Circular promulgating regulations on assessment of primary students

Thông tư 30/2014/TT-BGDĐT Quy định đánh giá học sinh tiểu học theo bản tiếng Anh

Thông tư 30/2014/TT-BGDĐT bản tiếng Anh quy định đánh giá học sinh tiểu học - Circular 30/2014/TT-BGDĐT promulgating regulations on assessment of primary students để phục vụ nhu cầu của người dùng đa dạng hơn. Theo đó, Thông tư 30/2014/TT-BGDĐT thay đổi cách dùng điểm số, xếp loại để đánh giá học sinh tiểu học thay cho quy định cũ.

Tải Thông tư 30/2014/TT-BGDĐT: Quy định đánh giá học sinh tiểu học

CIRCULAR
PROMULGATING REGULATIONS ON ASSESSMENT OF PRIMARY STUDENTS

Pursuant to the Government's Decree No.36/2012/NĐ-CP dated April 18, 2012 defining functions, duties, authorities and organizational structure of the Ministry and ministerial-level agencies;

Pursuant to the Government's Decree No.36/2008/NĐ-CP dated March 19, 2008 defining functions, duties, authorities and organizational structure of the Ministry of Education and Training;

Pursuant to the Government's Decree No. 75/2006/NĐ-CP dated August 02, 2006 detailing and instructing the implementation of some articles of the Law on education; The Government's Decree No. 31/2011/NĐ-CP dated May 11, 2011 amending and supplementing some articles of the Government's Decree 75/2006/NĐ-CP dated August 02, 2006; The Government's Decree 07/2013/NĐ-CP dated January 09, 2013 amending Point b, Clause 13, Article 1 of the Government's Decree No. 31/2011/NĐ-CP dated May 11, 2011;

At the proposal of General Director of Primary Education Department;

The Minister of Education and Training has promulgated the Circular stipulating assessment of primary students.

Article 1. Enclosed together with this Circular

Article 2. This Circular comes into force since October 15, 2014. This Circular replaces the Minister of Education and Training's Circular No. 32/2009/TT-BGDĐT promulgating regulations on assessment and grading of primary students.

Article 3. The Chief officers, General Director of Primary Education Department, General Director of Department of Examination and Education Quality Assessment, heads of relevant agencies under the Ministry of Education and Training, directors of the services of education and training are responsible for exercising this Circular.

PP THE MINISTER
DEPUTY MINISTER

Nguyen Vinh Hien

REGULATION
ASSESSMENT OF PRIMARY STUDENTS

(Enclosed together with the Minister of Education and
Training's Circular No.30/2014/TT-BGDĐT dated August 28, 2014)

Chapter I

GENERAL PROVISIONS

Article 1. Scope and regulated entities

1. This document regulates the assessment of primary students including: content and manner of assessment and employment of assessment results.

2. This document applies to primary schools; primary classes in multi-level primary schools and specialized schools; other educational institutions running primary education programs; organizations, individuals participating in primary education activities.

Article 2. Assessment of primary students

Assessment of primary students specified in this Regulation includes observing, monitoring, exchanging, examining and making comments on students' process of learning and practice; advise, instruct and encourage students; carry out qualitative and quantitative comments on their process of learning and practice, formation and development of some capabilities and qualities of primary students;

Article 3. Purposes of assessment

1. Help teachers adapt and innovate method and manner of teaching, real-life experience during and after each phase of teaching and education; punctually discover endeavors and advances of students to give encouragement; discover difficulties beyond students' ability to overcome to provide instructions and support; make correct judgments about students' strong and weak points in order to introduce solutions for improvement of quality and productivity of students' learning and practice; contribute to fulfilling the target of primary education.

2. Help students be able to perform self-assessment and participate in student assessment; self-adapt the way of learning; develop communication and cooperation skills; have excitement in learning and practice for advancement.

3. Help students' parents or guardians (hereinafter referred to as parents) participate in the assessment of school performance, practice, formation and development of students' capabilities and qualities; cooperate actively with schools in educational activities.

4. Help educational management officers of different levels direct educational activities punctually, renew methodology of teaching and assessment in order to achieve educational efficiency.

Article 4. Principles of assessment

1. Assessment is carried out for the advancement of students; students' positive aspects and spirits to overcome difficulties in learning and practice should be encouraged and highly valued; help students bring into play all their abilities, ensure promptness, fairness and objectiveness.

2. Students shall be comprehensively assessed in terms of achievement of standardized knowledge, skills and some expression of capabilities and qualities according to the target of primary education.

