Measuring Research Competence of University Students using a Multisource Assessment Model

Abstract

Research has become an essential of higher edueation as universities increasingly emphasizæ inquiry-based learning and student engagement in research activities. However, measuring students' research competence remains challenging many existing studies rely primarily on self-assessment, which may lead to subjective bias and limited reliability. To address this limitation, the present study proposes a multi-source assessment model for measuring research competence among university students. The study aims to develop and validate a multidimensional framework for assessing students' research competence by integrating multiple perspectives, including student self-assessment, lecturer evaluation, and assessment. A survey instrument consisting Of 36 items was developed based on eight dimensions of research competence: research cognition, research methodology, data analysis, academic communication, research ethics, collatR)ration, research management, and research technology. Data were collected from 627 undergraduate students at a Vietnamese university using a five-m)int rating scale ranging from 1 (very low) to 5 (very high). Reliability analysis and exploratory factor analysis were conducted to examine the internal consistency and construct validity of the measurement model. The results supl%m the multidimensional structure of research competence and demonstrate the usefulness of a multi-source assessment approach in improving the robustness of competence measurement. The study contributes to the development of a practical assessment framework that can supFXyrt universities in evaluating and enhancing students' research competence in higher education contexts.