According to the requirements of the Ministry of Education and Training, educational institutions do not assign targets imposed on scores and the ratio of good and excellent students to teachers.
This policy has received attention because for a long time, the story of achievements and scores has been one of the factors creating pressure on teachers and students.
Teachers have more conditions to focus on teaching quality
Ms. Dang Hong Lien - a teacher at Co Loa High School (Hanoi) - said that this is a positive policy, contributing to reducing the pressure of achievement for teachers and schools.
In my opinion, this is a positive policy because it will help reduce the pressure of achievement for teachers and schools. Each school, each student has different conditions and abilities, so applying a pass rate or a good student rate can easily make teachers chase after numbers.
When there are no more rigid targets, teachers will have conditions to focus more on the quality of teaching and the actual progress of each student. However, emulation evaluation also needs to be changed to avoid the situation of not assigning targets but still creating achievement pressure in a different way" - Ms. Lien shared.
According to Ms. Lien, teacher evaluation should focus on the teaching process, the progress of students and the actual quality instead of just relying on scores or the percentage of students achieving results.
Students want to be recognized from the process instead of just looking at scores
Nguyen Hai Ha - a student at a high school in Dong Anh commune (Hanoi) - believes that not assigning rigid targets on scores, the ratio of good and excellent students can help academic results reflect more accurately the actual abilities of students.
According to Hai Ha, each student has different strengths and levels of absorption, so instead of setting a target for a percentage of students to achieve high scores, teachers can focus more on grasping each student's abilities, thereby having appropriate guidance.
I think the assessment needs to be based on the actual ability of each student. When teachers do not have to set goals for a certain percentage of scores, teachers can pay more attention to where students are weak and how they need to improve" - Hai Ha shared.
Meanwhile, Ngo Hai Quan - a secondary school student in Vinh Thanh commune (Hanoi) - is interested in recognizing the progress of students in the learning process.
According to Hai Quan, a student may not achieve high scores immediately, but if there is progress through each test, each semester, that result also needs to be recognized. Evaluating not only looking at the final score will help students have more motivation to improve their abilities.
There are students who didn't study well at first but then tried and made clear progress. I think that progress is also very worthy of teachers' recognition, not just looking at how many students in the class achieve high scores" - Hai Quan said.
