Circular No. 22/2021/TT-BGDĐT on the assessment of secondary school students and high school students

CIRCULAR

Regulations on assessment middle school studentsand high school students

 

Pursuant to the Education Law dated June 14, 2019;

Pursuant to Decree No. 69/2017/NĐ-CP dated May 25, 2017 of the Government stipulating the functions, tasks, powers, and organizational structure of the Ministry of Education and Training;

The Minister of Education and Training issues this Circular to promulgate the Admissions Regulations for Secondary Schools and High Schools.

The Minister of Education and Training issues this Circular to regulate the assessment of middle school students and high school students.

PART I

GENERAL PROVISIONS

Article 1. Scope of Regulation and Applicability

1. This Circular regulates the assessment of the training and learning outcomes of middle school students and high school students (hereinafter referred to collectively as students), including: assessing the training and learning outcomes of students; using assessment results; responsibilities of agencies, organizations, and individuals.

2. This Circular applies to middle schools, high schools, general education schools with multiple levels, specialized schools, other educational institutions implementing the General Education Program issued by the Minister of Education and Training (hereinafter referred to as the General Education Program), relevant agencies, organizations, and individuals.

Article 2. Interpretation of Terms

In this Circular, the following terms are understood as follows:

1. Assessing the training and learning outcomes of students is an activity of collecting, analyzing, and processing information through observation, monitoring, exchange, inspection, and comments on the training and learning process of students in compulsory subjects, elective subjects, compulsory educational activities, local educational content (hereinafter referred to collectively as subjects) in the General Education Program; counseling, guiding, and encouraging students; confirming the achievements of students; providing feedback information to teachers and students to adjust the teaching and education process (hereinafter referred to collectively as teaching).

2. Continuous assessment is an activity of assessing the training and learning outcomes of students that occurs during the implementation of the teaching process according to the requirements set out in the General Education Program; providing feedback information to educational management staff, teachers, and students to timely adjust the teaching process; supporting and promoting the progress of students; confirming the achievements of students in the process of performing training and learning tasks.

3. Periodic Assessment is an activity of assessing the training and learning outcomes of students after a stage in the academic year to determine the level of completion of training and learning tasks of students according to the requirements set out in the General Education Program; providing information for educational management staff, teachers, and students to adjust teaching activities; confirming the achievements of students.

Article 3. Purpose of assessment

Assessment aimed at determining the level of completion of training and learning tasks of students according to the requirements set out in the General Education Program; providing accurate and timely information for students to adjust their training and learning activities, and for educational management staff and teachers to adjust their teaching activities.

Article 4. Requirements for assessment

1. Assessment is based on the requirements set out in the General Education Program.

2. Assessment ensures accuracy, comprehensiveness, fairness, honesty, and objectivity.

3. Assessment uses various methods, forms, techniques, and tools; combining regular assessment and periodic assessment.

4. Assessment is for the progress of students; emphasizing encouragement and motivation in training and learning; not comparing students with each other.

Chapter II

ASSESSING THE TRAINING AND LEARNING OUTCOMES OF STUDENTS

Article 5. Forms of Evaluation

1. Evaluation by Comment

a) Teachers use oral or written forms to comment on the performance of training and learning tasks by students; commenting on the progress, outstanding strengths, main limitations of students in the training and learning process; assessing the training and learning outcomes of students.

b) Students use oral or written forms to self-comment on the performance of training and learning tasks, their progress, outstanding strengths, and main limitations.

c) Parents of students, agencies, organizations, and individuals involved in the education process provide feedback on the performance of training and learning tasks by students.

d) Comments on the training and learning outcomes of students are used in regular and periodic assessments through various forms of testing and evaluating the performance of training and learning tasks suitable to the characteristics of the subject.

2. Evaluation by Score

a) Teachers use numerical scores to assess the training and learning outcomes of students.

b) Numerical score assessment is used in regular and periodic assessments through various forms of testing and evaluating the performance of training and learning tasks suitable to the characteristics of the subject.

