ABSTRACT
This chapter reports a study that explored practices and challenges of assessing students’ soft skills in the Business Administration programs in six Vietnamese universities. Content analysis of interviews with 41 teachers of skills subjects and specialized subjects revealed that teachers were organizing different formative and summative soft skills assessment activities. Unfortunately, the analysis indicated that their soft skills assessment practices were fragmented across subjects in the curriculum. Teachers’ beliefs regarding their roles in the university, teachers’ expertise, and several contextual factors were found to influence their assessment practices. The article argues that leadership should be exercised more effectively in order to remove obstacles and engage teachers with assessing soft skills, which will yield washback effect on students’ learning of these skills.
