Student Assessment in Experiential Activities

- Instruct students on points to pay special attention to when conducting activities such as: safety rules, not doing unrelated things or causing trouble for others...

- Organize the Youth Union according to the outlined plan.

- Evaluate and summarize the implementation of the organization of the Youth Union according to the set plan.

Activities are organized practically, meaningfully, safely and economically, without using state budget funds when organizing tours and experiences.

For schools that organize field trips for students, the field trip plan must be linked to reality to ensure that students understand their locality before going on field trips outside the province. Control students' learning well through field trips.

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For students who are not able to participate in the experience: Depending on the number of students, the school can mobilize support from organizations, teachers, parents and students in the school to ensure maximum mobilization of students to participate in the experience.

In case conditions do not allow, the school must have a plan to supplement appropriate learning content for students. A core content of the HĐTN for schools is:

It is necessary to make the most of existing facilities, use school space and classrooms to provide practical and useful learning and educational tools, expand classroom space, and increase out-of-school classes.

While doing this process, teachers need to note the following:

- Although the implementation is according to the set plan, during the implementation process, teachers need to flexibly adjust to suit the actual situation and unexpected situations.

- It is necessary to record the implementation process as well as adjustments, arising problems, solutions and results of those solutions.

- It is necessary to make the most of cooperation from people around such as organizations in the school (Union, Team, Clubs), teachers from the same school, other schools, local people and experts.

- It is necessary to listen to and record feedback from students and collaborators when implementing the plan to organize the activity to serve the adjustment of the plan for next year.

- Save images, videos and all other documents related to the organized research activities to create a research profile.

- Write a summary of the implementation of the Youth Union organization plan you have just conducted. The article can be submitted to a conference or published in a newspaper, magazine, or journal...

1.5.3. Student assessment in experiential activities

To evaluate the level of goal achievement of students in the activity, teachers should apply the following evaluation methods:

- Observation - assessment record

During the process of organizing and implementing the activities, teachers need to carefully observe students to see if they are interested in the activities and to what extent. Teachers also observe to see if students actively participate in the activities and cooperate with their friends, and if they come to the teacher to ask and find out about issues they do not understand or want to know more about.

Teachers need to record in detail what they observe in students and create a profile to evaluate each student in the form of a diary.

- Interview

Teachers can set up a “questionnaire” based on the students’ learning achievement levels (pre-assumptions) and what they want to know and assess from students to ask them. Based on the answers students give, teachers can assess the level of achievement of the goals in students.

- Product reviews

In the activity, the products that students create are very diverse. They are not only notes in notebooks, exercises, and tests like in normal learning, but these products are expressed in many different forms such as: letters, paintings, exhibitions, magazines, plays, literary works (poems, stories, etc.), products created by students... Teachers can collect these products to evaluate the level of achievement of students' goals.

During the assessment, teachers can use one of the above assessment methods independently or use a combination of all of them. Whatever the method,

The ultimate goal of assessment is to measure the relative level of achievement of students' learning goals in order to find ways to motivate and encourage them to make more efforts and be more effective in experiential learning. Therefore, in assessment, it is necessary to avoid actions and words that hurt or negatively affect students' inspiration and motivation to learn. Teachers can also discuss and cooperate with parents to assess students by observing their own progress and improving their quality of life in daily life.

1.6. The direction of the Department of Education and Training in organizing experiential activities in primary schools

1.6.1. Position and functions of the Department of Education and Training

According to Article 6, Chapter II - Joint Circular No. 11/2015/TTLT-BGDĐT-BNV guiding the functions, tasks, powers and organizational structure of the Department of Education and Training under the People's Committees of provinces and centrally run cities, the Department of Education and Training under the People's Committees of districts, towns and provincial cities stipulates as follows: The Department of Education and Training is a specialized agency under the People's Committee at the district level; assisting the People's Committee at the district level in performing the function of state management of education and training in the locality and performing a number of tasks and powers as assigned or authorized by the People's Committee at the district level, the Chairman of the People's Committee at the district level and according to the provisions of law. The Department of Education and Training has legal status, its own seal and account; is subject to the direction and management of the organization, staffing and work of the People's Committee at the district level, and is subject to the direction, guidance and inspection of the expertise and profession of the Department of Education and Training [3 ].

