How to Rank Skills Assessment by Criteria, Component Skills

- Observing Vietnamese reading skills according to proficiency criteria: Based on the curriculum, we let students read 25 words with a variety of word types: 1-syllable words and 2-syllable words. We pay attention to proficiency or lack of proficiency, fluency, reading speed of 1 word and reading speed of 2 words, and psychological expressions of students when reading. At the same time, we take additional notes next to the students' external expressions when reading.

- Observing Vietnamese reading skills according to flexibility criteria: Based on the curriculum, we let students read 5 different groups of words (each group of words consists of 5 words, a total of 25 words). For each group of words, the words are designed to have the same sound but the position can be different. When observing, we pay attention to the reading ability of words in the same group, the ability to quickly pronounce different words. At the same time, we take additional notes next to the students' external expressions when reading.

- Observe Vietnamese reading skills according to correctness criteria:

Based on the curriculum, we give students 25 words to read with variety.

of words: words with one syllable and words with two syllables. We pay attention to pronunciation, sounds produced when reading and compare them with the standard sounds in the textbook program standards issued by the Ministry of Education and Training, and the psychological expressions of students when reading. In addition, the researcher makes additional notes next to the external expressions of students when reading.

- Observing Vietnamese reading skills according to proficiency criteria: Based on the curriculum, we let students read 5 sentences made up of learned words or letters and rhymes. Each sentence has a complete grammatical structure, subject and predicate, and commas (punctuation marks) in each sentence to measure the ability to pause logically while reading. We pay attention to proficiency or lack of proficiency, fluency, reading speed, connection between words in the sentence, logical pauses when encountering commas, and psychological expressions of students when reading. At the same time, we take additional notes next to the students' external expressions when reading.

- Observing Vietnamese sentence reading skills according to flexibility criteria: Based on the curriculum, we let students read 5 complete sentences. In each sentence, there are a number of words that appear in all 5 sentences being tested. In each sentence, there is a complete grammatical structure, subject and predicate, with commas (punctuation) in the sentence to measure the ability to pause logically and the flexibility of students while reading.

- Observing the ability to read Vietnamese sentences according to the correctness criteria: Based on the curriculum, we let students read 5 sentences made up of learned words or letters and rhymes. Each sentence has a complete grammatical structure, subject and predicate, and commas (punctuation marks) in each sentence to measure the ability to pause logically while reading. We pay attention to the sounds produced when reading words in the sentence and compare them with the standard sounds in the textbook program standards issued by the Ministry of Education and Training, the ability to pause logically at punctuation marks (commas), and the students' psychological expressions when reading. In addition, the researcher makes additional notes next to the students' external expressions when reading.

- Observing Vietnamese reading skills according to proficiency criteria: Based on the curriculum, we let students read 5 paragraphs made up of learned words or letters and rhymes. Each sentence in the paragraph has a complete grammatical structure, subject and predicate, and commas (punctuation) in each sentence to measure the ability to pause logically while reading. Between sentences in the paragraph, there are punctuation marks to measure the ability to pause logically when reading. We pay attention to proficiency or lack of proficiency, fluency, reading speed, the connection between words in sentences, sentences in paragraphs, logical pauses when encountering commas and periods, and the psychological expressions of students when reading. At the same time, we take additional notes next to the external expressions of students when reading.

- Observing the skill of reading Vietnamese paragraphs according to the flexibility criteria: Based on the curriculum, we let students read a poem and a paragraph that is arranged and re-arranged based on the verses of the poem above. Through the process of reading this poem and paragraph, we measure the flexibility of students when reading the paragraph in the form of a poem and reading the paragraph in the form of a paragraph. We pay attention to the ability to logically pause, change intonation, change ideas, and change sentences when reading the poem and paragraph.

- Observing the ability to read Vietnamese paragraphs according to the correctness criteria: Based on the curriculum, we let students read 5 paragraphs made up of learned words or words made from learned letters and rhymes. There are complete grammatical structures, subjects and predicates, and commas (punctuation marks) in each sentence and paragraph to measure the ability to pause logically while reading. We pay attention to the sounds produced when reading words in sentences and compare them with the standard sounds in the textbook program standards issued by the Ministry of Education and Training, the ability to pause logically at punctuation marks (commas, full stops), and the students' psychological expressions when reading. In addition, the researcher makes additional notes next to the students' external expressions when reading.

Appendix 10: How to classify skills assessment according to criteria and component skills

How to classify skill assessment criteria

Rating level

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How to summarize the assessment results of each component skill

Rating level

How to synthesize the results of the general assessment of students' Vietnamese reading skills

Class 1 Co Ho ethnic group

Rating level