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General Education Program 2018 and Requirements for Student Learning Outcomes Assessment Activities

Chapter 1

THEORETICAL BASIS OF MANAGING ACTIVITIES TO ASSESS LEARNING RESULTS OF HIGH SCHOOL STUDENTS BY CHAPTER

NEW GENERAL EDUCATION CURRICULUM


1.1. Overview of research topic

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1.1.1. Research in the world

In the world, since the 80s of the 20th century, educational science has had a revolution in assessment with changes in philosophy, viewpoints, methods and specific activities. The changes in the world reflect new perspectives: considering learners and the learning process as the center of all educational activities.

General Education Program 2018 and Requirements for Student Learning Outcomes Assessment Activities

Along with the development of educational science, the science of testing and assessment is also researched and developed and some new concepts appear.

Assessment is understood as a science itself that is always closely linked to teaching and educational activities. Many countries in the world are very interested in the science of assessment in education and teaching.

In the world, in the pre-capitalist period (15th - 18th century), for the first time in the history of world education, Czech educator JAComensky laid the foundation for the theory of teaching in schools and built a system of problems in the work "The Great Teaching", which stated the meaning and role of testing and evaluating the process of knowledge acquisition of students. He noted that testing and evaluation must be based on learning objectives and guide students to self-test and evaluate their own knowledge [cited in 14].

General theoretical research on classroom assessment such as the work of CA Paloma and Robert L. Ebel “Measuring Educational Achievement” has described in detail the method of measuring and evaluating students in American high schools. This work shows that student assessment needs to focus on the assessment of the testing process [34]. The book “Measurement and Evaluation in Teaching” by Norman E. Gronlund introduces teachers and those who are studying pedagogy to the principles and evaluation processes necessary for effective teaching. In this book, the author continues to affirm that learners are the objects of pedagogical assessment and measurement, the author has mentioned the contents, forms and principles of assessment [24].

In the book “A Teacher's Guide to Assessment” by

Dr. Frith and HGMacintosh wrote very specifically and in-depth about the basic theories of assessment in the classroom, how to plan assessment, how to assess, score, and how to assess by teachers' comments on students. This is a very open-ended book for managers in the management of student assessment activities [9]

In addition, the document showing the current trend of modern assessment by Anthony J. Nitko, University of Arizona (USA) entitled "Educational Assessment of Students" once again mentioned many contents of student assessment, including: Developing teaching plans combined with assessment; assessment of goals and effectiveness; student assessment. Not only that, the book also states that: Student assessment is also a great responsibility of the Principal in the school, the effectiveness of the assessment work is good or not depends on the management capacity of the school Principal. Thus, this work has raised the role and importance of management work in student assessment in general [1].

In addition, there are specific studies on managing student assessment activities in schools today, such as the book "Monitering Educational Achievement" by N. Postlethwaite (2004); the book "Monitering Evaluation: Some Tools, Methods and Approaches" published by Worbank (2004); the book "Managing Evaluation in Educational" by Kath Aspinwall, Tim Simkins, John F. Wilkinson and M. John Me Auley (1992); the book "Ten steps to a results-based monitoring and evaluation system" by Jody Zall Kusek, Ray C. Rist (2005),... These documents show readers the management practices that need to be performed to effectively manage student assessment activities, and how to evaluate students in the context of educational innovation on a global scale.

Thus, foreign research works show interest as well as evaluate the important role of student assessment. However, the new studies stop at describing assessment activities and the role of assessment in the teaching and learning process, while the issue of assessment management has not been mentioned and researched.

1.1.2. But research in Vietnam

In Vietnam, many scientific research works evaluate as follows:

Author Tran Ba ​​Hoanh stated that "assessment cannot stop at requiring the reproduction of knowledge and practice of learned skills, but must encourage thinking, dynamism, creativity, detect changes in students' trends and behaviors in the face of life, family and community issues, and train the ability to detect and solve problems arising in real-life situations" [13].

According to author Tran Thi Tuyet Oanh, "student assessment is the process of collecting and processing information about the level and ability of learners to achieve the identified learning goals, in order to create a basis for pedagogical decisions of teachers, schools and students themselves to help them make more progress in their studies" [23].

According to author Nguyen Thi Tinh , "Evaluation in education is a systematic process of activities to determine the level of achievement of the management object regarding the set goals; it includes qualitative and quantitative descriptions of the results achieved through comments and comparisons with the set goals" [29].