1.6.2. Duties and powers of the Department of Education and Training

According to Article 7, Chapter II - Joint Circular No. 11/2015/TTLT- BGDĐT-BNV, the Department of Education and Training has the following tasks [3 ]:

- Submit to the District People's Committee draft documents guiding the implementation of policies, laws, and regulations of the Provincial People's Committee on local educational activities.

- Submit to the District People's Committee draft decisions, directives, planning, 5-year and annual plans, and programs and contents of state administrative reform in the field of education in the locality.

- Submit to the district People's Committee a draft plan for the network of junior high schools; general schools with many levels, including no high school level; semi-boarding ethnic minority schools; and boarding ethnic minority schools without secondary level.

General schools, primary schools; kindergartens, nurseries, groups of children, schools, and preschool classes (collectively referred to as preschool education facilities) in the locality according to the guidance of the Department of Education and Training and the People's Committee at the district level.

- Submit to the Chairman of the District People's Committee draft decisions on establishment (for public educational institutions), permission to establish (for non-public educational institutions), merger, separation, dissolution of educational institutions (including educational institutions with investment from foreign organizations and individuals), for: Junior high schools; general schools with many levels of education; including no high school level; semi-boarding ethnic minority general schools; boarding ethnic minority general schools without high school level; primary schools; preschool education institutions; recognition of the establishment of community learning centers; educational institutions with other names (if any) under the management authority of the District People's Committee.

- Guide and organize the implementation of legal documents, programs, plans for local education development, mechanisms and policies on socialization of education after being approved by competent authorities; mobilize, manage and use resources to develop education in the area; propagate, disseminate, educate on laws and information on education.

- Guide and organize the implementation of programs, contents, plans, expertise, professions, educational activities, universal education, illiteracy eradication; enrollment, examination, approval, granting of diplomas and certificates for educational institutions under the management authority of the District People's Committee.

- Preside over the development and preparation of annual education budget estimates; decide on the allocation and assignment of education budget estimates to educational institutions under the district-level People's Committee when approved by competent authorities; coordinate with the Finance and Planning Department at the same level to determine and balance the local annual state budget for education, submit to competent authorities for approval; guide and inspect the use of state budget and other legal sources of revenue for education for educational institutions under the district-level People's Committee.

- Conduct specialized inspections under the guidance of the Department of Education and Training inspectors; coordinate with district inspectors and Department of Education and Training inspectors in inspection and examination activities on local education and training.

- Develop plans and organize the implementation of training and fostering of civil servants and public employees of educational institutions under the management authority of the District People's Committee after approval by competent authorities.

- Organize the application of advanced scientific and technological experiences and achievements, summarize local experiences and initiatives in the field of education.

- Organize and implement the work of building and replicating advanced models, emulation and reward work in education in the district.

- Assist the District People's Committee in implementing and taking responsibility for the appraisal, registration, and issuance of licenses within the scope, responsibility, and authority of the Department of Education and Training according to the provisions of law and the assignment of the District People's Committee.

- Provide professional and technical guidance on education and training management to commune officials and civil servants assigned to be in charge of and monitor local education work.

- Manage the organizational structure, civil servant payroll, civil servant rank structure, job positions; implement salary regime and policies, treatment regime, training, fostering, rewards, and discipline for civil servants under the scope of management according to the provisions of law and according to the assignment or authorization of the District People's Committee...

In short, the Department of Education and Training is a specialized agency under the District People's Committee, advising the District People's Committee to perform State management functions in the field of education and training within the locality. It is responsible to the Provincial People's Committee for the work of developing management staff planning and training plans, training and fostering civil servants, deciding on promotion, appointment, dismissal, transfer, reward, discipline... for management positions at educational institutions in the area.

Organizing Youth Union activities in primary schools is a new task. In the process of implementation, schools still encounter many difficulties and problems. Therefore, the Department of Education and Training needs to have specific instructions and guidance:

- Have specific guidance documents and organize training for school managers and teachers to effectively organize activities.

- Have a plan to organize inspections of the organization of Youth Union activities in schools, promptly advise, support, and propose solutions to difficulties and shortcomings.

- Organize the introduction of lessons learned and good practices from principals, professional group leaders, teachers, and parents of students in the entire unit.

1.7. Factors affecting the organization of experiential activities for primary school students

1.7.1. Awareness of managers and teachers about the importance of organizing experiential activities for primary school students

Cognitive factors are subjective factors that affect the entire teaching and learning activities and the management of teaching and learning activities. If staff and teachers have a correct understanding of the role and significance of the activities, and a full understanding of the activities, teachers will take the right actions and organize effectively. On the contrary, if the understanding is wrong or incomplete, they will take the activities lightly, and even have negative impacts. This will be a barrier to the management process, and managers will encounter many difficulties.