3. Assessments from teachers, students and parents should be combined and teachers' are considered the most important.

4. Advancement of students should be assessed without comparing these students against the others, creating pressure on students, teachers and parents.

Chapter II

SUBJECT MATTERS AND MANNER OF ASSESSMENT

Article 5. Subject matters of assessment

1. Assess school performance and advancement of students in terms of standardized knowledge, skills in each subject and other educational activities according to primary education programs.

2. Assess the formation and development of some capabilities of students:

a) Self-service, self-management

b) Communication and cooperation;

c) Self-learning and problem solving

3. Assess the formation and development of some qualities of students:

a) Studiousness, diligence; enthusiasm about taking part in educational activities;

b) Self-confidence, self-esteem and personal responsibility

c) Honesty, discipline, and solidarity;

d) Love for families, friends and others; schools, classrooms, hometown and native country.

Article 6. Continuous assessment

1. Continuous assessment includes assessments that are carried out during student's learning and practice according to the process of subjects' contents and other educational activities in which the application of knowledge and skills at schools, at home and in the society is included.

2. In respect of continuous assessment, teachers shall record most notable remarks in logbooks, results achieved or yet to be achieved; specific measures to help students overcome difficulties in their performance; specific expressions of the formation and development of students' capabilities, qualities; special attentions should be paid to things that help facilitate monitoring and educating students, student groups in learning and practice.

Article 7. Continuous assessment to be carried out on school performance, advancement and results in terms of standardized knowledge, skills in each subject and other educational activities according to primary education programs.

1. Participants in continuous assessment include teachers and students (self-assessment and remarks, contribution of ideas through group and class activities); parents' participation in assessment is encouraged.

2. Teachers' assessment

a) During teaching process, based on characteristics and objectives of each lesson and activity to be executed by students in the lesson, teachers shall perform some tasks as below:

- Observe, monitor, exchange and examine the process and performance of each student or student group according to the process of teaching;

- Make oral or verbal comments in students' notebooks about results achieved or yet to be achieved; level of knowledge and capacity to make use of knowledge; proficiency of skills necessary and suitable for lessons, student's activities;

- Take interests in individual students' progress of performance; take specific measures to punctually help students overcome difficulties. Due to unequal level of capacity, difference in term and level of performance may be accepted;

b) On a weekly basis, teachers shall pay attention to students who are yet to fulfill their tasks; provide prompt assistance for students to fulfill their tasks;

c) On a monthly basis, teachers shall make verbal comments in logbooks about students' level of performance in each subject, and other educational activities; plan and apply specific and separate measure to be able to provide early support to students who are yet to complete subjects and other educational activities in a month;

d) When making comments, teachers should give special attention to giving encouragement, making comments on students' achievements and advances as a way to help them build confidence and move forward;

dd) Use of scores for continuous assessment is not permitted.

3. Students shall carry out self-assessment; participate in making remarks, contribution of ideas:

a) Students shall carry out self-assessment right in the process or after each duty or educational activity is fulfilled, and report to teachers;

b) Students shall participate in making remarks, contribution of ideas right in the process of completing learning duties, educational activities; discuss, instruct and help their peers to complete duties.

4. Parents' participation in assessment:

Parents are encouraged to collaborate with teachers and schools on encouraging and helping students in their learning and practice; parents shall be instructed by teachers to observe and encourage students' activities or stay shoulder to shoulder with them in activities; exchange with teachers on remarks and evaluations made to students orally or verbally as appropriate.

Article 8. Continuous assessment of formation and development of students' capabilities

1. Students' capabilities are formed and developed through the process of learning, practice and life experiencing inside and outside of schools. Teachers shall assess the formation and development of students' capabilities through expressions and behaviors as follows:

a) Self-service, self-management: be able to perform a number of jobs to serve their personal activities such as personal hygiene, self-catering, and dressing; some jobs to serve learning such as preparing learning tools in class and at home; some jobs required by teachers, by themselves or assigned by group, class; able to arrange time for learning and activities at home; comply with classroom rules and complete duties;

b) Communication and cooperation: Be confident in social interaction; able to give explicit and concise presentation; communicate right information; language spoken suits circumstances and subjects; have a friendly behavior; listen to others and know how to take advantage of consent;

c) Self-study and problem solving: ability to perform learning duties in class, working in group, class; self-study abilities with or without help from others; perform right duties; share learning results with friends and groups; carry out self-assessment of performance and report to groups or teachers; seek early support from friends, teachers or others; make use of learned things to handle problems in class and in life; discover new situations concerning lesson or in life and find a solution.

