DESIGN AND USE OF RUBRICS AS AN EVALUATION TOOL IN TEACHING MATHEMATICS IN HIGH SCHOOLS

Orientation of reforming Vietnamese high education has shifted from attaching importance to overall evaluation to attaching importance to process evaluation and focusing on learners’ capacity. The question is “How to truly evaluate students’ capacities in the teaching process?” The article aims to study and propose the process of designing and using rubric in the teaching process so that teachers can evaluate learning results in the most accurate way through the implementation of tasks in the real context that learners achieved in the teaching process. Thereby, it helps to adjust the teaching methods of teachers and students in order to improve learning results. This study uses theoretical research methods to study the design of rubrics in evaluating students’ learning results in a real context. The results show that it is possible to truly evaluate students’ learning results and improve abilities of self-evaluation of students through real activities and products implemented by students