In addition, the awareness of managers themselves also has a significant impact on the organization of teaching activities. If managers have the right awareness, they will make the right decisions, which will have a positive impact on the organization of teaching activities. On the contrary, if they have the wrong awareness, they will underestimate teaching management activities, thereby making wrong decisions.

Therefore, in the process of organizing extracurricular activities for primary school students, it is necessary to help managers, teachers and students correctly perceive their roles and have certain knowledge about extracurricular activities through regularly organizing professional and skill training classes.

1.7.2. Professional qualifications and skills of teachers

In schools, teachers are the main force to carry out the assigned teaching tasks. Therefore, teachers are the most important factor for the quality of teaching in general, and the quality of organizing experimental activities because: Teachers play the role of guides, building content, and directly conducting experimental activities.

Factors of knowledge, professional qualifications and personality are the main and important factors that influence the development of skills in organizing scientific research activities.

Knowledge is the foundation for a teacher to perform his teaching task well. With good knowledge, the teacher will proactively perform his teaching task and be ready to provide it to students anytime, anywhere. Good knowledge will support the development of basic teaching skills of the teacher. A teacher can only have skills when he has solid professional knowledge. Then the teacher will demonstrate his lecture, demonstrate teaching skills and gradually in the teaching process will gain experience and cultivate and develop teaching skills. Knowledge and skills are always

Two mandatory requirements that teachers must have and cultivate if they want to become a good teacher.

Professional qualifications are higher requirements for knowledge. It includes teaching skills, teaching experience and education. Professional qualifications of teachers, so in the process of working, teachers must set goals for themselves to develop professional qualifications. That is to create opportunities for teachers to develop teaching skills.

The personality of a new teacher is a major factor in the formation and development of their basic teaching skills. Good personality creates dedicated teachers who are always aware of their own responsibility for developing teaching skills. The personality of a teacher is also demonstrated through the process of educating students and leaving behind profound experiences in teaching and education. This requires each teacher to be an example of self-study, self-effort and constant striving to improve their personality, professional ethics and develop their basic teaching skills.

1.7.3. School facilities serving the organization of experiential activities for primary school students

Just like any other educational activities in schools, organizing student activities requires funding and must be carried out in a certain physical and environmental condition. Although physical and financial conditions are not the deciding factors in the quality of activity management, they play a role in creating conditions and premises for assessment activities to take place in the most favorable way.

A school environment with full elements of modern facilities and a healthy cultural environment will be a good opportunity for teachers to improve and develop their teaching skills and vice versa.

The factors of the school's facilities are the conditions for teachers to fulfill the requirements of teaching and educational tasks. New teaching skills need to be fully met in terms of facilities and learning equipment. This creates opportunities for teachers to demonstrate their teaching abilities. In addition, the factors of school culture affect the efforts and opportunities for self-development of teachers. Therefore, creating a positive cultural environment will be an opportunity for teachers to develop and cultivate professional skills as well as perfect their personality.

1.7.4. Local socio-economic conditions

The micro and macro social environment has a great impact on the education of the young generation; therefore, it is necessary to mobilize the whole society to participate in building a healthy social and natural environment, exploiting the positive aspects; repelling the negative aspects; improving the quality of life, promoting genuine social values; creating correct public opinion about the values of education, awareness, motivation, attitude towards studying, taking exams, etc.

A locality with economic potential, good development in labor production, a healthy social environment, local cultural traditions, high intellectual level, and many rich cultural and sports activities will be a good environment, with high educational value in career orientation, comprehensive education for students and create favorable conditions for coordinating the implementation of organizing extracurricular activities.

1.7.5. Attention of authorities and organizations to organizing experiential activities for primary school students

Party committees and authorities at all levels pay attention to leading, directing and supporting the cause of education and training according to the Party's guidelines and the State's policies and laws; create favorable conditions for educational activities and the development of education; propagate for all classes of local people to actively participate in the socialization of education.

Authorities at all levels propagate the Party's policies and the State's laws, raise awareness and sense of responsibility of people in organizing youth activities, folk games, and traditional forms of local activities. From there, educate local youth to actively participate in useful activities, contributing to educating them with necessary life skills.

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