Compilation of 6 Quality Assessment Test Papers for 10th Grade Mathematics at the Beginning of the School Year in Vietnam

What are 6 quality assessment test papers for 10th grade Mathematics at the beginning of the school year in Vietnam?

On August 1, 2024, the Ministry of Education and Training issued Decision 2045/QD-BGDDT in 2024 regarding the Framework Plan for the 2024-2025 academic year.

The new school year will commence on September 5, 2024.

Thus, students can begin to review their knowledge and refer to several quality assessment tests for 10th-grade math as follows:

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Compilation of 6 Quality Assessment Test Papers for 10th Grade Mathematics at the Beginning of the School Year in Vietnam (Image from the Internet)

What is the quality assessment test for 10th grade at the beginning of the school year in Vietnam?

On August 1, 2024, the Ministry of Education and Training issued Decision 2045/QD-BGDDT in 2024 regarding the Framework Plan for the 2024-2025 academic year.

The Ministry of Education and Training specifies that the earliest school assemblies shall be organized one week before the commencement day. For first graders, the earliest assemblies shall be organized two weeks before the commencement day.

The new school year will commence on September 5, 2024.

Thus, at the start of each new school year, some schools will organize a quality assessment test to establish a basis for planning and implementing strategies to improve education quality in line with the student demographic for that school year.

Therefore, it can be inferred that the 10th-grade quality assessment test at the start of the year is designed to evaluate the students' knowledge right at the beginning of their high school tenure.

What are regulations on assessment of results of the 10th grade Math in High Schools?

Based on Section 7 of the High School Math Curriculum issued with Circular 32/2018/TT-BGDDT:

- The objective of assessing math education results is to provide accurate, timely, and valuable information about the development of competencies and the progression of students based on the required achievements for each grade and education level.

Adjust teaching activities to ensure the progress of each student and improve the quality of math education specifically and educational quality in general.

- Utilize a combination of various assessment forms (process evaluation, periodic evaluation), various evaluation methods (observation, documentation of implementation processes, oral questioning, objective tests, written tests, practical exercises, learning projects/products, real-world tasks, etc.) at suitable times.

- Ongoing assessments (or regular evaluations) are organized by the subject teacher, along with assessments from teachers of other subjects, self-assessment by the evaluated student, and evaluations from peers in their groups or class, or assessments by the students' parents.

Ongoing assessments accompany the learning activities of the students, avoiding separation between teaching and evaluation processes, ensuring the objective of evaluation for the progress of students' learning.

- Periodic assessments (or conclusive evaluations) mainly aim to evaluate the execution of learning objectives.

Results from periodic and conclusive evaluations are used to certify learning levels and recognize student achievements.

Periodic evaluations are organized by the education institution or through national tests and assessments.

- Periodic assessments are also used to manage teaching activities, ensuring quality at the educational institution and supporting the development of the math curriculum.

- Evaluate student competencies through evidenced outcomes achieved during the students’ activities.

The evaluation process includes fundamental steps such as defining evaluation purposes; identifying necessary evidence; selecting appropriate evaluation methods and tools; collecting evidence; interpreting evidence and providing feedback.

- Focus on selecting methods and tools to evaluate the components of mathematical competencies. Specifically:

+ Evaluate mathematical thinking and reasoning competencies: Utilize methods and tools such as questions (oral, written), exercises, etc., that require students to present, compare, analyze, aggregate, and systematize knowledge;

Apply mathematical knowledge to explain and reason.

+ Evaluate mathematical modeling competencies: Select practical situations that lead to mathematical problems.

From there, require students to identify mathematical models (including formulas, equations, tables, graphs, etc.) for situations in practical problems;

Solve mathematical problems within the established model; present and evaluate solutions in practical contexts and improve the model if the approach is unsuitable.

+ Evaluate problem-solving competencies in math: Utilize methods like requiring students to recognize situations, identify and present problems to be solved;

Describe and explain initial information, goals, and desired outcomes of the situation being considered; collect, select, organize information, and connect with existing knowledge;

Use questions (requiring oral or written responses) demanding students apply knowledge to solve problems, especially practical problems; use observation methods (such as checklists according to predefined criteria), observe students during problem-solving processes;

Evaluate through practical products made by students (such as products from learning projects); reasonably attend to integrated assessment tasks.

+ Evaluate mathematical communication competencies: Utilize methods requiring students to comprehend by listening and reading, summarizing, analyzing, selecting, and extracting fundamental mathematical information from spoken or written texts;

Use mathematical language in combination with regular language to present, express, question, discuss, and debate mathematical contents, ideas, and solutions in interaction with others.

+ Evaluate the competencies of using tools and means for learning math: Utilize methods requiring students to recognize the names, functions, usage specifications, maintenance methods, advantages, and limitations of mathematical learning tools and means;

Present how to use (reasonably) mathematical learning tools and means to perform learning tasks or to express mathematical arguments and proofs.

When teachers plan lessons, they need to establish criteria and evaluation methods to ensure that by the end of each lesson, students meet the basic requirements based on the stated criteria before proceeding to subsequent learning activities.