3. Forms of assessment for subjects

a) Assessment by comments for subjects: Physical Education, Arts, Music, Fine Arts, Local Educational Content, Experiential Activities, Career Orientation; learning outcomes are assessed by comments at one of two levels: Achieved, Not Achieved.

b) Assessment by comments combined with numerical scores for subjects in the General Education Program, except those specified in point a of this clause; learning outcomes are assessed by numerical scores on a scale of 10 points, if another scale is used, it must be converted to a scale of 10 points. The assessment score is an integer or decimal number rounded to the first decimal place.

Article 6. Regular Evaluation

1. Regular evaluation is conducted through: question-and-answer sessions, writing, presentations, practical exercises, experiments, learning products.

2. For a subject, each student is tested and assessed multiple times, among which a certain number of tests and assessments are selected in accordance with the teaching progress plan of the subject team, recorded in the Student Monitoring and Assessment Book (by class) for use in assessing the subject learning outcomes as stipulated in Clause 1, Article 9 of this Circular, as follows:

a) For subjects assessed by comments (excluding study clusters): two times per semester.

b) For subjects assessed by comments combined with numerical scores (excluding study clusters), select the number of regular assessment scores (hereinafter abbreviated as Regular Assessment Scores) per semester as follows:

- Subjects with 35 periods/year: 2 Regular Assessment Scores.

- Subjects with more than 35 periods/year up to 70 periods/year: 3 Regular Assessment Scores.

- Subjects with more than 70 periods/year: 4 Regular Assessment Scores.

3. For each subject's learning module at the secondary school level, each student will be assessed and evaluated individually for each learning module, selecting the result from one assessment or evaluation to serve as the evaluation result for the subject's learning module cluster. The evaluation result of the subject's learning module cluster is considered as the result of one regular assessment of that subject and recorded in the Student Monitoring and Evaluation Book (by class) for use in evaluating the subject's learning outcomes as stipulated in Clause 1, Article 9 of this Circular.

Article 7. Periodic Evaluation

1. Periodic assessment (not applicable to learning module clusters) includes mid-term and final assessments, which are conducted through tests (on paper or on computer), practical exercises, and learning projects.

- The time allocated for tests (on paper or on computer) for subjects (excluding learning module clusters) with up to 70 class hours per academic year is 45 minutes; for subjects (excluding learning module clusters) with more than 70 class hours per academic year, it ranges from 60 to 90 minutes; for specialized subjects, the maximum time is 120 minutes.

- For tests (on paper or on computer) that assess using numerical scores, the test questions are developed based on matrices and descriptions that meet the required achievement levels specified in the General Education Program.

- For tests (on paper or on computer) that assess using comments, practical exercises, and learning projects, there must be guidelines and evaluation criteria according to the required achievement levels specified in the General Education Program before implementation.

2. In each semester, subjects that are assessed using comments have one mid-term assessment and one final assessment.

3. In each semester, subjects that combine assessment using comments with numerical scores have one mid-term assessment score (hereinafter referred to as Mid-Term Assessment Score) and one final assessment score (hereinafter referred to as Final Assessment Score).

4. Students who fail to participate in assessments due to force majeure as stipulated in Clauses 2 and 3 of this Article shall be given make-up assessments to meet the required achievement levels for the missed assessments. Make-up assessments are conducted on a per-semester basis.

5. If students do not participate in make-up assessments as stipulated in Clause 4 of this Article, they will be rated as Not Achieved or receive 0 (zero) points for the missed assessments.

Article 8. Assessment of Student Discipline Outcomes

1. Basis and Organization of Assessment of Student Discipline Outcomes

a) The assessment of student discipline outcomes is based on the required achievement levels regarding primary qualities and general abilities suitable to the subjects and grade levels specified in the Comprehensive Program and the required achievement levels regarding specific abilities specified in the Subject Programs within the General Education Program.

b) Subject teachers base their observations and evaluations of student discipline outcomes, progress, outstanding strengths, and main limitations during the process of discipline and study on the provisions set out in point a of this clause.

c) Class advisors monitor the process of discipline and study of students based on the provisions set out in point a of this clause; refer to the observations and evaluations of subject teachers, feedback from parents, and relevant organizations and individuals involved in educating the students; guide students in self-assessment; and evaluate the discipline outcomes of students according to the levels specified in Clause 2 of this Article.

