Circular No. 30/2014/TT-BGDĐT Issuing Detailed Regulations on Assessing Primary School Students

 CIRCULAR

Issuing Regulations on Primary School Students' Assessment

Pursuant to Decree No. 36/2012/NĐ-CP dated April 18, 2012, of the Government stipulating the functions, tasks, powers, and organizational structure of Ministries and ministerial-level agencies;

On the basis of Decree No. 32/2008/NĐ-CP dated March 19, 2008 of the Government stipulating the functions, tasks, powers, and organizational structure of the Ministry of Education and Training;

Pursuant to Decree No. 75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain provisions of the Education Law; Decree No. 31/2011/NĐ-CP dated May 11, 2011 of the Government amending and supplementing certain provisions of Decree No. 75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain provisions of the Education Law; Decree No. 07/2013/NĐ-CP dated January 9, 2013 of the Government amending Point b Clause 13 Article 1 of Decree No. 31/2011/NĐ-CP dated May 11, 2011 of the Government amending and supplementing certain provisions of Decree No. 75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain provisions of the Education Law;

Pursuant to the proposal of the Director of the Primary Education Department,

The Minister of Education and Training issues this Circular on issuing Regulations on Primary School Students' Assessment.

Article 1. Attached to this Circular are the Regulations on Primary School Students' Assessment.

Article 2. This Circular takes effect from October 15, 2014. This Circular replaces Circular No. 32/2009/TT-BGDĐT dated October 27, 2009 of the Minister of Education and Training on issuing Regulations on Primary School Students' Assessment and Classification.

Article 3. The Director of the Office, the Head of the Primary Education Department, the Director of the Testing and Quality Assurance Department, the Heads of units related to the Ministry of Education and Training, the Directors of provincial education and training departments are responsible for implementing this Circular./.

REGULATIONS

Assessment of primary school students
(Issued together with Circular No. 30/2014/TT-BGDĐT dated August 28, 2014)

of the Minister of Education and Training)

PART I

GENERAL PROVISIONS

Article 1. Scope of Regulation and Applicability

1. This document stipulates the assessment of primary school students including: content and methods of assessment, use of assessment results.

2. This document applies to primary schools; primary classes in general education schools with multiple levels and specialized schools; other educational institutions implementing the primary general education program; organizations and individuals participating in primary education activities.

Article 2. Assessment of Primary School Students

The assessment of primary school students referred to in these Regulations includes observation, monitoring, exchange, inspection, and evaluation of the learning and discipline process of students; counseling, guidance, and encouragement of students; qualitative or quantitative evaluation of learning outcomes, discipline, and the formation and development of some abilities and qualities of primary school students.

Article 3. Purpose of assessment

1. Helps teachers adjust and innovate teaching methods and forms of organizing teaching and experiential activities during the teaching and education process and at the end of each teaching phase; promptly identify the efforts and progress of students to encourage and motivate them, and identify difficulties that they cannot overcome themselves to guide and assist them; make accurate judgments about the prominent strengths and limitations of each student to timely develop solutions to improve the quality and effectiveness of their learning and discipline activities; contribute to achieving the goals of primary education.

2. Helps students have the ability to self-assess, participate in assessments; self-study and adjust their learning methods; communicate and cooperate; be interested in learning and discipline to progress.

3. Helps parents of students or guardians (hereinafter collectively referred to as parents of students) participate in assessing the learning and discipline process and outcomes, the process of forming and developing abilities and qualities of their children; actively cooperate with schools in educational activities for students.

4. Helps educational management officials at all levels promptly direct educational activities, innovate teaching methods and assessment methods to achieve educational effectiveness.

Article 4. Principles of Evaluation

1. Evaluation shall promote students' progress; emphasize encouragement and motivation for their positive and challenging efforts in learning and training; help students to fully develop their abilities; ensure timeliness, fairness, and objectivity.

