Đánh giá thường xuyên có hỗ trợ công nghệ số trong dạy học môn Toán lớp 5 tại Hà Nội: Rào cản và định hướng thiết kế

Tóm tắt

Digital transformation in education has created a need to innovate formative assessment in primary mathematics in order to develop students’ competencies. However, practice shows that there remains a gap between digital tools and the goal of competency-based assessment. This study employed a multi-site descriptive qualitative design, combined with simple frequency statistics, to examine the current situation and identify barriers to the use of digital technology in formative assessment for Grade 5 mathematics. Data were collected through observations of 45 lessons, interviews with 45 teachers and 20 students in Hanoi, as well as a synthesis of opinions from six SEA-PLM 2025 training classes nationwide. The findings revealed three main groups of barriers: (1) digital tools mainly record final answers without capturing students’ multi-step thinking processes; (2) teachers still have limited skills in designing competency-based assessment tools, analyzing data, and providing personalized feedback; and (3) pressure from management culture and classroom observation practices encourages the use of technology in a superficial manner rather than with pedagogical depth. Based on these findings, the study proposes several directions for designing assessment tools, including multi-step interactive questions, the application of process-oriented assessment models, and the development of an electronic repository of assessment criteria and comments. These proposals are exploratory in nature and need to be validated through experimental studies in future research.