Study your strengths to reduce stress
Besides concerns about losing the competitive spirit in studying, it is undeniable that the removal of rankings and average scores has helped many students worry less and reduce pressure. In particular, there have been many cases in which students were only 0.1 points short of achieving the title of good/excellent student.
HY (grade 10, Le Hong Phong High School for the Gifted, Ho Chi Minh City) shared that in the past, the rankings sometimes motivated him to try to increase his total score but he could not maintain it for long, and gradually felt burdened.
"Not having an average score or ranking makes me feel less inferior to my friends. Knowing the score of each subject is objective enough and each student will have different efforts and competitive spirit to improve that subject. Dividing classes by group also helps me feel less stressed because the subjects I choose are all in line with my strengths," HY said.
Teachers have many ways to test and evaluate students' learning outcomes according to the 2018 General Education Program. In the photo, the teacher lets students use telescopes to observe the starry sky while studying physics.
Choosing subjects such as history, geography, economics and law, Bao Thy (grade 10, Vo Van Kiet High School, Ho Chi Minh City) also agrees that choosing a group according to the combination helps her develop her strengths and orient herself more clearly about her future major and job.
"There have been many cases of incorrect rankings and fake scores that directly affect the assessment of students' true abilities. The regulation of eliminating rankings helps us reduce pressure on our achievements," said the female student.
Some other students like Minh Tai (grade 10, Luong The Vinh High School, Ho Chi Minh City) said that not having a GPA encourages students to study subjects honestly and sincerely, instead of focusing on only a few subjects to improve their GPA or feeling pressured when having to study subjects they don't like.
With the new regulation applied from the 2022-2023 school year, Mr. Pham Dien Khoa, a physics teacher at Tran Khai Nguyen High School in Ho Chi Minh City, said that parents and 10th grade students were initially quite surprised because there was no overall average score at the end of the first semester. According to Mr. Khoa, students were quite happy because they did not have to be compared, but because they were used to the old assessment method, some parents were also curious to know their children's rankings.
"Each student has their own abilities and talents. Removing rankings and GPA helps students feel confident and less pressured when they have to try to learn all subjects, even those that are not their strengths," said Mr. Khoa.
Sharing the same opinion, Ms. Ngo Ho Minh Ngoc, a literature teacher at Gia Dinh High School in Ho Chi Minh City, said that the new assessment method helps students avoid being compared to "other people's children", and only need to focus on investing in the subjects they love.
"Scores now become a reference for assessing abilities, supporting students in orienting their studies: right goals, right strengths," Ms. Ngoc commented.
Flexible assessment form
The 2018 General Education Program allows teachers to diversify testing forms, each form has a clear and specific assessment scale.
"In physics, when asking students to make a jet car, I will have a clear grading scale for technique, principle, form and creativity. This helps ensure legality and fairness as well as properly assess the students' abilities," said teacher Pham Dien Khoa. In addition to the traditional paper-based test, teacher Khoa also lets students be creative by designing a shock absorber system with a parachute to support falling objects, designing costumes from recycled materials, using telescopes to observe the starry sky, etc.
With the characteristics of each subject, Ms. Ngo Ho Minh Ngoc, a literature teacher at Gia Dinh High School in Ho Chi Minh City, said that teachers can be flexible and diversify assessment methods.
"In literature, teachers can assess students' listening-speaking-reading-writing skills in a number of ways, such as writing book reviews and sharing them on social networks to spread reading culture; designing or drawing pictures of books, designing podcasts...", she shared some of the methods she has applied.
Students make products for physics
Ms. Ngoc said that the forms of assessment of students' application and practice abilities will help them participate actively and develop their teamwork and creativity. To make these forms of assessment more innovative, teachers can use comments, emoticons, and interactions on social networks to share and exchange their assessments for students' practice exercises.
Regarding students, Bao Thy expressed that teachers can evaluate students' abilities more objectively through their application of learned knowledge, creative presentations, product models, and real-life situations.
Having just completed the first semester final exam, the female student hopes that instead of sending "dry" report cards, teachers can give objective comments on each student's abilities and strengths.
Minh Tai (grade 10, Luong The Vinh High School, Ho Chi Minh City) said that when there are no more rankings and average scores, teachers can promote the spirit of competition by letting students practice personal projects or share knowledge with each other.
Learning outcomes are evaluated according to one of four levels: good, fair, satisfactory, and unsatisfactory.
In Circular 22 of 2021, the Ministry of Education and Training Specify two forms of assessment of subjects: assessment by comments and assessment by comments combined with scores.
Assessment by comments on subjects: physical education, art, music, fine arts, local education, experiential activities, career guidance.
Assessment by comments combined with assessment by scores for subjects in the General Education Program.
Circular 58 previously had regulations on average scores of subjects to be used as a basis for classifying students' academic performance in the semester and the whole year, but in Circular 22 this regulation no longer exists. Average scores for the semester and the school year are only calculated for each subject.
Thus, the student's transcript will not have the average score of all subjects - which is an important criterion for classifying students as good, fair, average or poor, creating comparisons to rank students in the class or in the school as before.
Instead of adding up the average scores of all subjects to rank students, each student's individual score sheet will be kept the same. The learning results of each semester and the entire school year will be evaluated according to one of four levels: good, fair, satisfactory, and unsatisfactory.
Good level: All subjects assessed by comments are assessed at the pass level. All subjects assessed by comments and scores have a score of 6.5 or higher, of which at least 6 subjects have a score of 8.0 or higher.
Good level is all subjects evaluated by comments at pass level; subject scores are 5.0 or higher, in which at least 6 subjects have an average score of 6.5 or higher.
The passing level has at most 1 subject evaluated by comments at the unpassed level, at least 6 subjects with a score of 5.0 or higher; no subject has a score below 3.5.
The remaining cases are not achieved.
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