Author Ha Thi Duc stated , "Regarding assessment standards, we must ensure comprehensiveness, ensure objectivity, and ensure the development of students' intelligence, capacity, and independent and creative thinking" [11].

In addition, there are a number of other scientists who have researched on assessment in education such as: Author Nguyen Duc Chinh with the Lecture Collection on Measurement and Assessment in Education and Teaching [8] or author Dang Ba Lam with the work on Testing and Assessment in Teaching [16], or author Le Duc Ngoc with the work Measurement and Assessment of Learning Outcomes [19], authors Le Duc Phuc, Hoang Duc Nhuan with the work Theoretical basis for assessing the learning quality of high school students [25],...

- The issue of managing student assessment activities also has a legal basis in the regulations, rules and provisions of the Ministry of Education and Training:

+ Circular No. 42/2012/QD-BGD&DT dated November 23, 2012 Circular Promulgating standards for assessing the quality of primary school education.

+ Circular No. 30/2014/TT-BGD&DT dated August 28, 2014 Promulgating regulations on primary school student assessment. Including regulations on the purpose, principles, content and methods of assessment, and use of assessment results.

+ Circular No. 22/2016/TT-BGD&DT dated September 22, 2016 Amending and supplementing a number of articles of the regulations on primary school student assessment issued with Circular No. 30/2014/TT-BGD&DT dated August 28, 2014 of the Minister of Education and Training.

In recent years, the research direction on student assessment management has also attracted the attention of many Master's students of educational management. Some Master's theses in Educational Management that research this issue include: Pham Thi Hong Tuyet with the topic: "Management of student assessment activities according to Circular 30/2014/TT-BGD&DT in primary schools in Chi Linh town, Hai Duong province" (2016); Nguyen Thi Kim Lien with the topic: "Management of student assessment activities according to Circular 30/2014 in primary schools in Phu Ninh district, Phu Tho province" (2016).

Thus, through domestic and foreign research projects, it shows that assessment in education in general, and in teaching activities in particular, is an important issue, of interest to many scientists, managers, and teachers. Research projects all point out the role and significance of this activity in the teaching and learning process and consider it an important job of teachers.

There are many approaches to the research problem of assessment, but no work has approached the research from the perspective of managing assessment activities of students at high schools in Hung Ha district, Thai Binh province according to the new general education program (2018), so the author of the thesis chose this topic for research.

1.2. General education program 2018 and requirements for assessing students' learning outcomes

The general education program concretizes the general education goals, helping students master general knowledge, know how to effectively apply the knowledge and skills they have learned to life and self-study throughout their lives, have a suitable career orientation, know how to build and develop harmonious social relationships, have a rich personality, character and spiritual life, thereby having a meaningful life and contributing positively to the development of the country and humanity.

The high school education program helps students continue to develop the qualities and abilities necessary for workers, awareness and personality.

Citizenship, self-study ability and lifelong learning awareness, ability to choose a career suitable to one's abilities and interests, conditions and circumstances to continue studying, learn a trade or participate in working life, ability to adapt to changes in the context of globalization and the new industrial revolution.

The general education program aims to educate and develop students' qualities and abilities through the contents of language and literature education, mathematics education, social science education, natural science education, technology education, information technology education, civic education, national defense and security education, arts education, physical education, and career education. Each educational content is implemented in all subjects and educational activities, in which some subjects and educational activities play a core role.

The high school education program helps students continue to develop the qualities and abilities necessary for workers, civic awareness and personality, self-study ability and lifelong learning awareness, the ability to choose a career suitable to their abilities and interests, conditions and circumstances to continue studying, learn a trade or participate in working life, the ability to adapt to changes in the context of globalization and the new industrial revolution.

The general education program aims to educate and develop students' qualities and abilities through the contents of language and literature education, mathematics education, social science education, natural science education, technology education, information technology education, civic education, national defense and security education, arts education, physical education, and career education. Each educational content is implemented in all subjects and educational activities, in which some subjects and educational activities play a core role.

Based on educational objectives and requirements for qualities and competencies at each educational stage and level, the curriculum of each subject and educational activity determines the objectives, requirements for qualities, competencies and educational content of that subject and educational activity.

The basic education stage implements the motto of comprehensive and integrated education, ensuring that students are equipped with basic general knowledge, meeting the requirements of analysis.

Strong stream after junior high school; career orientation education stage implements the policy of differentiated education, ensuring students have access to careers, preparing for quality post-secondary education.

Both basic education and career-oriented education stages have elective subjects; the career-oriented education stage has additional subjects and topics of study to choose from, in order to meet the aspirations and develop the potential and strengths of each student.