2. Comprehensive evaluation of students shall be conducted through assessing their achievement levels in knowledge and skills standards and certain manifestations of their capabilities and qualities according to primary education goals.

3. Combine evaluations from teachers, students, and parents, with teacher evaluations being the most important.

4. Evaluation shall focus on students' progress without comparing them with each other, avoiding pressure on students, teachers, and parents.

Chapter II

CONTENT AND METHODS OF EVALUATION

Article 5. Content of Evaluation

1. Evaluate the learning process, progress, and results of students based on knowledge and skills standards for each subject and educational activities according to the primary general education program.

2. Evaluate the formation and development of certain student capabilities:

a) Self-service and self-management;

b) Communication and cooperation;

c) Independent study and problem-solving.

3. Evaluate the formation and development of certain student qualities:

a) Diligence in studying and working; active participation in educational activities;

b) Confidence, self-respect, and responsibility;

c) Honesty, discipline, and unity;

d) Love for family, friends, and others; love for school, class, hometown, and country.

Article 6. Regular Evaluation

1. Continuous evaluation is the assessment during the learning and training process of students, carried out according to the content progression of subjects and other educational activities, including the application of knowledge and skills at school, home, and community.

2. In continuous evaluation, teachers record noteworthy observations in the educational quality monitoring book, the achievements or lack thereof of students; specific measures to help students overcome difficulties to complete tasks; concrete manifestations of the formation and development of student capabilities and qualities; matters requiring special attention to assist in the monitoring and education process for individual or group students in learning and training.

Article 7. Continuous evaluation of learning activities, progress, and results based on knowledge and skills standards for each subject and educational activityto benefit from support policies inaccording to the general educationprimary levelprogram

1. Participants in continuous evaluation include: teachers, students (self-evaluation and peer review through group and class activities); encourage parental involvement in evaluation.

2. Teacher evaluation:

a) During teaching, based on the characteristics and objectives of the lesson and each activity that students must perform, the teacher conducts the following actions:

- Observing, monitoring, exchanging, checking the process and each result of task completion by students or groups of students according to the teaching schedule;

- Providing verbal feedback directly to students or writing comments on student worksheets about achieved or unachieved results; understanding and ability to apply knowledge; proficiency in necessary and appropriate techniques and skills in accordance with lesson requirements and student activities;

- Paying attention to the progress of completing each task by students; applying specific measures to promptly assist students in overcoming difficulties. Due to varying student abilities, differences in time and completion levels may be accepted;

b) Weekly, teachers pay attention to students who have not completed their tasks; provide timely assistance for students to learn how to complete them;

c) Monthly, teachers record observations in the educational quality monitoring book regarding the completion level of each subject's content and other educational activities; plan and apply specific, individual measures to promptly assist students who have not completed the month's educational content;

d) When providing feedback, teachers should particularly focus on encouraging, motivating, and promptly praising each achievement and progress to boost students' confidence;

đ) Do not use scores for continuous evaluation.

3. Students self-evaluate and participate in peer reviews and suggestions:

a) Students self-evaluate immediately during or after completing each learning task or other educational activity, reporting results to teachers;

b) Students participate in peer reviews and suggestions during the execution of learning tasks or educational activities; discuss, guide, and help peers complete tasks.

4. Parental involvement in evaluation:

Parents are encouraged to cooperate with teachers and schools to motivate and assist students in learning and training; teachers guide parents on how to observe and encourage student activities or join in activities together with students; exchange comments and evaluations of students with teachers through suitable and convenient methods such as speaking or writing letters.

