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Measure 5: Increase Investment in Equipment, Maintenance and Use


pupil.

Seriously assessing students' learning outcomes helps teachers recognize their strengths and weaknesses in their teaching. From there, teachers can adjust their teaching activities and improve their teaching methods to improve teaching outcomes.

3.2.4.2. Content and implementation .

* Planning

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The principal develops a test plan and notifies the entire board and each department so that everyone can proactively implement it and have a review teaching plan right from the beginning of the school year.

Check daily assessment through regular class hours.

Measure 5: Increase Investment in Equipment, Maintenance and Use

The overall assessment of student results for the whole school is carried out three times: at the beginning of the year, at the end of the first semester and at the end of the year.

* Organization

- Professional groups and teams agree on review programs and focuses.

- Assign teachers to create test questions with answer matrix attached. Unify instructions on how to create questions, create many questions to form a question bank with equivalent levels. Test questions must be suitable for students' level, with four levels: understanding-understanding-application-high application. Establish a professional committee to choose questions. The professional committee includes:

+ Vice Principal in charge of professional matters.

+ Team leader + Department head + Council secretary. The professional board is responsible for:

+ Make a list of candidates taking the exam by block, alphabetically A, B, C, and in order of exam rooms.

+ Select exam questions, prepare and preserve exam questions to ensure confidentiality and objectivity.

+ Reasonable assignment of exam invigilators for exam sessions and exam days for each block and subject.


+ Make notes, assign papers to grade, and summarize them into a general assessment score.

- Organize general exams in 3 major rounds for the whole school: arrange students by exam room, with registration numbers for each grade, each exam room has no more than 24 students.

Exam arrangement: 2 teachers/exam room with common exam questions.

Thoroughly imbue the teachers with the idea that the exam invigilation process must be carried out seriously, ensuring fairness and objectivity. Avoid cheating during the exam by students.

-Forms of testing and assessment in history teaching

Basically, in teaching history as well as other subjects in high school, there are two forms of oral and written tests.

+ Oral test: helps teachers quickly understand the learning situation and level of students, motivates students to study, think, and practice their ability to express themselves verbally. Oral tests are usually used to check the material learned before starting a new lesson and are sometimes used in lessons to present new material to see how students follow and grasp the knowledge.

+ Written test: Plays an important role in teaching in general, and DHLS in particular. It helps teachers grasp the level of all students in the class at the same time, especially poor and good students. At the same time, written test results often reflect very objectively the level of students in all aspects. Thanks to that, teachers not only grasp the general learning situation of the class, but also see the effectiveness of their pedagogical methods to make appropriate adjustments and supplements.

Written tests are usually given after studying a section, chapter, or course of history. Written tests can be limited to 10-15 minutes, lasting for 1 period, and final exams can be 90 minutes.

- Testing and evaluation methods in DHLS.

+ Test and evaluate with essay questions.


This is a traditional method of testing and assessment that has been used for a long time. The questions require students to directly present their opinions, creating a basis for teachers to comment on those opinions. Essay questions can be used in both oral and written tests.

+ Objective test evaluation:

Many studies on testing methods in testing and evaluating learning outcomes have presented different views. However, there are still some issues that are consistent with each other, when affirming that testing is conducted through a number of types of questions, exercises or a means of measuring skills, techniques, knowledge - intelligence, and capacity of an individual or a group of students: "Testing in education is a method to probe some points, five intellectual strengths of learners or to test and evaluate some knowledge - skills, techniques, and attitudes of learners".

Multiple choice tests are divided into two types: essay tests, which are essentially questions

- traditional exercises and objective tests.

Objective tests are a system of questions and exercises that require short answers to measure the skills, abilities, intelligence, and abilities of an individual or a group of students. Multiple choice assessment tests are considered objective because the scoring system is objective, not dependent on the subjective will of the examiner as in setting and evaluating questions in essay form. Therefore, the scoring results will be accurate and fair for students' tests, not dependent on the examiner. Normally, an objective test has more questions and exercises than a test or assessment using an essay question system.

* Direction

The test instructions must ensure accuracy, confidentiality, and be appropriate to students' abilities, and must ensure that they are consistent with the focus of the curriculum.

Directing and marking exams seriously according to the procedures of the Ministry of Education and Training, making teachers familiar with the atmosphere of the national high school exam. Ensuring accuracy,


objective, fair, and training exam skills for teachers.

For the inspection and assessment activities to be effective, the leaders of general schools and subject teachers must strictly implement the professional regulations on inspection and assessment issued by the Ministry and the Department. It is necessary to avoid chasing after achievements, which makes the inspection and assessment results unreliable.

* Check, evaluate

The principal must conduct inspections of all stages from creating questions, selecting questions, preserving questions, making copies of questions, organizing invigilation, marking, and scoring... Having correct comments and assessments on the implementation of the school's exam plan.

The principal checks every step of the exam invigilation process, from the way of marking registration numbers, calling students into the exam room, distributing exam papers, invigilation, grading, and after calculating the scores, determines which exam rooms are conducting the exam seriously and which are not.

When evaluating the final result, the Principal can make accurate comments and assessments when the test results reflect the true nature of learning, the sense of responsibility of teachers in teaching and implementing professional regulations. From there, draw experience and make plans for better performance next year.

3.2.4.3. Implementation conditions

The principal provides relevant documents on student assessment and classification to homeroom teachers and subject teachers.

Implement student assessment standards on two educational aspects for all teachers in the school.

3.2.5. Measure 5: Increase investment in equipment, preservation and use

Effective facilities, teaching equipment, construction of history classrooms

3.2.5.1. Objective.

Improving facilities and teaching equipment contributes to raising aesthetic awareness, creating a healthy pedagogical environment, and forming and developing students' personalities.

