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

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

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.
Keywords: 
Primary student assessment
education policy
teacher autonomy
educational reform
student compentences and qualities.
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