What is sample outline for an argumentative essay on an issue related to the youth for grade 12 students in Vietnam? What are methods for assessment of upper secondary school students in Vietnam?

What is sample outline for an argumentative essay on an issue related to the youth for grade 12 students in Vietnam?

Students can refer to the following sample outline for an argumentative essay on an issue related to the youth in the grade 12 Literature program:

Note: The information is for reference purposes only.

What is sample outline for an argumentative essay on an issue related to the youth for grade 12 students in Vietnam? What are methods for assessment of upper secondary school students in Vietnam? (Image from the Internet)

What are regulations on selecting texts (materials) for Literature subjects in the general education program in Vietnam?

Pursuant to subsection 4, Section VIII of the regulations on the General Education Literature Program issued with Circular 32/2018/TT-BGDDT (download):

Besides ensuring the criteria outlined in Section V of the regulations for the General Education Literature Program issued with Circular 32/2018/TT-BGDDT (download), teaching materials in Literature need to meet the following requirements:

- Ensure a reasonable ratio between literary texts, argumentative texts, and informational texts. Within literary texts, there should be a relatively balanced proportion among the basic genres (story, poetry, prose, drama), between medieval and modern literature, between folk literature and written literature, between Kinh ethnic literature and ethnic minority literature, between Vietnamese literature and foreign literature, between the East and the West. "Balance" is understood as an appropriate ratio, not necessarily equal ratios. Materials for all grades must include narrative and poetry texts. Apart from narratives and poetry, each educational level must include either prose or drama texts. At the primary and early secondary education levels, modern and contemporary Vietnamese literature is prioritized. Repeating a text in multiple classes or educational levels should be limited.

- Ensure the suitability of texts with the requirement for development and the study duration of the program. The difficulty level of reading materials should increase gradually over the years. The time dedicated to studying a text must match its length and complexity to ensure that teachers can help students fully and deeply access the text, allowing students the opportunity to read directly and completely the chosen works. Teaching excerpts should be limited unless in the case of lengthy literary works such as novels, memoirs, or epics; for example, Truyện Kiều by Nguyen Du.

- Ensure continuity and development of existing Literature programs. The program relies on 9 authors and their literary works included in the current curriculum and textbooks, selecting and supplementing a number of important authors and works representative of national literary achievements over the ages to teach in schools with three levels: mandatory works (authors of textbooks and teachers must implement according to the program's regulations); mandatory selected works (authors of textbooks must select works from the authors named in the program's list); suggested optional works (authors of textbooks freely choose works according to the program's suggested list). Specifically, for the three authors Nguyen Trai, Nguyen Du, and Ho Chi Minh at the upper secondary school level, there is an additional summary introduction on literary authors. Based on the requirements for each grade and the list of mandatory works, mandatory chosen works, and suggested works, textbook authors select additional suitable texts recommended inside or outside the suggested list at the end of the program. Teachers and students are allowed to select additional expanded texts suitable to the program's requirements and the students' age for group or class discussion.

What are methods for assessment of upper secondary school students in Vietnam?

Pursuant to Article 5 of Circular 22/2021/TT-BGDDT, the methods for assessment of upper secondary school students in Vietnam are as follows:

- Assessment by Comments

+ Teachers comment verbally or in written form on students' performance in training and studying tasks; comment on students' progress, outstanding strengths, and main limitations during the training and learning process; evaluate students' training and academic results.

+ Students use verbal or written means to self-assess their performance in training and studying tasks, progress, outstanding strengths, and main limitations of themselves.

+ Parents, organizations, and individuals involved in the student's education provide feedback on their training and learning task implementation.

+ Assessment by comments on students' training and learning results is used in regular assessments, periodical assessments through quizzes, evaluations of students' training, and learning task performance suitable for the specific characteristics of the subjects.

- Assessment by Scores

+ Teachers use scores to evaluate students' training and academic results.

+ Assessment by scores is used in regular assessments, periodical assessments through quizzes, evaluations of students' training, and learning task performance suitable for the specific characteristics of the subjects.

- Assessment Forms for Subjects

+ Assessment by comments for subjects such as Physical Education, Arts, Music, Fine Arts, Local Education Content, Experiential Activities, career guidance; subject learning outcomes are evaluated by comments at one (1) of two (2) levels: Satisfactory, Unsatisfactory.

+ Assessment by comments combined with score-based assessment for subjects in General Education Program, except for subjects such as Physical Education, Arts, Music, Fine Arts, Local Education Content, Experiential Activities, career guidance; subject learning outcomes are scored on a 10-point scale, if other scales are used, they must be converted to a 10-point scale. The score is an integer or decimal taken to the first decimal after rounding.