2. Student Discipline Outcomes in Each Semester and Throughout the Academic Year

Student discipline outcomes in each semester and throughout the academic year are evaluated at one of four levels: Excellent, Good, Achieved, and Not Achieved.

a) Student Discipline Outcomes in Each Semester

- Excellent Level: Meeting well the required achievement levels regarding primary qualities specified in the General Education Program and showing many prominent manifestations.

- Good Level: Meeting the required achievement levels regarding primary qualities specified in the General Education Program and showing prominent manifestations but not reaching the Excellent level.

- Achieved Level: Meeting the required achievement levels regarding primary qualities specified in the General Education Program.

- Not Achieved Level: Failing to meet the required achievement levels regarding primary qualities specified in the General Education Program.

b) Student Discipline Outcomes Throughout the Academic Year

- Excellent Level: Semester II is rated as Excellent, and Semester I is rated as Good or higher.

- Good Level: Semester II is rated as Good, and Semester I is rated as Achieved or higher; or Semester II is rated as Achieved, and Semester I is rated as Excellent; or Semester II is rated as Excellent, and Semester I is rated as Achieved or Not Achieved.

- Achieved Level: Semester II is rated as Achieved, and Semester I is rated as Good, Achieved, or Not Achieved; or Semester II is rated as Good, and Semester I is rated as Not Achieved.

- Unsatisfactory Level: All other cases.

Article 9. Evaluation of Students' Academic Performance

1. Academic performance of students by subject

a) For subjects evaluated by observation

- In each semester, the academic performance of each subject for students is evaluated at one of two levels: Pass, Fail.

+ Level Pass: Having sufficient number of assessments according to this Circular and all assessments are at the Pass level.

+ Level Fail: All other cases.

- Throughout the school year, the academic performance of each subject for students is evaluated at one of two levels: Pass, Fail.

 + Level Pass: The academic performance in Semester II is evaluated at the Pass level.

+ Level Fail: The academic performance in Semester II is evaluated at the Fail level.

b) For subjects evaluated by a combination of observation and numerical scores

- The average score of a subject in a semester (hereinafter referred to as "Average Score of Subject in Semester" or "ASSS") for each subject is calculated as follows:_mhk 

ASSS: Total points from regular assessments._{In which, ASmsI is the average score for a subject in Semester I and ASmsII is the average score for a subject in Semester II.}- The average score of a subject for the entire school year (referred to as "Average Score of Subject for Year" or "ASSY") is calculated as follows:

ASSY: Average Score of Subject in Semester I._{d) Unsatisfactory Level: All other cases.}: Average Score of Subject in Semester II.

2. Academic performance in each semester and throughout the school year_{3. Adjustment of Evaluation Levels for Learning Results}For subjects evaluated by a combination of observation and numerical scores, the ASSS is used to evaluate the academic performance of students in each semester, and the ASSY is used to evaluate the academic performance of students throughout the school year. The academic performance of students in each semester and throughout the school year is evaluated at one of four levels: Excellent, Good, Pass, Fail.

ASms = (TDS + 2 x ASgk) / (Number of ASs)_mhkIIa) Level Excellent:

- All subjects evaluated by observation are evaluated at the Pass level.

- All subjects evaluated by a combination of observation and numerical scores have an ASSS and ASSY of 6.5 points or higher, with at least six subjects having an ASSS and ASSY of 8.0 points or higher.

b) Level Good:

- All subjects evaluated by a combination of observation and numerical scores have an ASSS and ASSY of 5.0 points or higher, with at least six subjects having an ASSS and ASSY of 6.5 points or higher.

c) Level Pass:

- At most one subject evaluated by observation is evaluated at the Fail level.

- All subjects evaluated by a combination of observation and numerical scores have an ASSS and ASSY of 5.0 points or higher, with at least six subjects having an ASSS and ASSY of 6.5 points or higher.