Building good facilities, clean and beautiful schools to create a comfortable atmosphere


Confidence for teachers and students, actively contributing to improving the quality of teaching and education in schools.

Teaching equipment suitable for the program content, used effectively helps students acquire knowledge easily, quickly, and more interestingly. At the same time, it promotes the cognitive process and develops students' creative thinking ability.

There is a plan to build a history classroom with enough visual models and modern teaching equipment.

3.2.5.2. Content and implementation.

*Planning

At the end of the school year, after checking the school's facilities and equipment, on that basis, the Principal develops a plan: building, repairing facilities, purchasing, supplementing equipment, reference materials, textbooks for the new school year according to the requirements of the subject group.

Develop regulations and maintain facilities and equipment.

* Implementation organization

Advise the Department of Education and Training to increase investment resources for building school facilities and purchasing teaching equipment.

Mobilize contributions from local authorities, social organizations, and Parents' Associations to build and renovate classrooms, desks, playgrounds, exercise grounds, etc.

Repair and improve old tools, add new tools to existing tool sets to make them complete and usable. Prioritize the purchase of modern teaching equipment and necessary supplies.

Organize well the movement of making teaching aids yourself in the condition that school budget is limited, the state cannot provide all the equipment for schools. Reality has shown that making teaching aids yourself is not only of simple economic significance but it really has the effect of developing intellectual capacity, fostering and stimulating the career interest of teachers and students.


Select and assign staff and teachers with professional knowledge and a sense of responsibility to manage the History subject classroom. Managers must regularly check and prepare teaching aids for teachers' classroom lessons.

Build a standard library (with a reading room for teachers and students), increase the types of books, newspapers, and reference materials to enrich the school's bookshelf. Consult with professional groups and teachers on purchasing reference books, necessary equipment and supplies for each subject, and at the same time create a list of documents and teaching aids in the laboratory and library for teachers to study and plan their lessons.

Actively research and apply information technology in teaching. Information technology has fundamentally changed teaching and learning methods, helping the teaching and learning process become more active. Students have the opportunity to search for information and materials, helping them to self-study, self-test and evaluate results, and perform tasks.

learn actively, proactively and creatively

* Direction

Direct the effective use of existing teaching equipment. Use for the right purpose, at the right time, and with the right intensity.

Instruct teachers to educate students about the awareness of preserving and protecting public property.

Always create a "Green - Clean - Beautiful" environmental landscape.

*Check , evaluate

Have a plan to regularly and periodically check assets to promptly repair and equip new tools necessary for teaching.

3.2.5.3. Implementation conditions.

The investment attention of the District People's Committee, Department of Education and Training, Department of Planning and Investment, Department of Finance... invested funds to strengthen the school's facilities and equipment. The attention of leaders at all levels and social organizations supporting the school with financial and material resources, helping to strengthen the school's facilities in the spirit of socializing education.


3.3. Relationship between measures


Faced with the current requirements for innovation in high school education, through research results and in his management practice, the author finds that in order to carry out the task, the Principal needs to synchronously implement the above five measures.

Measure 1: Strengthen political education, ideology, and moral qualities for teachers and history subjects: this measure needs to be implemented first, it is the foundation for implementing the following measures.

Measure 2 : Building and fostering professional expertise for history teachers: this measure plays an important role because teachers are the basic factor determining the quality of education and training in each school.

Measure 3: Directing the innovation of teaching methods to enhance students' independent cognitive activities, independent thinking, and creativity: reflecting the inevitable trend of Education and Training in the current period, creating a qualitative change in teaching activities in schools, meeting the requirements of innovation. This measure plays a key role.

Measure 4: Directing the assessment of students' learning outcomes in a positive, fair and objective manner: This is an indispensable measure in teaching activities. Objective, fair and accurate assessment and testing help teachers promote their strengths, overcome their limitations, and contribute to improving the quality of teaching.

Measure 5: Increase investment in equipment, preservation and effective use of facilities, teaching equipment, and construction of history classrooms: Good management of facilities, teaching equipment in the current difficult financial conditions will help to use financial resources reasonably to equip essential teaching aids, increasingly meet the requirements of innovation in content and teaching methods, contributing to improving the quality of teaching.

In the above 5 measures, each measure is both a premise and a consequence of the remaining measures. Therefore, in strengthening the measures for managing teaching activities in History,


The Center needs to apply the above measures synchronously, flexibly, creatively, and harmoniously depending on the actual situation of each center to promote strengths and overcome weaknesses in teaching activities and management of teaching activities in History. From there, it contributes to improving the quality of management of teaching activities in History at high schools in Vung Liem district.

3.4. Test the urgency and feasibility of operational management measures.

Teaching History at high schools in Vung Liem district, Vinh Long province, Vinh Long province

3.4.1. Testing organization

3.4.1.1. Purpose of the test

The purpose of the survey is to collect information to evaluate the urgency and feasibility of measures to manage the teaching of History at high schools in Vung Liem district, Vinh Long province. On that basis, the measures can be adjusted accordingly, and at the same time, further confirm the urgency and feasibility of the proposed measures.

3.4.1.2. Test content

Testing two main contents: the urgency and feasibility of measures to manage History teaching activities at high schools in Vung Liem district, Vinh Long province.

3.4.1.3. Survey subjects

We conducted a survey on a group of subjects (management staff and teachers teaching History) at 04/04 high schools in Vung Liem district, Vinh Long province. Because the number of management staff and teachers in these 04 high schools is not large, we sampled management staff and teachers from the entire population (39 people). Of which, there were 16 management staff (Principals, Vice Principals, Heads of History Groups) and 23 teachers teaching History.

3.4.1.4. How to process test data

About the average score (GPA): the scores of the questions are converted according to the scale

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