What difficulties do teachers face?

Nguyen Du Secondary School (District 1, Ho Chi Minh City) is one of the schools with many innovative forms of student assessment and testing.

Assessment innovation promotes and encourages students to actively learn.

Accordingly, teachers in Ho Chi Minh City have innovated the assessment of students' learning process using many different forms and methods to obtain two-way feedback. Thanks to that, teachers know the strengths and weaknesses of students in terms of knowledge, skills, and attitudes, thereby adjusting teaching methods accordingly.

The innovation in assessment also motivates teachers to innovate teaching methods, raise their sense of responsibility for their profession and students, and improve the quality of teaching activities. Students can self-assess their knowledge and skills, control their learning to change their learning style to help improve learning outcomes.

The leaders of the Department of Education and Training of Ho Chi Minh City stated that the assessment is not only based on scores but also on qualitative comments during the teaching process, helping to make the assessment results more accurate, and has the effect of promoting and encouraging students to actively study.

Through the results of student assessment and evaluation, professional groups and school leaders adjust management and propose appropriate solutions such as: regularly organizing class observations, visiting classes, and drawing on experiences; professional activities with rich and practical content; educating the spirit of seeking knowledge, self-study, training, and sharing experiences...

Requires a lot of time and effort from teachers

In addition, the Department of Education and Training pointed out difficulties. For example, when conducting non-graded assessments, teachers do not know how to scientifically record students' results to use them as evidence for the work they have done (although they know that this assessment is beneficial for students and is comprehensive).

Using many forms, methods, and assessment tools requires a lot of time and effort from teachers. Therefore, with the standard of 17 periods/week, it is difficult for teachers to do well both innovating teaching methods and innovating assessment. With objective multiple choice tests, mixing the questions to be similar to high school graduation exams (easy parts first, difficult parts later) is making it difficult for teachers.

Students are always excited about new forms of assessment.

School leaders need to work with teachers to innovate teaching methods.

From the above difficulties, Mr. Nguyen Bao Quoc, Deputy Director of the Department of Education and Training of Ho Chi Minh City, assessed that innovation in teaching methods must be a process of self-conscious activity of the teachers themselves and in accordance with the requirements of the educational management agency. Innovation in teaching methods is a long and arduous process for each teacher. This process requires teachers to give up some teaching habits that are no longer suitable when using active teaching methods, teachers no longer play the role of simply transmitting and informing knowledge.

Teachers become designers, organizers, and guides of independent activities for students to master the learning content themselves. Teachers are responsible for guiding students in learning methods, knowing how to self-study, acquire knowledge and practice skills, self-assess learning outcomes, and at the same time knowing how to receive feedback from students' comments on their teaching methods. Teachers can choose one or a combination of assessment methods that are appropriate to the assessment goals and intentions, meeting the requirements of the orientation of developing students' competencies, aiming to comprehensively develop the learners' competencies and qualities.

The Deputy Director of the Department of Education and Training in charge of professional matters also requested that school leaders strive to be pioneers or accompany teachers in innovating teaching methods. Persistently organize and guide teachers to implement innovations, take care of and enhance the conditions and means to serve the innovation of teaching methods as well as properly organize the collection of opinions from teachers and students on the quality of teaching and education of each teacher in the school. Correctly assess the qualifications, capacity and suitability of teaching methods of each teacher in the school, thereby promptly encouraging and rewarding teachers who implement innovations effectively.

According to Mr. Quoc, schools must pay attention and invest resources to innovate teacher training, build a core team of teachers for each subject. This team must be people with enough capacity, prestige in expertise, profession, and have enough capacity to help teachers improve according to the training documents of the Department and the Ministry of Education and Training. Promote the organization of seminars, thematic conferences, lectures, learning exchanges, and experience exchanges between teachers of units in the school cluster to help each other overcome obstacles and difficulties in implementing innovative teaching methods.

Schools need to organize training, focus on training teachers on new methods, techniques, and forms of assessment; gradually change habits, guide how to create questions, open tests, follow a competency-based approach, and avoid stereotypes.

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