- At least six subjects evaluated by a combination of observation and numerical scores have an ASSS and ASSY of 5.0 points or higher; no subject has an ASSS and ASSY below 3.5 points.

3. Adjustment of academic performance evaluation levels

If the academic performance evaluation level of a semester or the entire school year decreases by two levels or more compared to the evaluation levels specified in point a and point b of Clause 2 of this Article solely due to the assessment results of a single subject, then the academic performance evaluation level of that semester or school year will be adjusted to the next higher level.

Article 10. Evaluation of Students Exempted from Practical Components of Physical Education and National Defense and Security Subjects

d) Fail level: Other cases.

1. Students who encounter difficulties in studying due to chronic illness, disability, accident, or illness requiring treatment are exempted from the practical components of Physical Education and National Defense and Security subjects.

2. The application for exemption from the practical components of Physical Education and National Defense and Security subjects includes: A student's request for exemption and medical records or injury certification issued by a hospital at the district level or higher.

3. Permission to exempt students from the practical components of Physical Education and National Defense and Security subjects due to illness or accidents applies only for the school year; exemptions for students with chronic illnesses, disabilities, or long-term injuries apply for the entire school year or educational level. The principal of the school grants permission for students to be exempted from the practical components of Physical Education and National Defense and Security subjects on a semester-by-semester or yearly basis.

4. For students exempted from the practical components of Physical Education and National Defense and Security subjects as stipulated in this Article, they are assessed through theoretical content instead to meet the required number of assessments as prescribed.

2. The file for requesting exemption from the practical component of Physical Education and National Defense and Security courses includes: the student's application for exemption and medical records or injury certification issued by hospitals at district level or higher.

3. Permission to exempt students from the practical component of Physical Education and National Defense and Security courses due to illness or accidents shall only apply for the academic year; cases involving chronic diseases, disabilities, or long-term injuries may be applied for the entire academic year or the entire educational level. The principal of the school shall grant permission for students to be exempted from the practical component of Physical Education and National Defense and Security courses on a semester-by-semester or yearly basis.

4. For students who are exempted from the practical component of Physical Education and National Defense and Security courses in accordance with this Article, they will be assessed and evaluated through theoretical content to meet the required number of assessments and evaluations as stipulated.

Article 11. Evaluation of Students with Disabilities

1. The evaluation of the training and learning outcomes of students with disabilities shall be conducted based on the principle of encouraging and motivating their efforts and progress.

2. For students with disabilities who study through inclusive education methods, the results of subjects that they can meet the requirements of the General Education Program shall be evaluated similarly to those of regular students but with reduced requirements for training and learning outcomes. Subjects that students with disabilities cannot meet the requirements of the General Education Program shall be evaluated based on the Personal Education Plan; no examination or assessment shall be conducted on the contents of exempted subjects or courses.

3. For students with disabilities who study through specialized education methods, the results of subjects that they can meet the requirements of the Specialized Education Program shall be evaluated according to the regulations for specialized education. Subjects that students with disabilities cannot meet the requirements of the Specialized Education Program shall be evaluated based on the Personal Education Plan.

Chapter III

USE OF EVALUATION RESULTS

Article 12. Advancement to the Next Grade, Reassessment during Summer Break, Non-Advancement

1. Students meeting all of the following conditions shall be eligible for advancement to the next grade or recognition of completion of the lower secondary school program or the general secondary school program:

a) The annual discipline assessment result (including the re-assessment result after summer break training as stipulated in Article 13 of this Circular) is rated at Pass level or higher.

b) Annual academic performance (including reassessment of subjects as stipulated in Article 14 of this Circular) is rated at Pass level or higher.

c) Absences do not exceed 45 days in a school year (calculated according to the educational plan of 1 class/day specified in the General Education Program, including authorized and unauthorized absences, continuous or non-continuous absences).

2. In cases where students must undergo training during the summer break, it shall be carried out as stipulated in Article 13 of this Circular; students must undergo reassessment of subjects during the summer break as stipulated in Article 14 of this Circular.

3. Students who fail to meet the requirements set forth in Clause 1 of this Article shall not be eligible for advancement to the next grade or recognition of completion of the lower secondary school program or the general secondary school program.

