Guidelines for Analyzing Evidence for the Evaluation of Primary, Lower Secondary, and Upper Secondary Schools

Determining the Connotation, Analyzing Criteria to Find Evidence

To correctly and sufficiently determine the connotation (requirements) of each indicator and criterion, the following notes are essential:

(1) Indicators and criteria often contain important words or phrases with significant meanings as "keywords";

(2) Each indicator or criterion may have one or multiple connotations;

(3) It is necessary to determine the connotation of each indicator and criterion according to the regulations of an education quality accreditation cycle and the duration for national standards recognition;

(4) Compare the school's "Specific Objectives" related to the indicator and criterion connotation.

Based on accurately and sufficiently determining the indicator and criterion connotation, the working group or individual will analyze the criteria to identify the evidence to be collected, the places to collect it, and record it in the Form for Determining Connotation and Analyzing Criteria to Find Evidence.

To evaluate the actual state of each connotation of the indicator and criteria, the school can set and answer (corresponding to the connotation) questions such as:

- Does the school have a plan to implement the requirement?- Has the school implemented and met the requirement?- How does the school's achievement compare to the general regulatory requirements?- How does the school compare to other schools with similar conditions (socio-economic, cultural, etc.)?- How has the school performed "above" the requirement?- How does the school review and check the implementation of the requirements? What evidence confirms that the school has a plan, implements the requirements, reviews, and checks the implementation,...?- By answering these questions, the school can analyze the criteria, orienting the evidence collection, and prepare for the next steps of the self-evaluation process.

Attached Official Dispatch 5932/BGDDT-QLCL are the following templates and document samples:

- Appendix 1: Self-evaluation plan;- Appendix 2: Form for determining connotation, analyzing criteria to find evidence for criteria levels 1, 2, and 3;- Appendix 3: Form for determining connotation, analyzing criteria to find evidence for criteria level 4;- Appendix 4: Evidence code directory;- Appendix 5A: Criteria evaluation form;- Appendix 5B: Criteria evaluation form level 4;- Appendix 6: Self-evaluation report;- Appendix 7: External evaluation team working plan;- Appendix 8: Preliminary report;- Appendix 9A: Criteria evaluation form;- Appendix 9B: Criteria evaluation form level 4;- Appendix 10: Evaluation research report findings;- Appendix 11: Preliminary survey minutes;- Appendix 12: Final survey report;- Appendix 13: External evaluation report;- Appendix 14: Presentation format of self-evaluation and external evaluation reports.

- Thuy Phu -

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