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About Hou saomoline
Mrs. Hou Saomoline is a Head of Department of Pedagogy at Phnom Penh Teacher Education College, Ministry of Education, Youth and Sport. She graduated from her master degree in educational technology at Royal University of Phnom Penh. She completed her Bachelor degree in education at Royal University of Phnom Penh and her major is Psychology. She was an active lecturer and CPD provider, teaching Educational Psychology, Learning Assessment, and Social Context, and contributing to syllabus and curriculum development for teacher education programs. Mrs. Hou Saomoline has completed professional training and certificates in areas such as teacher education foundation programs, in-service teacher training capacity building, and child rights and classroom/school management, including international training supported by organizations including JICA and KOICA. She was also a lecturer at Asia Euro University for 13 years, teaching educational psychology.
Research Interests
Educational PsychologyLearning Assessment
Educational psychology and learning assessment
Education:
Short Course Training
- September 12 – September 30, 2022: Joint Course Development Program, JICA Sponsorship, Japan.
- September 02 - September 27, 2019: Joint Course Development Program, JICA Sponsorship, Japan.
- October 12 - October 25, 2017: Capacity Building for Developing the in-service teacher training program at Korea university of Technology and Education (Supported by KOICA)
- Sept 2016 - Oct. 2016: Methods and Techniques of Pre-service Teacher training course at Miyagi University of Education, Japan.
- Sept 2013 - Oct. 2013: Child Rights, Classroom, and School Management at Lund University, Sweden.
- 2006-2008: Master of Education majoring in Educational Technology at Royal University of Phnom Penh.
- 1988-1992: Bachelor of Education in Psycho-Pedagogy at Phnom Penh University.
Selected Publications
Implementation of Student Teachers’ Self-Assessment to Improve Student Learning Outcomes and Their Attitude Towards Self-Assessment: A Case Study of Student Teachers at Phnom Penh Teacher Education College Saint Meassnguon (1); Hou Saomoline (2)
Abstract
Instruction is a complex process that inevitably requires assessment to monitor students' academic progress and abilities. However, generally, most educational practices do not focus on students' self-assessment. Therefore, this study aims to investigate the impact of student teachers' self-assessment on their academic learning outcomes and to explore student teachers' attitudes towards this self-assessment. This research employs a pre-experimental research design, involving second-year physics major student teachers in their academic year 2023 – 24 in semester 2. A convenience sampling technique, as determined by the Office of Academic Affairs and In-service Training, was used, resulting in a sample size of 25 participants. The research instruments consisted of two types: 1. a pre-test and a post-test to measure student teachers' academic learning outcomes, and 2. a student teachers' self-assessment form. The research results revealed that student teachers' academic learning outcomes significantly increased, with the mean score rising from 14.04 and a standard deviation of 4.58 in the pre-test to a mean score of 27.48 and a smaller standard deviation of 2.70 in the post test, with a p-value of less than 0.05, as determined by a paired-sample t-test using Excel 2019. The findings related to the second objective highlighted four key areas: an overview of classroom assessment, the development of assessment tools, the use of basic statistics, and solutions in the course of study assessment.
Keywords: Assessment; Self-assessment; Learning outcome; Attitude