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Assessment of creative writing in Vietnamese primary education

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Abstract

The teaching and assessment of essay writing at primary schools throughout Vietnam is regulated by the Ministry of Education and Training. The analytical error-recognition method of assessment, however, does not facilitate direct interpretation of students’ writing competence. In this study, which involved samples of Grade 5 students in five provinces in Vietnam, a combination of traditional and partial credit scoring rubrics was developed to enable data analysis using the Rasch model. Based on such analysis, a continuum of writing ability at Grade 5 level was identified and a mastery level defined in terms of writing skills. The study has implications for possible changes in future assessment and marking schemes.

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Authors and Affiliations

  1. Department of Learning and Educational Development, University of Melbourne, 3010, Victoria, Australia

    Patrick Griffin & Phan Nguyet Anh

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  1. Patrick Griffin
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  2. Phan Nguyet Anh
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Correspondence to Patrick Griffin.

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Griffin, P., Anh, P.N. Assessment of creative writing in Vietnamese primary education. Asia Pacific Educ. Rev. 6, 72–86 (2005). https://doi.org/10.1007/BF03024969

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  • DOI: https://doi.org/10.1007/BF03024969

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