EXPANDING TEACHER AUTONOMY IN PRIMARY STUDENT ASSESSMENT IN VIETNAM: A POLICY ANALYSIS IN THE PERIOD 2005 – 2025

Dinh Thi Hong Van; Truong Dinh Thang; Nguyen Viet Dung; Ho Thi Nga

Truong Dinh Thang*	thang_td@qtttc.edu.vn	Quang Tri Teacher Training College Highway No.9, Dong Ha city, Quang Tri province, Vietnam
Dinh Thi Hong Van	dthvan@hueuni.edu.vn	Hue University of Education, Hue University 34 Le Loi street, Hue City, Vietnam
Ho Thi Nga	nga.hothi@htu.edu.vn	Ha Tinh University Cam Vinh Commune, Ha Tinh city, Ha Tinh province, Vietnam
Nguyen Viet Dung	nguyenvietdung@dhsphue.edu.vn	Hue University of Education, Hue University 34 Le Loi street, Hue city, Vietnam

Summary:

This article analyzes the transition in primary student assessment policy in Vietnam from 2005 to 2020, with a focus on the relationship between policy content and teacher autonomy. Using a document analysis method and a diachronic comparison of four key legal documents (Decision 30/2005, and Circulars 32/2009, 30/2014, and 27/2020), the study is grounded in decentralization theory and assessment for learning frameworks. The findings reveal a marked shift from test-based assessment models to a more comprehensive and developmental approach, emphasizing students’ competencies and character qualities. Concurrently, teacher autonomy in choosing assessment methods, tools, and feedback has been considerably expanded. However, implementation faces challenges, including uneven teacher capacity, administrative burdens, and limited societal consensus on non-numerical assessment practices. The study highlights the need for coherent policy support to strengthen professional capacity, reduce bureaucratic overload, and promote meaningful assessment practices in primary education. It proposes policy recommendations to foster a more enabling environment for teacher autonomy and ensure alignment between assessment reform and classroom realities.

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Keywords:

Primary student assessment

education policy

teacher autonomy

educational reform

student compentences and qualities.

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Journal:

No. 6, June 2025

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

EXPANDING TEACHER AUTONOMY IN PRIMARY STUDENT ASSESSMENT IN VIETNAM: A POLICY ANALYSIS IN THE PERIOD 2005 – 2025