2. On a daily and weekly basis, teachers shall observe expressions through students' activities to assess the formation and development of their capabilities; from that point to encourage and help students to overcome difficulties, bring into play their strong points and capabilities, adapt performance for advancement.

On a monthly basis, through the process of observation, opinions exchanged with parents and others (if any), teachers shall make verbal comments in logbooks.

Article 9. Continuous assessment of formation and development of students' qualities

1. Students' qualities are formed and developed through the process of learning, practice and real-life experiencing inside and outside of schools. Teachers shall assess the formation and development of students' qualities through expressions or behaviors as follows:

a) Studious, hard-working and enthusiastic about participating in educational activities: attend class regularly and punctually; frequently exchange subject matters of study and educational activities with friends, teachers and others; be diligent in housework and giving help to parents; be enthusiastic about participating in activities and movement of learning, labor, arts and sports in schools and in locality; be enthusiastic about calling for friends to join tasks of maintaining sanitation and beauty of schools, classes, neighborhood and in public;

b) Confidence and self-responsibilities: Be confident in performing learning duties and presenting personal viewpoints; accept jobs within their strength; take self-responsibility for what they do, no blaming others for their own mistakes;

c) Honesty, self-discipline and solidarity: be honest and truthful about what they say; respect and keep promises; comply strictly with the rules of learning; do not take anything not of their own; have a sense of public property protection;

d) Have a love for families, friends and others; schools, classes, hometown and native country: take interest and care of grandparents, parents and siblings; respect adults and be grateful to teachers; love and help friends; be enthusiastic about participating in activities of collectives, building up schools and classes; keep and protect public properties and environment; take pride in relatives, teachers, schools and hometown; love to understand geographical names and famous figures in the hometown.

2. Everyday or week, teachers shall observe expressions through students' activities to assess the formation and development of their qualities; from that point to encourage and help students to overcome difficulties, bring into play their strong points and qualities, adapt performance for advancement.

On a monthly basis, through the process of observation, opinions exchanged with parents and others (if any), teachers shall make verbal comments in logbooks.

Article 10. Periodical assessment of school performance

1. Headmasters shall direct periodical assessment of school performance, level of achievement of standardized knowledge and skills according to primary education programs at the end of first term and school year with respect to such subjects as Vietnamese language, Mathematics, Science, History, Geography, foreign languages, computers, languages of ethic minorities through periodical exams.

2. Topics of periodical exams shall be suitable for standardized knowledge, skills including questions, exercises designed according to students' level of awareness:

a) Level 1: Students are able to know, remember and remind learned knowledge; use their own way to correctly express or describe knowledge and skills learned and directly apply those knowledge, skills to resolve situations and problems in the process of learning;

b) Level 2: Students can connect and re-arrange learned knowledge, skills to resolve new situations, problems similar to learned situations and problems;

c) Level 3: Students can make use of learned knowledge and skills to resolve new situations and problems which are different from instructed situations and problems or put forth reasonable responses to a new situation and problem in learning and in life.

3. Periodical exams performed by students shall be corrected, commented and marked from 1 to 10 by teachers. No zero and decimals are marked.

Article 11. Summary of assessment

1. At the end of term or school year, headmasters shall direct head teachers to conduct a meeting with other teachers responsible for the same class and through comments on students' school performance and other educational activities, a summary assessment of formation and development of individual students' capabilities and qualities shall be carried out.

a) Process of learning in individual subjects and other educational activities, outstanding characteristics, advancement, constraints and level of completion according to standardized knowledge, skills; aptitudes and interests in individual subjects, educational activities; grade students as either satisfactory or unsatisfactory with respect to learned subjects and educational activities;

b) Level of formation and development of capabilities: outstanding expressions of capabilities, advancement, level of formation and development according to specific group of capabilities; contribute ideas with students, make recommendations to schools, parents; grade students as either satisfactory or unsatisfactory;

b) Level of formation and development of qualities: outstanding expressions of qualities, advancement, level of formation and development according to specific group of qualities; share ideas with students, make recommendations to schools, parents; grade students as either satisfactory or unsatisfactory;

d) Other achievements praised and rewarded at the end of term and school year.

2. Headmasters shall make verbal comments and general performance results in school reports. School reports are records to confirm level of completion of the program and determine duties, things to overcome and support with respect to each student when second term or new school year starts.