Proposed process for developing a set of formative assessment tools in teaching history at grade 6 at lower secondary schools

Abstract

The reform of assessment practices mandated by the 2018 General Education Curriculum in Vietnam requires a shift from assessing memorized knowledge to assessment for learning, emphasizing the development of learner competencies. In the teaching of History 6, practical implementation reveals that teachers face significant difficulties due to the lack of systematically designed formative assessment tools that align with the subject’s characteristics and the psychological traits of lower secondary students. This study employs curriculum analysis and contemporary instructional theory, combined with a synthesis of practical applications of formative assessment in schools, to construct a five-step process for developing assessment tools and to establish scientific principles, including goal orientation, subject specificity, competency development, and feasibility. Based on these foundations, the study proposes a set of formative assessment tools that ensures transparency and reliability in evaluation.