Article 8. Regular assessment of the formation and development of students' abilities

1. Students' abilities are formed and developed during the learning process, training, and life experience activities both inside and outside school. Teachers assess the degree of formation and development of certain abilities of students through the following manifestations or behaviors:

a) Self-service and self-management: able to perform some tasks for personal living such as body hygiene, eating, dressing; some tasks for studying such as preparing study materials at class and at home; tasks according to teachers' requirements, individual work, group work assigned by the class; arranging time for studying and living at home; complying with classroom rules; striving to complete tasks independently;

b) Communication and cooperation: bold when communicating; presenting clearly and concisely; speaking accurately about the content to be discussed; language appropriate to the situation and audience; friendly behavior, sharing with others; listening to others, seeking consensus;

c) Self-study and problem-solving: ability to independently carry out personal study tasks in class and group work; ability to self-study with or without assistance; correctly performing study tasks; sharing study results with classmates and groups; self-assessing study results and reporting results within the group or to the teacher; seeking timely help from classmates, teachers, or others; applying learned knowledge to solve tasks in study and life; identifying new situations related to lessons or in life and finding ways to resolve them.

2. Every day and every week, teachers observe manifestations in students' activities to comment on the formation and development of abilities; thereby encouraging, motivating, helping students overcome difficulties, highlight strengths and individual abilities, adjust activities to progress.

Monthly, teachers review students through observation processes, exchanges of opinions with parents and other relevant persons (if any) to evaluate students and record in the educational quality monitoring book.

Article 9. Regular assessment of the formation and development of students' qualities

1. Students' qualities are formed and developed during the learning process, training, and life experience activities both inside and outside school. Teachers assess the degree of formation and development of certain qualities of students through the following manifestations or behaviors:

a) Diligent in study and work, actively participating in educational activities: attending classes regularly and punctually; frequently exchanging study content and educational activities with classmates, teachers, and others; diligently helping parents with household chores; actively participating in various study, labor, and artistic and sports activities at school and in the locality; actively participating and encouraging friends to participate in maintaining cleanliness, beautifying classrooms, residences, and public places;

b) Confident, respectful, and responsible: bold when undertaking study tasks, presenting personal opinions; taking on tasks within their capacity; being responsible for actions, not blaming others when mistakes are made; willing to admit mistakes when wrong;

c) Honest, disciplined, and united: telling the truth about events; not lying or misrepresenting others; respecting and keeping promises; strictly adhering to regulations regarding study; not taking what does not belong to oneself; knowing how to protect public property; helping and respecting everyone; valuing workers; yielding to friends;

d) Loving family, friends, and others; loving school, class, hometown, and country: caring for grandparents, parents, siblings; respecting elders, being grateful to teachers; loving and helping friends; actively participating in collective activities, building schools and classes; protecting public property, preserving and protecting the environment; being proud of family members, teachers, schools, and hometown; enjoying learning about local landmarks and famous figures.

2. Every day and every week, teachers observe manifestations in students' activities to comment on the formation and development of qualities; thereby encouraging, motivating, helping students overcome difficulties, highlight strengths and individual qualities, adjust activities and behavior promptly to progress.

Monthly, teachers review students through observation processes, exchanges of opinions with parents and other relevant persons (if any) to evaluate students and record in the educational quality monitoring book.

Article 10. Periodic Assessment of Academic Results

1. The principal shall direct the periodic assessment of academic results and the level of achievement of knowledge and skills standards according to the primary school education program at the end of the first semester and the end of the school year for the following subjects: Vietnamese, Mathematics, Science, History and Geography, Foreign Language, Information Technology, Ethnic Language, through periodic tests.

2. The questions and exercises in periodic tests shall be designed to align with the knowledge and skill standards, including questions and tasks that reflect different levels of student cognition:

a) Level 1: students recognize or recall, correctly repeat learned knowledge; express learned knowledge or describe learned skills accurately using their own language and apply directly known knowledge and skills to solve learning situations and problems;

b) Level 2: students connect and rearrange learned knowledge and skills to solve new situations and problems similar to those previously studied;

c) Level 3: students apply knowledge and skills to solve new situations and problems not identical to those previously guided or provide reasonable responses to new situations and problems in learning or life.

3. Periodic test papers shall be corrected by teachers, comments on strengths noted, suggestions on limitations provided, and scored out of ten (10), without zero (0) or decimal scores.

