Vietnam: What are the 03 requirement levels to be satisfied by learners in the illiteracy elimination program for Science??

What are the 03 requirement levels to be satisfied by learners in the Illiteracy Eradication Program for Science in Vietnam?

According to Part 2 of the Illiteracy Eradication Program issued along with Circular 33/2021/TT-BGDDT, the Illiteracy Eradication Program for Science in Vietnam utilizes various verbs to indicate the requirement levels to be satisfied by learners.

Verbs are used at different levels to demonstrate actions with specific objects and requirements to be met.

The table below shows the specific objects and requirements to be met for each action and examples are illustrated in parentheses.

During the teaching process, organizing discussions, and assessments, educators, and teachers involved in Illiteracy Eradication Programs can use the verbs listed in the table below or replace them with equivalent meaning verbs suitable to the teaching situation, the object, and specific assignments given to the students.

The three levels of requirements are as follows:

What are the 03 requirement levels to be satisfied by learners in the Illiteracy Eradication Program for Science in Vietnam? (Image from Internet)

What are the oriented educational methods in the Illiteracy Eradication Program for Science in Vietnam?

According to Section 5, Part 1 of the Illiteracy Eradication Program issued along with Circular 33/2021/TT-BGDDT, the oriented educational methods in the Illiteracy Eradication Program for Science in Vietnam are as follows:

Principal perspective: organize active learning, centering on the learner. Create opportunities for students to mobilize their pre-existing knowledge and experiences to participate in forming new knowledge.

Teachers should present learning tasks with suitable questions based on organizing students to observe specimens, pictures, and explore supplementary resources.

Flexibly and creatively apply teaching methods and techniques suitable to the educational objectives, content, student subjects, and specific conditions.

Combine traditional educational methods (lecturing, discussion, etc.) with active teaching methods (debate, discussion, etc.).

Design problem situations, particularly those that frequently occur in real life, connected to the production and living environments of the students, to actively involve them in solving lesson problems and applying the learned knowledge to real-life.

What are the orientations on assessment of educational outcomes of the Illiteracy Eradication Program in Vietnam?

According to Section 5, Part 1 of the Illiteracy Eradication Program issued along with Circular 33/2021/TT-BGDDT, the orientation on the assessment of educational outcomes in the Illiteracy Eradication Program is as follows:

(1) Assessment Objectives

Assess students' learning outcomes to provide accurate, prompt, valuable information regarding the degree of meeting the learning requirements and the progress of students throughout the learning process of the subject, to guide learning activities, adjust teaching activities, manage and develop the program, ensuring the progress of every student and enhancing the quality of education.

(2) Assessment methods

There are two methods to assess the learning outcomes of the subjects: continuous assessment and periodic assessment.

Continuous assessment is conducted throughout the teaching process, organized by the teacher; assessment forms include: teacher assessment of students, peer assessments, and self-assessment by students.

For continuous assessment, teachers can base it on daily observations and notes about students, students' responses to questions, and test results.

Periodic assessment is conducted at the end of each semester and the end of each phase organized by the educational institutions implementing the Illiteracy Eradication Program.

Periodic assessment is often conducted through test papers or written exams.

The exam or test papers may contain essay-type questions (one or multiple questions); it may combine objective questions (simple true/false questions, selecting one of two to four provided options, or assembling given parts, etc.).

Oral exams (to assess speaking and listening) can be used if necessary and feasible.

(3) Assessment requirements

Assessment of students shall be conducted by assessing the degree to which they meet the knowledge and skill requirements specified in the Illiteracy Eradication Program; focusing on the ability to apply knowledge and skills in specific situations.

The assessment of student's attitudes towards the subject is integrated into the assessment of knowledge and skills.

Assessing progress and for the progress of students; emphasizing encouragement and promotion of progress in learning and training of students; ensuring promptness, fairness, objectivity, non-comparison, and avoiding creating pressure for students.

Continuous assessment through comments, periodic assessment by combining scores and comments. Combining continuous assessment with periodic assessment; between qualitative and quantitative assessments.

Special attention to assessing the ability to apply learned knowledge and skills in real life, labor, and production.