With the objectives and content of the program, the problem posed for the assessment of students' educational outcomes in the 2018 general education program is:

The goal of educational outcome assessment is to provide accurate, timely, and valuable information on the level of meeting program requirements and student progress to guide learning activities, adjust teaching and learning activities, manage and develop programs, ensure individual student progress, and improve the quality of education.

The basis for assessment is the requirements for qualities and competencies specified in the overall program and the subject and educational activity programs. The scope of assessment includes compulsory subjects and educational activities, selected subjects and topics, and elective subjects. The subject of assessment is the product and learning and training process of students.

Educational outcomes are assessed in qualitative and quantitative forms through regular and periodic assessments at educational institutions, large-scale assessments at national and local levels, and international assessments. Together with the results of compulsory subjects and educational activities, selected subjects and topics, the results of elective subjects are used to assess the overall learning outcomes of students in each school year and throughout the learning process.

Regular assessment is organized by the subject teacher, combining assessment from the teacher, from the student's parents, from the student being assessed and from other students.

Periodic assessment is organized by educational institutions to serve the management of teaching and learning activities, ensure quality at educational institutions and serve program development.

Large-scale assessment at the national and local levels is organized by national or provincial examination organizations to serve the management of teaching and learning activities, ensure the quality of assessment of educational outcomes at educational institutions, serve program development and improve educational quality.

The assessment method ensures reliability, objectivity, and is suitable for each age group and each level of education, does not put pressure on students, and limits costs for the state budget, students' families, and society.

Research to gradually apply achievements of measurement and assessment science in education and international experience to improve the quality of educational outcome assessment, student classification in educational institutions and use large-scale assessment results as a tool to control assessment quality in educational institutions.

1.3. Evaluation of learning outcomes of high school students according to the 2018 general education program

1.3.1. Psychological characteristics of high school students

High school students: include those aged 15 to 18. These are students studying from grade 10 to grade 12 in high school. This age group has a particularly important position in the development periods of children. Their development is shown in the following aspects:

1.3.1.1. Physical development

At this age, children have basically completed and have a balance between body parts: height, weight, skeletal system, muscular system. The activity of the cardiovascular system is in a normal state, no longer unbalanced as in adolescence. The capacity of the heart increases to the maximum and the strong contractions push enough blood throughout the body. The development of the nervous system has important changes due to the complex internal structure of the brain and the development of brain functions. The structure of the cerebral hemisphere cells has the same characteristics as the structure of adult brain cells. The two basic neural processes of excitement and inhibition are balanced. The number of synaptic nerves increases, connecting different parts of the cerebral cortex. The physical development characteristics of high school students create an important premise for designing and organizing moral education activities and experiential activities for them.

1.3.1.2. Psychological development

- The formation and development of world view

The worldview of high school students is a scientific worldview, it shows a high level of systematization, integrity, consistency and generalization. High school students are often interested in the relationships between individuals and society, between dedication and enjoyment, between feelings and obligations, between tradition and the future. In many students, the worldview has become highly effective, it turns into beliefs, aspirations, and concrete actions. Many students have the right way of behaving, perhaps living nobly and beautifully. Besides, there are still some high school students who have distorted concepts of life, have unhealthy lifestyles, live passively, selfishly, overestimate enjoyment, have a hasty mindset, are easily seduced and enticed to participate in groups that violate the law, ethical standards, society or social evils...

- The development of self-awareness and self-education

Self-awareness is a prominent, primary and important characteristic, it has great significance for the personality development of young adults. High school students have the need to learn and evaluate their psychological characteristics from the perspective of their life purpose and ambition. This makes them deeply interested in their own psychological life, qualities, personality and abilities.

The self-awareness of high school students comes from the requirements of life and activities - the new position in the collective, the new relationships with the surrounding world force young adults to be aware of their personality traits. They are not only aware of their ego in the present like teenagers but also aware of their position in society, in the future; can clearly understand complex qualities, expressing multi-faceted relationships of personality (sense of responsibility, self-esteem, sense of duty...); not only evaluate individual gestures, behaviors, each separate attribute but also know how to evaluate their personality in general in all personality attributes; not only have the need to evaluate, but also have the ability to evaluate more deeply and better than teenagers about the qualities, strengths, weaknesses of the people living together, of themselves. Along with the development of self-awareness, self-education and self-cultivation are also quite developed in young students. Regular self-cultivation has become a comprehensive training process in all aspects.

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