DEVELOPING CRITERIA FOR ASDEVELOPING CRITERIA FOR ASSESSING SPEAKING AND LISTENING SKILLS IN LITERATURE CLASS FOR 6TH-GRADE STUDENTS BASED ON THE 2018 VIETNAMESE AND LITERATURE CURRICULUM

The 2018 Vietnamese and Literature curriculum at the secondary level has been implemented for one year (grade 6). Presently, the curriculum includes three Literature books: “Ket noi tri thuc voi cuoc song,” “Canh Dieu,” and “Chan troi va sang tao.” Implementing these three sets of books for teaching 6th-grade students has highlighted the necessity of establishing a unified set of criteria for assessing reading, writing, and especially speaking and listening skills across all three books. This article addresses the need to develop criteria for assessing speaking and listening skills in literature for 6th graders based on the requirements outlined in the Grade 6 Vietnamese and Literature curriculum (2018). It also takes into account the specific characteristics of speaking and listening lessons. The focus is on designing a comprehensive process for developing such assessment criteria. Additionally, the article provides an example of a storytelling task where students share a memorable personal experience. The process of designing criteria for assessing speaking and listening skills comprises six essential steps. Firstly, analyzing the requirements for speaking skills in Literature 6; second, determining the content for assessment; third, defining the lessons to be assessed; fourth, establishing the assessment criteria; fifthly, determining the levels and content of indicators; and finally, conducting thorough checks and making necessary edits. These steps can guide teachers in creating assessment criteria for each listening and speaking lesson in grade 6, and they can also be applied to the literature program in grades 7, 8, and 9, encompassing various types of listening and speaking lessons.