KIỂM TRA ĐÁNH GIÁ THEO YÊU CẦU PHÁT TRIỂN NĂNG LỰC HỌC SINH ĐÁP ỨNG CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018

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Tác giả: Cẩm Thơ Chu

Ngôn ngữ: vie

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Thông tin xuất bản: Tạp chí Khoa học Quản lý giáo dục, 2023

Mô tả vật lý: tr.64

Bộ sưu tập: Metadata

ID: 338806

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Chương trình Giáo dục phổ thông 2018 đã chính thức được triển khai ở các trường phổ thông từ năm học 2020 - 2021, với định hướng phát triển năng lực và phẩm chất của học sinh. Sự chuyển dịch từ chương trình theo tiếp cận nội dung sang tiếp cận năng lực, phẩm chất đòi hỏi phải có sự thay đổi đồng bộ trong cả ba cấu phần của chu trình Chương trình - Giảng dạy - Đánh giá. Một trong những yếu tố quan trọng, có ý nghĩa quyết định đối với việc triển khai thành công Chương trình giáo dục phổ thông 2018 là việc đổi mới đánh giá quá trình, kết quả học tập của học sinh với yêu cầu: Tăng cường tính chính xác, khách quan
tăng cường hiệu lực của đánh giá, không dừng lại ở việc cho điểm, xếp loại mà chú trọng điều chỉnh cách dạy, cách học
khích lệ sự tiến bộ của người học. Bộ Giáo dục và Đào tạo đã ban hành các thông tư: TT27/2020/TT-BGDĐT
TT22/2021/TT-BGDĐT về đánh giá học sinh tiểu học, học sinh trung học. Tuy nhiên, trên thực tế, sự lúng túng trong thực thi kiểm tra, đánh giá học sinh vẫn còn phổ biến. Bài viết này trình bày những nghiên cứu về những yêu cầu mới và khuyến nghị biện pháp thực thi trong kiểm tra đánh giá nhằm đáp ứng phát triển năng lực học sinh theo yêu cầu của Chương trình Giáo dục phổ thông 2018The General Education Program 2018 has been officially implemented in high schools from the 2020-2021 school year, with the orientation of developing students' abilities and qualities. The shift from a content-based curriculum to a competency and quality approach requires a synchronous change in all three components of the Curriculum-Teaching-Assessment cycle. One of the important and decisive factors for the successful implementation of the General Education Program 2018 is the renewal of assessment of the learning process and results of students with the requirements: enhancing accuracy and objectivity
enhance the effectiveness of assessment, not stopping at grading and grading, but focusing on adjusting teaching and learning styles
encourage learner progress. The Ministry of Education and Training has issued the following circulars: TT27/2020/TT-BGDĐT
TT22/2021/TT-BGDĐT on assessment of primary and secondary school students. However, in practice, confusion in enforcing testing and evaluating students is still common. This paper presents research on new requirements and recommendations for implementation in assessment to meet student capacity development as required by the General Education Program 2018

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