4. For students with disabilities: The Principal shall base the decision on the evaluation of students with disabilities as stipulated in Article 11 of this Circular to determine eligibility for advancement to the next grade or recognition of completion of the lower secondary school program or the general secondary school program for students with disabilities.

Article 13. Training During the Summer Break

1. Students whose annual training results are rated as Not Yet Achieved must undergo training during the summer break.

2. The form of training during the summer break shall be determined by the Principal.

3. Based on the form of training during the summer break, the class teacher assigns training tasks to the student and notifies the parents. At the end of the summer break, if the training tasks are assessed by the class teacher as completed (with a report on the process and results of the training tasks signed by the parents), the class teacher shall propose to the Principal to reassess the annual training results of the student. The reassessment result shall replace the annual training result for the purpose of determining eligibility for advancement to the next grade as stipulated in Article 12 of this Circular.

Article 14. Rechecking and reassessing subjects during summer break

For students who have not met the conditions to advance to the next grade but have been assessed with a training result of Pass or higher for the entire academic year, and whose study results for the entire academic year are assessed as Fail, they will be reassessed on the study results of subjects previously assessed as Fail (for subjects assessed through comments) and subjects with a weighted average score below 5.0 points (for subjects assessed through a combination of comments and numerical scores). The reassessment results of any subject will replace the study results for the entire academic year of that subject when considering advancement to the next grade according to Article 12 of this Circular.

Article 15. Awards

1. The Principal shall present certificates of merit to students

a) End-of-year awards

- Award the title of "Excellent Student" to students who have been assessed with a training result of Excellent for the entire academic year, a study result of Excellent for the entire academic year, and at least six subjects assessed through a combination of comments and numerical scores with a weighted average score of 9.0 points or higher.

- Award the title of "Good Student" to students who have been assessed with a training result of Excellent for the entire academic year and a study result of Excellent for the entire academic year.

b) Award students who achieve outstanding results in training and studying during the academic year.

2. Students with particularly outstanding achievements will be considered and recommended for awards by the school.

Chapter IV

 LIABILITY OF AUTHORITIES, ORGANIZATIONS, AND INDIVIDUALS

Article 16. Responsibilities of the Department of Education and Training

1. Direct the organization and implementation of student assessment within its jurisdiction.

2. Direct and guide educational institutions to use the Student Monitoring and Assessment Book (by class), the Student Monitoring and Assessment Book (by teacher), and the Student Academic Record according to the model prescribed in the Appendix attached to this Circular. In cases where electronic records are used, the Department of Education and Training will provide guidance on implementation in accordance with a suitable schedule based on local conditions, school conditions, teachers' ability to implement, and ensuring the legality of electronic records.

3. Be responsible for checking and resolving issues arising during the implementation of this Circular at the local level.

4. Report the results of organizing and implementing student assessments to the Ministry of Education and Training as prescribed.

Article 17. Responsibilities of the District Office of Education and Training

1. Direct the organization and implementation of middle school student assessments in the district.

2. Direct and guide educational institutions to use the Student Monitoring and Assessment Book (by class), the Student Monitoring and Assessment Book (by teacher), and the Student Academic Record. In cases where electronic records are used, the District Office of Education and Training will organize implementation according to the guidance of the Department of Education and Training.

3. Be responsible for checking and resolving issues arising during the implementation of this Circular in the district.

4. Report the results of organizing and implementing student assessments to the Department of Education and Training as prescribed.

Article 18. Responsibilities of the Principal

1. Manage and guide teachers, staff, and students in implementing and disseminating the provisions of this Circular to parents of students.

2. Organize the implementation of student assessments according to the provisions of this Circular at the educational institution; direct, check, and supervise regular and periodic assessments conducted by teachers; sign and confirm comments recorded monthly in the Student Monitoring and Assessment Book (by class).

3. Check and assess the recording of results in the Student Monitoring and Assessment Book (by class), the Student Monitoring and Assessment Book (by teacher), and the Student Academic Record by subject teachers and class advisors; approve corrections to grades and assessment levels by subject teachers upon confirmation by the class advisor.

