USING RUBRIC TO ASSESS PRIMARY SCHOOL STUDENTS' COMPETENCE IN TEACHING SCIENCE IN VIETNAM

Authors

  • Nguyen Thi Thu Hang University of Education, Thai Nguyen University, Vietnam
  • Do Thi Bich Nguyet Cao Ngan Primary School, Thai Nguyen City, Vietnam
  • Tran Thi Bich Lien Trang An Primary School, Hanoi, Vietnam

DOI:

https://doi.org/10.46827/ejes.v10i2.4679

Keywords:

rubric, assessment, competence, teaching, primary school students, Science subject, Vietnam

Abstract

Vietnam is in the early stages of implementing the reform of the curriculum and textbooks. Vietnam's general education is changing strongly from content-based teaching to competence-building teaching [1]. That change has been implemented by researchers and teachers in all elements of the teaching process, including testing and evaluation. Evaluation of educational outcomes needs to shift from testing memorization to assessing the ability to apply knowledge to solve practical problems, attaching importance to both assessment of learning outcomes and assessment in the learning process. In this situation, testing and assessment in teaching Science in primary schools are also interesting to many teachers, and assessment of scientific competence in teaching this subject is considered an important factor contributing to improving the quality of Science and the quality of subject teaching in the direction of developing students' ability. The article mentions some theoretical foundations and the actual situation of using Rubric in assessing the scientific competence of students in grades 4 and 5 when teachers teach Science, thereby proposing some measures to improve the effectiveness of assessment in teaching this subject.

 

Article visualizations:

Hit counter

Author Biographies

  • Nguyen Thi Thu Hang, University of Education, Thai Nguyen University, Vietnam

    Nguyen Thi Thu Hang is currently working at the Faculty of Primary Education, Thai Nguyen University of Education, Thai Nguyen University, Vietnam.

  • Do Thi Bich Nguyet, Cao Ngan Primary School, Thai Nguyen City, Vietnam

    Do Thi Bich Nguyet is currently working at Cao Ngan Primary School, Thai Nguyen City, Vietnam.

  • Tran Thi Bich Lien, Trang An Primary School, Hanoi, Vietnam

    Tran Thi Bich Lien is currently working at Trang An Primary School, Hanoi, Vietnam. The three authors are doing research on using the rubric in assessing primary school students’ Science competence.

References

Ministry of Education and Training, “General Education Program 2018, Master Program”, 2018.

H. G. Andrade, “Teaching with Rubrics: The Good, the Bad, and the Ugly,” College Teaching, vol. 53, no. 1, 2005, doi: 10.3200/CTCH.53.1.27-31.

A. L. Kenworthy and G. A. Hrivnak, “To Rubric or Not to Rubric,” Journal of Management Education, vol. 38, no. 3, 2014, doi: 10.1177/1052562914530103.

H. Andrade, “Self-Assessment through rubrics as student self-assessment tools,” Educational leadership, vol. 65, no. 4, 2008.

P. Thi, H. Hanh, C. Thi, and M. Quyen, “Number 30 June 2020.” [Online]. Available: http://www.vietrobot.edu.vn/mo-hinh-day-hoc-

J. E. Lee, M. Recker, and M. Yuan, “The validity and instructional value of a rubric for evaluating online course quality: An empirical study,” Online Learning Journal, vol. 24, no. 1, 2020, doi: 10.24059/olj.v24i1.1949.

G. Reynders, J. Lantz, S. M. Ruder, C. L. Stanford, and R. S. Cole, “Rubrics to assess critical thinking and information processing in undergraduate STEM courses,” Int J STEM Educ, vol. 7, no. 1, 2020, doi: 10.1186/s40594-020-00208-5.

B. M. Moskal, “Scoring rubrics: What, when and how?,” Practical Assessment, Research and Evaluation, vol. 7, no. 3, 2001.

R. Bacchus, E. Colvin, E. B. Knight, and L. Ritter, “When rubrics aren’t enough: Exploring exemplars and student rubric co-construction,” Journal of Curriculum and Pedagogy, vol. 17, no. 1, 2020, doi: 10.1080/15505170.2019.1627617.

O. Rubric, “Open Rubric Open Rubric,” The Harvard referencing method, vol. 1995, no. November, 2017.

M. Yuan and M. Recker, “Not all rubrics are equal: A review of rubrics for evaluating the quality of open educational resources,” International Review of Research in Open and Distance Learning, vol. 16, no. 5, 2015, doi: 10.19173/irrodl.v16i5.2389.

G. Janssen, V. Meier, and J. Trace, “Building a better rubric: Mixed methods rubric revision,” Assessing Writing, vol. 26, 2015, doi: 10.1016/j.asw.2015.07.002.

J. K. Morton, M. Northcote, P. Kilgour, and W. A. Jackson, “Sharing the construction of assessment rubrics with students: A model for collaborative rubric construction,” Journal of University Teaching and Learning Practice, vol. 18, no. 4, 2021, doi: 10.53761/1.18.4.9.

E. Panadero and M. Romero, “To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy,” Assess Educ, vol. 21, no. 2, 2014, doi: 10.1080/0969594X.2013.877872.

H. Andrade, X. Wang, Y. Du, and R. Akawi, “Rubric-referenced self-assessment and self-efficacy for writing,” Journal of Educational Research, vol. 102, no. 4, 2009, doi: 10.3200/JOER.102.4.287-302.

H. G. Andrade and B. A. Boulay, “Role of rubric-referenced self-assessment in learning to write,” Journal of Educational Research, vol. 97, no. 1, 2003, doi: 10.1080/00220670309596625.

“Assessment in education: principles, policy and practice,” Assess Educ, vol. 11, no. 1, 2004, doi: 10.1080/0969594042000209092.

R. Smit, P. Bachmann, V. Blum, T. Birri, and K. Hess, “Effects of a rubric for mathematical reasoning on teaching and learning in primary school,” Instr Sci, vol. 45, no. 5, 2017, doi: 10.1007/s11251-017-9416-2.

E. C. Greville, “A Rose by Any Other Name: Grading and Assessment,” Assessment Update, vol. 21, no. 5, 2009.

Ministry of Education and Training, “Dispatch No. 8773/BGDĐT-GDTrH on Guidelines for compiling test questions,” 2010.

N. Thi and T. Tra, 2020, “Research on the theory of building rubric to assess the learning outcomes of Pedagogics of education university students according to competency approach.” Vietnam Science and Education Journal, February 26 issue.

N. Thi, T. Hang, and P. Van Thiet, “Integrated Teaching in Vietnam’s General Education Program-Objectives and Orientation for Primary Schools,” Issue 3 Ser. III, vol. 12, pp. 73–77, doi: 10.9790/7388-1203037377.

Ministry of Education and Training, “General Education Program of Science,” 2018.

C. A. Mertler and C. Campbell, “Measuring Teachers’ Knowledge & Application of Classroom Assessment Concepts: Development of the Assessment Literacy Inventory,” American Educational Research Association, 2005.

A. Taghinezhad and M. Dastpak, “Educational testing and measurement: Classroom application and practice”, Modern Journal of Language teaching Methods, vol. 7, no. 5, 2017.

S. M. Brookhart and A. J. Nitko, “Educational assessment of students,” Hum Mov Sci, vol. 53, no. 1, 2018.

Downloads

Published

2023-02-20

Issue

Vol. 10 No. 2 (2023)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).