Vietnam: What are the sample midterm question papers for 10th-grade Mathematics? What are the regulations on assessment of the educational results for 10th-grade Mathematics?

What are the sample midterm question papers for 10th-grade Mathematics in Vietnam?

Students can refer to the following sample midterm question papers for 10th-grade Mathematics in Vietnam:

Midterm question paper for 10th-grade Mathematics  - Sample No.1 Download

Midterm question paper for 10th-grade Mathematics  - Sample No.2 Download

Midterm question paper for 10th-grade Mathematics - Sample No.3 Download

Midterm question paper for 10th-grade Mathematics - Sample No.4 Download

Midterm question paper for 10th-grade Mathematics - Sample No.5 Download

Midterm question paper for 10th-grade Mathematics - Sample No.6 Download

Midterm question paper for 10th-grade Mathematics - Sample No.7 Download

Midterm question paper for 10th-grade Mathematics - Sample No.8 Download

Midterm question paper for 10th-grade Mathematics - Sample No.9 Download

Midterm question paper for 10th-grade Mathematics - Sample No.10 Download

Note: The above information is for reference only./.

What are the sample midterm question papers for 10th-grade Mathematics in Vietnam? What are the regulations on assessment of the educational results for 10th-grade Mathematics? (Image from Internet)

What are the regulations on assessment of the educational results for 10th-grade Mathematics in Vietnam?

Under Section 7 of the General Education Program for Mathematics issued under Circular 32/2018/TT-BGDDT:

- The assessment of the educational results aims to:

+ Provide accurate, prompt, and valuable information regarding the development and progress of students based on the required competencies for each grade and education level;

+ Adjust teaching activities to ensure the progress of each student and to enhance the quality of Mathematics education specifically and overall educational quality in general.

+ Utilize a combination of various assessment forms (process assessment, periodic assessment), and various assessment methods (observation, recording processes, oral questioning, objective testing, written examinations, practical exercises, study projects/products, real-world task execution,...) at appropriate times.

- Process assessment (or continuous assessment) is organized by the subject teacher, combined with assessments by teachers of other subjects, self-assessment by the student under assessment, and by other students in the group, class, or assessment by the student's parents.

Process assessment accompanies the learning process of students, avoiding any separation between the teaching-learning process and the assessment process and ensuring that the assessment objective is for the student's learning progress.

- Periodic assessment (or summative assessment) primarily aims to assess the achievement of learning objectives.

Results from periodic and summative assessments are used to certify learning levels and recognize student achievements.

Periodic assessments are organized by educational institutions or through national examinations and assessments.

- Periodic assessments are also utilized for managing teaching activities, ensuring quality at educational institutions, and serving the development of the Mathematics curriculum.

- assess student competencies through evidence of results achieved during students' actions.

The assessment process includes basic steps such as determining assessment objectives; identifying necessary evidence; selecting appropriate assessment methods and tools; collecting evidence; interpreting evidence and providing feedback.

- Selection of assessment methods and tools for the components of mathematical competency must be focused on. To be specific:

+ Assess mathematical reasoning and argumentation abilities: various methods and tools such as questions (oral, written), exercises, etc., can be used that require students to present, compare, analyze, aggregate, and systematize knowledge;

+ Utilize mathematical knowledge to explain and argue.

+ Assess mathematical modeling abilities: select real-world situations that bring about mathematical problems.

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

Solve mathematical issues within the established model; express and assess solutions in practical contexts and improve the model if the solution is inappropriate.

+ Assess mathematical problem-solving abilities: can use methods such as requiring learners to identify situations, detect and present issues that need solving;

Describe and explain initial information, objectives, and desires of the problem situation being considered; collect, select, arrange information, and connect it with existing knowledge;

Use questions (which may require oral or written answers) that require learners to apply knowledge to solve problems, especially real-world issues; use observation methods (e.g., checklists with predetermined criteria), observe learners during problem-solving;

Assess through practical student products (for instance, products from learning projects); reasonably pay attention to integrated assessment tasks.

+ Assess mathematical communication abilities: can use methods such as requiring learners to listen, understand, read, take notes (summarize), analyze, select, and extract basic and core mathematical information from spoken or written texts;

Utilize mathematical language in conjunction with ordinary language to present, express, pose questions, discuss, debate mathematical content, ideas, and solutions while interacting with others.

+ Assess abilities to use tools and means of learning mathematics: methods such as requiring learners to recognize names, functions, ways of use, maintenance methods, advantages, and limitations of mathematical learning tools and means can be used.

Present the way (reasonable) to use the tools and means of learning mathematics to perform learning tasks or express mathematical reasoning and proof.

When teachers plan lessons, it's necessary to establish criteria and assessment methods to ensure that at the end of each lesson, students achieve the basic requirements based on the stated criteria before proceeding to the subsequent learning process.

What are the general objectives when learning 10th-grade Mathematics in Vietnam?

Under Section 3 of the General Education Program for Mathematics issued under Circular 32/2018/TT-BGDDT, the general objectives when learning 10th-grade Mathematics in Vietnam are as follows:

- The Mathematics curriculum helps students achieve the following primary objectives:

+ Develop and form mathematical competencies, including these core components: mathematical reasoning and argumentation; mathematical modeling abilities; mathematical problem-solving abilities; mathematical communication abilities; the ability to use tools and means of learning mathematics.

+ Contribute to forming and developing primary qualities and general competencies in students in line with the subject/education level as specified in the overall program.

+ Acquire essential, fundamental, and popular mathematical knowledge and skills; develop problem-solving abilities that integrate subjects between Mathematics and other subjects such as Physics, Chemistry, Biology, Geography, Informatics, Technology, History, Arts,...; create opportunities for students to experience and apply mathematics in real life.

+ Have a relatively broad understanding of the usefulness of mathematics in various professions to provide a basis for career orientation, as well as sufficient minimum ability to independently explore issues related to mathematics throughout life.