Assessing primary students’ Vietnamese language learning through feedback on learning products.

Abstract

This article clarifies the role and significance of assessing learning outcomes through feedback on students’ learning products in Vietnamese language education at the primary level. Based on an analysis of guiding documents, assessment objectives, and evaluation methods, it highlights key considerations as well as common mistakes in providing feedback on learning products. The author also proposes assessment criteria for specific products across core Vietnamese language skills, including reading, writing, speaking, listening, and storytelling. In line with these criteria, product-based feedback helps teachers obtain information to adjust instructional activities and supports students in identifying their progress and limitations, thereby fostering more comprehensive language competence. The article presents a set of criteria for assessing and commenting on primary students’ Vietnamese language learning products to support pre-service teacher practice and provide references for primary school teachers.