competency of EFL teachers (Confirmed 2016)
    • Aligning Learning Outcomes to Framework of Proficiency: A Case of Vietnam’s English Language Curriculum (Probationary candidature)
    • Developing competency standards for VET teachers in Vietnam (Confirmed 2016)
    • Assessment of problem solving performance across mathematics and moral education subjects in third grade Vietnamese students (Confirmed 2016)

    List of completed Doctoral students' topics

    • Impact of Professional Learning Team on teacher beliefs and pedagogical practice (competed in 2015) Development and validation of an instrument to measure formative assessment competency of EFL teachers

    • Validating the University Entrance English test (Completed in 2015)

    • Teachers’ metacognition in relation to differentiated teaching and themselves as learners: the impact of the collaborative use of assessment data in a developmental approach (Completed in 2015)

    • Factors influencing student mathematics achievement in Pakistan (completed in 2014)

    • Developing performance assessment instruments for assessing English writing skills (completed in 2011)

    • The Critical Role of Subjectivity at Item Level in a Test of Spoken English: Variability in Rater Estimations (completed in 2011)

    • Teachers’ attitudes toward the inclusion of students with special needs in regular primary schools (completed in 2005)