Article 11. Summary Evaluation

1. At the end of the first semester and the end of the school year, the principal shall direct class advisors to meet with teachers teaching the same class, review observations on the learning process and results, and other educational activities to compile an evaluation of the degree of formation and development of each student's abilities and qualities regarding:

a) The learning process of each subject and other educational activities, prominent features, progress, limitations, the extent of completing learning tasks according to knowledge and skill standards; talent and interest in each subject and activity; classification of each student for each subject and activity into one of two levels: Completed or Not Completed;

b) The degree of formation and development of abilities: prominent manifestations of ability, progress, the extent of formation and development according to each group of abilities; advice to students, recommendations to the school and parents; classification of each student into one of two levels: Achieved or Not Achieved;

c) The degree of formation and development of character: prominent manifestations of character, progress, the extent of formation and development according to each group of character traits; advice to students, recommendations to the school and parents; classification of each student into one of two levels: Achieved or Not Achieved;

d) Other achievements of students recognized with awards during the semester or school year.

2. Class advisors shall record observations and summary evaluation results in the student transcript. The transcript serves as a certification of the degree of completion of the program and identifies tasks and areas needing improvement and support for each student when starting the second semester or a new school year.

Article 12. Assessment of Students with Disabilities and Students in Flexible Classes

Based on the regulations for assessing primary school students, the assessment of disabled students and students in flexible classes ensures care and education for all students.

1. For disabled students studying under inclusive education methods, if the student's capabilities can meet the general education program requirements, they shall be assessed similarly to regular students but with reduced expectations for academic results. Subjects or educational activities where the student cannot meet general requirements shall be assessed based on individual education plan requirements.

2. For disabled students studying under special education methods, if the student's capabilities can meet special education program requirements, they shall be assessed according to special education regulations. Subjects or educational activities where the student cannot meet special education requirements shall be assessed based on individual education plan requirements.

3. Assessment of students in flexible classes: teachers base their assessments on regular observations and evaluations during flexible class sessions and periodic test results for Mathematics and Vietnamese subjects, as stipulated in Article 10 of this Regulation.

Article 13. Evaluation File

1. The evaluation file serves as evidence of the student's learning process, training, and academic results; it provides information to enhance cooperation in educating students between teachers, schools, and parents.

2. The annual evaluation file for each student includes:

a) School record book;

b) Quality monitoring book;

c) End-of-year periodic tests;

d) Feedback exchange form or communication book from parents (if available);

đ) Certificates, awards, and records of achievements of the student during the school year (if available).

Chapter III

USE OF EVALUATION RESULTS

Article 14. Completion of the curriculum for a class, completion of primary education program

1. Completion of the curriculum for a class:

a) Students who are confirmed to have completed the school year program must meet the following conditions:

- Continuous assessment of all subjects and educational activities: Completed;

- Periodic end-of-year assessments of subjects as prescribed: Achieve a score of 5 (five) or higher;

- Level of development of abilities: Achieved;

- Level of development of qualities: Achieved;

b) For students who have not completed the curriculum for a class: Teachers prepare plans, directly guide, and assist each student; conduct supplementary evaluations to assess completion of the class curriculum;

c) For students who have been directly guided and assisted by teachers but still fail to meet at least one of the conditions stipulated in Clause 1 of this Article: Depending on the extent of non-completion in subjects and educational activities, periodic tests, and levels of development of certain abilities and qualities, teachers compile a list to report to the principal for consideration and decision regarding promotion or retention;

d) Results of the curriculum completion assessment are recorded in the student's academic record.

2. Completion of the primary education program:

Students completing the fifth-grade (year) curriculum are confirmed and recorded in their academic record: Completion of the primary education program.

Article 15. Acceptance and Handover of Educational Quality

1. Final inspection and handover of student education quality to ensure the objectivity of the final year-end or grade-level assessment results and to ensure the responsibility of teachers teaching the previous year and those receiving classes in the following year; to provide subsequent year teachers with necessary information about the learning process and outcomes, levels of ability and quality development of students to plan effective educational measures.