4. Organize rechecks and reassessments of subjects according to the provisions of Article 14 of this Circular; approve and announce the list of students advancing to the next grade after rechecks and reassessments of subjects and training results during the summer break.

5. Review lists of students: advancing to the next grade, reassessing subjects, training during the summer break, not advancing to the next grade, and being awarded. Approve the assessment results of students in the Student Monitoring and Assessment Book (by class) and the Student Academic Record after all subject teachers and class advisors have fully recorded the contents.

6. Explain and resolve concerns and suggestions regarding student assessments within the scope and authority of the Principal. Propose competent authorities to decide on handling violations by agencies, organizations, and individuals; decide on awards within their authority, and propose competent authorities to award agencies, organizations, and individuals with outstanding achievements in implementing this Circular.

Article 19. Responsibilities of Subject Teachers

1. Conduct regular assessments; participate in periodic assessments as assigned by the Principal; directly record or enter grades and assessment levels into the Student Monitoring and Assessment Book (by class) and the Teacher's Student Monitoring and Assessment Book.

2. Calculate the average grade for the subject (for subjects that combine assessment through comments and numerical grading); compile assessment levels (for subjects assessed solely through comments) on a semester and annual basis; directly record or enter grades and assessment levels into the Student Monitoring and Assessment Book (by class) and the Teacher's Student Monitoring and Assessment Book, and the Student Academic Record.

3. Provide information on comments regarding students' discipline results as stipulated in point b, Clause 1, Article 8 of this Circular to the Class Advisors.

Article 20. Responsibilities of Class Advisors

1. Assist the Principal in managing student assessment for the class in accordance with this Circular.

2. Confirm corrections to grades and assessment levels made by subject teachers; compile discipline and academic results of students on a semester and annual basis in the Student Monitoring and Assessment Book (by class) and the Student Academic Record.

3. Evaluate discipline results on a semester and annual basis for students; prepare lists of students advancing to the next grade, reassessing subjects, discipline during summer break, not advancing to the next grade, and those receiving awards.

4. Record or enter each student's assessment results into the Student Monitoring and Assessment Book (by class) and the Student Academic Record:

a) Content of comments on discipline and academic performance of students; assessment levels for discipline and academic performance of students.

b) Results of advancement to the next grade or not; recognition of completion of the junior high school program, senior high school program or non-recognition of completion of the junior high school program, senior high school program; awards.

5. Guide students to self-assess during their discipline and academic processes. Coordinate with subject teachers, the Ho Chi Minh Communist Youth League, the Ho Chi Minh Communist Youth Union, the Parent-Teacher Association of the class, and related agencies, organizations, and individuals to educate students and receive feedback on their discipline and academic processes.

6. Inform parents individually about the process and results of students' discipline and academic performance.

Chapter V

IMPLEMENTATION PROVISIONS

Article 21. Effective Date

1. This Circular takes effect from September 5, 2021, and will be implemented according to the following schedule:

- For Grade 6 starting from the 2021-2022 academic year.

- For Grade 7 and Grade 10 starting from the 2022-2023 academic year.

- For Grade 8 and Grade 11 starting from the 2023-2024 academic year.

- For the 2024-2025 academic year for Grade 9 and Grade 12.

2. This Circular replaces Circular No. 58/2011/TT-BGDĐT dated December 12, 2011, issued by the Minister of Education and Training on the Regulations on Student Assessment and Classification in Junior High School and Senior High School, and Circular No. 26/2020/TT-BGDĐT dated August 26, 2020, issued by the Minister of Education and Training amending and supplementing certain provisions of the Regulations on Student Assessment and Classification in Junior High School and Senior High School accompanying Circular No. 58/2011/TT-BGDĐT dated December 12, 2011, issued by the Minister of Education and Training, according to the schedule specified in Clause 1 of this Article.

Article 22. Chairpersons of People's Committees of provinces and centrally-run cities, Directors of Departments of Education and Training, relevant agencies, organizations, and individuals are responsible for implementing this Circular.