Thực trạng hoạt động kiểm tra, đánh giá kết quả học tập môn toán ở các trường tiểu học quận Tân Bình, Thành phố Hồ Chí Minh

Abstract

This article focuses on surveying and analyzing the current state of assessment and evaluation practices in Mathematics education at primary schools in Tan Binh District, Ho Chi Minh City. The study was conducted with 80 Mathematics teachers from Grades 3 to 5, utilizing a structured questionnaire based on a five-level Likert scale. The aim was to evaluate the implementation levels of objectives, content, methods, and forms of assessment in Mathematics instruction. The results indicate that most teachers have a sufficient understanding of the role of assessment and evaluation in developing students' competencies and qualities, in line with the 2018 General Education Curriculum. Various forms of formative assessment, ICT-based evaluation, and product-based assessment have been relatively well implemented. However, certain limitations remain, particularly in the flexible application of assessment methods, the design of tools for evaluating practical application competencies, and providing feedback to students. These findings offer a practical foundation for proposing recommendations to enhance the effectiveness of managing assessment and evaluation activities in primary mathematics teaching.