2. The principal directs the final inspection and handover of student education quality as follows:

a) For first (one), second (two), third (three), and fourth (four) grade students, the principal directs the class teacher, teachers teaching in the class, and teachers receiving the class in the next year:

- Jointly set up end-of-year periodic test questions and participate in administering and grading the tests;

- Hand over the student evaluation files according to Clause 1 of Article 13 of this Regulation; exchange comments on prominent or limitations needing improvement in cognitive levels, standard achievement in subject knowledge and skills, educational activities, levels of ability and quality development of students; record the final inspection and handover of student education quality;

b) For fifth-grade (five) students:

- The principal directs the specialized team to set up end-of-year periodic test questions for the entire grade; organize the administration and grading of the tests with the participation of junior high school teachers who will receive the fifth-grade (five) students into sixth grade (six). During implementation, if there are differing opinions, the principal will review and decide, and report to the district education and training department for supervision and direction;

- The principal directs the class teacher to complete the student evaluation files and hand them over to the school.

3. The head of the district education and training department directs schools within the area to organize the final inspection and handover of student education quality for fifth-grade (five) students completing the primary education program and moving up to sixth grade (six) in accordance with the conditions of the schools and localities.

Article 16. Awards

1. At the end of the first semester and the school year, the class teacher guides students to elect outstanding students achieving remarkable achievements or significant progress in at least three evaluation areas, or outstanding achievements in competition movements or other sudden achievements; seek parents' opinions; compile and submit a list to the principal for commendation or recommendation for higher-level rewards.

2. The content and number of students to be commended and recognized are decided by the principal.

Chapter IV

IMPLEMENTATION

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

1. The director of the provincial education and training department directs the heads of district education and training departments to organize the implementation of primary school student evaluations in their respective areas; report the results to the Ministry of Education and Training.

2. The head of the district education and training department directs principals to organize the implementation of primary school student evaluations, final inspections, and handovers of student education quality; report the results to the provincial education and training department.

Article 18. Responsibilities of the Principal

1. Responsible for organizing the implementation of student evaluations; report the results to the district education and training department.

2. Direct the development and implementation of plans to nurture and assist students; assess the completion of the class and grade curricula; assess promotions; approve the results of the end-of-year student evaluations; manage student academic records during their schooling period; direct the final inspections and handovers of student education quality.

3. Receive and resolve students' and parents' concerns and suggestions regarding evaluations, commendations, and rewards within the scope and authority of the principal.

4. Guide teachers to use the current academic records of students from grades enrolled before this Circular takes effect to record evaluations as stipulated in Article 11 of this Regulation or use new academic records for subsequent years of primary education.

Article 19. Responsibilities of Teachers

1. Class Advisors:

a) Bear primary responsibility for evaluating students and the quality of their education in the class; complete the student evaluation files as prescribed; implement the final inspection and handover of student education quality;

b) Prepare and implement monthly plans to nurture and assist students in their studies and training.

c) At the end of the first semester, at the end of the school year, or when requested, has the responsibility to inform parents about the student's learning process, training, and academic results. Do not disclose the student's weaknesses in class or during parent meetings. Maintain contact with the student's parents to coordinate education.

2. Teachers not serving as class advisors:

a) Shall be responsible for assessing the learning and discipline process and academic results of students for subjects and educational activities according to regulations;

b) Coordinate with the class teacher, teachers of the same class, and the student's parents to develop and implement plans for nurturing and assisting the student in their studies and training for subjects and educational activities;

c) Coordinate with the class teacher to evaluate the student's learning process, training, and academic results; complete the student assessment file; inspect and hand over the quality of the student's education.

Article 20. Responsibilities and rights of students

1. Fulfill well the tasks prescribed in the Elementary School Regulations; accept education to always progress.

2. Have the right to express opinions and receive guidance and explanations from teachers and the principal regarding the evaluation results./.