Forms of Testing and Assessment of Math Learning Outcomes in High School

or experiential lessons; assessment of learning products; reasonable combination of objective tests and essay tests.

Fourth, ensure that the criteria and requirements for assessing learning tasks, assignments, and tests are made public to students before they perform them. These assessment criteria and requirements can be announced orally, or officially through written instructions. Students also need to know how to carry out tasks to best achieve the established criteria and requirements. Making assessment criteria or requirements public allows students to have a basis to consider the accuracy and appropriateness of teachers' assessments, as well as participate in assessing the learning outcomes of their classmates and themselves.

Fifth, to ensure educational value, teachers need to make the graded test useful to students by writing notes on the test about: what students did; what students could have done better; what students need more support; what students need to learn more about.

Sixth, ensuring development; assessment tools contribute to stimulating teaching methods that promote students' self-reliance, initiative and creativity and create conditions for students to exploit and apply knowledge and skills in Physics, Chemistry, Biology, Literature, and between geometry and algebra in Mathematics (Tran Thi Huong, 2012).

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1.3.4. Forms of testing and evaluating learning outcomes of Mathematics in high schools

Regular testing and assessment include: Oral tests; written tests under 1 period, practical tests under 1 period. The 15-minute tests are constructed according to a matrix and reasonably combine essay and objective tests. The school develops and organizes the implementation of a testing and assessment plan during the teaching of Mathematics with specific criteria such as observation, monitoring, and discussion activities.

exchange, check, comment on the learning and training process of students; advise, guide, and motivate students; make qualitative or quantitative comments on the learning and training results, the formation and development of some abilities and qualities of students with the aim of helping students learn from experience and comment on each other in the learning process, self-adjust their learning methods, thereby gradually forming and developing the ability to apply knowledge, self-study ability, detect and solve problems in a communication and cooperation environment; foster students' interest in learning and training in the educational process. Through testing and evaluation, teachers learn from experience, adjust teaching and educational activities during and at the end of each teaching and educational stage; promptly detect students' efforts and progress to encourage and motivate them; detect difficulties that students cannot overcome on their own to guide and help them; Make appropriate assessments of each student's strengths and weaknesses to take timely corrective measures to improve the quality and effectiveness of students' learning and training activities.

To evaluate the learning process of students based on the characteristics and objectives of the lesson and each activity in the lesson, teachers carry out a number of tasks such as: Monitoring and checking the process and each result of students' task performance according to the teaching and learning process; recording comments on students' sheets, notebooks, and learning products about the results achieved or not achieved, the level of understanding and ability to apply knowledge, the level of proficiency in necessary operations and skills; evaluating the formation and development of students' qualities and abilities, observing the manifestations in the learning process, living and participating in collective activities to comment on the formation and development of some qualities and abilities of students; thereby encouraging, motivating, helping students overcome difficulties; promoting strengths and individual qualities and abilities; adjusting activities and behaviors to progress.

Periodic tests include: Written tests of 1 period or more; practical tests of 1 period or more; semester tests. To perform well, professional groups must develop exam and test questions according to the matrix; the tests include types of questions and exercises according to 4 levels of requirements: Recognition, Understanding, Application, High Application.

For Mathematics: Regular test scores are calculated with a coefficient of 1, written test scores and practical tests of 1 period or more are calculated with a coefficient of 2, and semester test scores are calculated with a coefficient of 3. The number of regular tests is specified in the teaching plan, including tests on elective topics. The number of regular tests is at least 4 times (Vu Thi Lan Huong, 2006).

1.3.5. Methods of testing and evaluating learning outcomes of Mathematics in high schools

Oral testing and assessment is an activity to assess students' learning outcomes by the method of teachers asking questions, then students answering directly orally.

Testing and evaluating through learning products and students' learning tasks is the activity of testing and evaluating students' learning outcomes through the way teachers observe students performing individual learning tasks, collaborating with friends in groups, and commenting and evaluating their friends. Teachers test and evaluate students' homework preparation, new lesson preparation, and design and construction of learning topics according to teachers' suggestions and instructions.

The 15-minute, 1-period written test and semester test are commonly used in schools; the Ministry of Education and Training directs that objective and essay tests must be reasonably combined. It allows students to answer by choosing, synthesizing and presenting the most appropriate knowledge. Essay test questions are often short but require students to answer at length and students have relatively much time to answer a question.

Question. This type of question can develop the ability to analyze, synthesize, and be creative... but is difficult to score and is not very reliable. The short essay format provides limited information about the answer in a smaller range, and the respondent can estimate the length of the answer. With this type of test, scoring is easier and the reliability is higher. Objective test: Objective test (multiple choice, true-false, fill in the blanks, matching...) is tightly structured and only limits the student's answer to providing a line or a few words, a few numbers, symbols, or choosing the correct answer from many possible answers. This type of test requires students to recognize, distinguish, or name something, so in general it targets the student's level of knowledge grasp and understanding. The test is called objective because the scoring is objective, not dependent on the person scoring.

However, objectivity is only relative. Because the questions and options in objective tests are still designed by the teacher. If the teacher does not design the test well, it will also lead to incorrect measurement of the student's level. For example, there are questions that are too vague, making it difficult for students to understand. Or there are questions with more than one correct answer, while there are questions with no answer given as being really correct. Objective tests often include many questions. Each question provides specific information and students are required to answer very briefly with one or a few words or choose the correct answer. Because the number of questions is large and the response time is short, objective tests often cover a lot of content that needs to be assessed. For multiple choice tests; This type usually takes the form of an incomplete statement or a leading question, followed by a number of answers from which the student must choose either the correct or most correct option (from several reasonable options) or the most irrelevant answer. The answers

Incorrect answers are called distractors. The prompt may be in the form of a diagram or graph, but need not be in words. Multiple choice questions should be constructed carefully to avoid ambiguity. Multiple choice questions are capable of measuring higher levels of cognition such as the application of principles, prediction, evaluation, extrapolation, and identification of logical errors. Multiple choice tests with fill-in-the-blank items require students to provide a one- or few-word answer to a direct question or an incomplete statement.

