Classroom assessment has been recognized as an inseparable component of teaching. Nowadays, besides the function of measuring the level of mastering learning objectives of students, educators and researchers are paying more attention on the benefits of facilitating learning that classroom assessment can bring about. This study was conducted basing on a survey on the school teachers� perspectives, beliefs and practice of classroom assessment, particularly focusing on formative assessment strategies. The survey questionnaire was responded by over 500 primary and secondary teachers throughout the country. Assessment strategies which were investigated include: clarifying and sharing learning objectives, collecting learning evidences, giving feedback, making students to be the owners of learning. Besides descriptive statistics results, the findings show a relationship between teachers� perspectives and beliefs and their practice of classroom assessment.

Assessment, especially classroom assessment techniques (CATs) is widely recognized as a vital component of teaching practice. To add one more proof to this confirmation, this study has been conducted to discover some impacts of practicing CATs in Physics teaching to Grade 11 students in Vietnam on their improvement of learning interest and outcomes. Some CATs were utilized to design assessment activities, and then put into practice. Observation and questionnaire survey were then conducted to collect data on students' responses during the instruction and by the end of instruction. A test to summative measure students' learning out-comes, having been administrated in two groups: with and without CATs practicing to evaluate the effective-ness of the CATs. The research results have shown that the assessment activities have actually facilitated students' interest and engagement in the lesson; in which students' learning outcomes are considerately promoted.

This article present the output of a quantitative study on self-regulated learning (SRL) of pre-service teacher students at VNU University of Education. Based on a literature review of both theoritical and imperical researches on SRL, a conceptual framework of SRL has been defined for developing a students’self - assessing questionnaire on SRL skills. Data of 809 respondents, who were VNU University of Education’s pre-service teacher students, were analyzed for this report. The outputs of descriptive statistics showed that all the investigated SRL skills of the students were limited, with the average mean scores of four SRL strategies ran between 3 and 4 (within the 1-5 Likert scale). Among various SRL skills being surveyed, the students assessed themselves better in keeping efforts and being persistent in targeting their study goals. Meanwhiles, a considerable ratio of respondents was reported to be lack of independent learning skills such as setting goals and plans for their own study, self monitoring and regulating their learning techniques. Besides, the percentage of students with limited ambition and self-efficacy in studying was also noteworthy, which may become a warning for various stakeholders, especially the university’s lecturers, the student union and clubs to focus on appropriate solutions and activities to promote students’ SRL.

Aims: To evaluate the predictive value of urine Neutrophil Gelatinase-Associated Lipocalin (NGAL) measured at the time of admission during the recovery from Acute Kidney Injury (AKI) after 90 days. Materials and Methods: This study includes 101 adult patients admitted to the Intensive Care Unit (ICU) who were diagnosed as AKI (96 patients had been collected 24-hour urine and 5 patients with anuria). Acute kidney injury was diagnosed using the Acute Kidney Injury Network (AKIN) criteria. Urine NGAL was measured at admission using the BioVendor Human Lipocalin-2/NGAL ELISA. Results: The ratio of complete recovery patients after 90 days reached 71.9%. The mean of urine NGAL concentration in the recovery group was 242.04 ng/ml, lower significantly than that of non-recovery patients (371.1 ng/ml), p=0.007. At the cut-off value for 740.03 ng/ml, urine NGAL measured at admission predicted complete recovery with the area under the curve of ROC for urine NGAL = 0.888, p<0.001. Based on the multivariate regression analysis, serum urea, serum creatinine and urine NGAL were independent factors that effected the proportion of recovery in AKI patients (OR=0.856, p=0.023; OR=1.014, p=0.012 and OR=0.993, p<0.001, respectively). Conclusion: Serum urea, serum creatinine and urine NGAL were independent factors that effected the proportion of recovery in AKI patients. Urine NGAL in AKI patients measured at the time of the admission time to ICU can be used as a prognostic biomarker of recovery.

This study investigated the information literacy in the digital environment of university students from Vietnam. A survey was developed to collect quantitative data from self-assessment on information literacy of 328 students from different majors of teachers’ training at VNU University of Education. Using descriptive statistical methods for the data analysis, the study showed that the students were proficient in accessing and processing basic information types in the digital environment, and had the ability to apply information and communication technology to their learning and in daily activities, such as using Microsoft office applications, tools for searching information to solve learning tasks, using email and social networks for communication, information exchange and other ordinary purposes. Students were aware of the importance of safety and information security in the digital environment. However, creativity with digital information and emotional intelligence were not highly self-assessed. Students still had limitations in applying the information obtained from the digital environment to solve problems they faced in real life.