Conduct assessment of mathematics learning outcomes in three basic stages: collecting information, analyzing and processing information, confirming learning outcomes and making decisions to adjust teaching and learning activities.

- Collecting information: information is collected from many sources, many forms and by many different methods (observation in class, taking tests, learning products, self-assessment and peer assessment, ...); selecting basic and key assessment contents, paying more attention to skill content; correctly determining the required level of each content (recognition, understanding, application, ...) based on knowledge and skill standards; using a variety of different tools (written tests, classroom questions, study sheets, homework, ...); designing assessment tools with the right techniques (questions and exercises must measure the level of standards, meet the requirements of objective or essay tests, scientific and appropriate test structure, ...); organizing the collection of accurate and honest information. It is necessary to train students in feedback techniques to create conditions for students to participate in assessing and improving the teaching and learning process.

- Information analysis and processing: qualitative information about attitudes and learning abilities obtained through observation, oral responses, demonstrations, etc. are analyzed at many levels with clear criteria and stored through daily logbooks.

date; quantitative information through the test is scored according to the answer/scoring instructions; instructions ensure correctness, accuracy and meet technical requirements; number of tests, average score statistics, academic ranking, etc. according to the issued assessment and classification regulations.

- Confirm learning outcomes: confirm whether students achieve or not the objectives of each topic, end of class, end of level based on quantitative and qualitative results with specific, clear evidence; analyze and explain learning progress based on both process assessment results and final assessment results, as well as learning attitudes and specific family circumstances. Make timely decisions to improve teachers' teaching activities and students' learning activities in the classroom; make important decisions with students (promote to the next grade, retake exams, stay in the same grade, reward, etc.); notify students' learning outcomes to relevant parties (students, parents, school board, superiors, etc.). Provide comments and recommendations to superiors on the quality of programs, textbooks, how to organize and implement educational plans, etc.

In assessing students' learning achievements, not only the results are assessed but also the learning process is paid attention to. Assessing learning achievements from the perspective of capacity development is not limited to the ability to reproduce knowledge but focuses on the ability to apply knowledge in solving complex tasks. It is necessary to use a combination of different forms and methods of testing and evaluation. Combine oral tests, written tests and practical exercises. Combine essay tests and objective tests (Vu Thu Thuy, 2006).

1.3.6. Conditions and means for organizing assessment of learning outcomes in Mathematics in high schools

To effectively organize the assessment of mathematics learning outcomes in high schools, human resources, facilities, finance, and management mechanisms must meet the requirements of innovation:

- The management staff and math teachers must be trained in building test matrices at 4 levels: Recognition, understanding, application, high application; training in preparing multiple choice questions; training in building educational plans for the math group and the school; training teachers in building personal teaching plans. Clerical staff and math teachers are trained in using photocopiers.

- Facilities must be equipped with photocopiers and stationery for teachers to photocopy test papers for each student; equipped with scanners to grade multiple-choice tests; equipped with computers to organize online tests for students.

- Finance: The school accountant advises the Principal on budget estimates for the work of testing and evaluating the school's Mathematics learning outcomes.

- Equip and organize teachers and staff to use multiple-choice scoring software; effectively use the school's IT room to organize students to take online exams or tests or use online testing software such as Vietschool.

- The management mechanism effectively decentralizes management to the Vice Principal of the specialized subject, the head of the Math group, the deputy head of the Math group, and the head of the specialized subject of grades 10, 11, and 12 in organizing tests and evaluating the learning outcomes of Math at school such as creating questions, approving questions, organizing tests, grading, analyzing student results, using photocopiers, multiple-choice grading machines, etc. At the same time, periodically report the results of testing and evaluating the learning outcomes of Math at school to the Principal.

1.4. Managing the testing and evaluation of math learning outcomes of high school students

1.4.1. Raising awareness among staff, teachers and students about the role, meaning and importance of testing and assessment activities

* Plan propaganda and education activities to raise awareness among staff, teachers and students about the role, meaning and importance of testing and evaluating student learning outcomes. Specifically:

- Building a long-term vision of the goal and orientation of propaganda and education is to make managers, teachers and students understand the role, meaning and importance of testing and evaluating learning results in the teaching and learning process; it is one of the decisive steps for the quality of teaching and learning Mathematics.

- Based on the identified goals and orientations, develop a propaganda and education plan to raise awareness, including:

+ Propaganda content: Innovation in testing and evaluating Math learning outcomes in the direction of developing students' capacity; combining student assessment during the Math teaching process with periodic and final assessments; student capacities that need to be developed through learning Math.

+ Propaganda and education methods: Distribute documents to teachers.

+ Forms of educational propaganda: Through professional math group meetings and school-level seminars.

* Organize implementation of propaganda and education plans:

Implement decentralization of management of the Math subject group leader, prepare propaganda content for approval with the vice principal in charge of subject matter, transfer to the photocopy office for printing and distribution to teachers. The vice principal in charge of subject matter directly directs propaganda and education work; develops a program for implementing propaganda and education.

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