[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592098-105":59,"doc-detail-592098-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","assessment-of-creative-writing-in-vietnamese-primary-education","Assessment of Creative Writing in Vietnamese Primary Education","","Assessment of essay writing in Vietnamese primary schools is regulated nationally, yet an error-recognition assessment approach limits direct interpretation of students’ writing competence. This study examined Grade 5 learners across five provinces and developed combined traditional and partial-credit rubrics enabling Rasch-based analysis. Results established a Grade 5 writing-ability continuum and defined a mastery level by specific writing skills, informing potential revisions to future assessment and marking practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessment-of-creative-writing-in-vietnamese-primary-education/592098/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessment-of-creative-writing-in-vietnamese-primary-education/592098.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the study question an error-recognition method for assessing essay writing?","Question",{"text":112,"@type":113},"The study states that an analytical error-recognition method does not enable direct interpretation of students’ writing competence, motivating the development of alternative scoring and analysis tools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What tools and models were developed for analyzing Grade 5 writing?",{"text":117,"@type":113},"A combination of traditional and partial-credit scoring rubrics was developed, and the resulting data were analyzed using the Rasch model to support measurement of writing ability.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the Rasch analysis produce for Grade 5 students in Vietnam?",{"text":121,"@type":113},"The analysis identified a continuum of writing ability at Grade 5 level and defined a mastery level expressed in terms of writing skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592098,1792171559,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asia Pacific Education Review Copyright 2005 by Education Research Institute  \n2005, Vol. 6, No. 1, 72-86.  \nAssessment of Creative Writing in Vietnamese Primary Education  \nPatrick Griffin Phan Nguyet Anh  \nThe University of Melbourne The University of Melbourne  \nAustralia Australia  \nThe 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.  \nKey Words: Assessment, Measurement techniques, Criterion referenced tests, Creative Writing  \nThe purpose of this study was to examine the creative writing ability of Grade 5 students in Vietnam, and to identify and interpret levels of developmental progress in writing ability. The study also examined the scoring practices of teachers assessing writing of year 5 pupils in Vietnam and then linked these practices to the identification of developmental levels and teaching intervention practices.  \nThe study arose from a larger investigation of literacy and numeracy in five provinces in Vietnam (Griffin, 1998) which examined the quality of education being delivered to primary students. Of concern was the process of identifying factors that contribute most strongly to quality education.  \nPatrick Griffin, the Chair of Education (Assessment) at the University of Melbourne, Director of the Assessment Research Centre, Head of Department of Learning and Educational Development, a project team leader for UNESCO in southern Africa and a World Bank consultant in Vietnam. Anh Nguyet, a professional translator and interpreter who completed her postgraduate program at the University of Melbourne in the field of assessment.  \nCorrespondence concerning this article should be addressed to Department of Learning and Educational Development, University of Melbourne, Victoria 3010, Australia. Electronic mail may be sent to[p.griffin@unimelb.edu.au](p.griffin@unimelb.edu.au)  \nFrom this arose the objective of identifying how educators and planners in Vietnam might best manage these factors to promote success in schools, and how curriculum intervention might best occur at classroom, school and system level to improve basic skill performance of primary students at the point of transition to secondary school. Many studies have considered the relative importance of different \"inputs\" to some measure of school-based student performance, usually based on a specific subject test (such as language and/or mathematics) or on successful attainment of a benchmark academic level (such as a school-leaver certificate or mastery of specific content) (Greaney, V., Khandker, S.R., & Alam, M. 1990; Ahlawat, K. and V. Billeh, 1994; Ahmed, S. M. and L. T. Salih, 1996; Al Nhar, T. 2000; Al-Nhar, T. and V. Billeh, 1997; Castro, M. H., 2000; Chinapah, V.,2000; Chinapah, V., 1999; Falayajo, W., G. Makoju, 1997; Khaniya, K.,1999; Machingaidze, T., P. Pfukani 1998 ; Narros, S. and K. A. Mohammed, 1998; Odeh, D. and M. H. Kizilbash, 1998; Voigts, F. 1999) . Inputs of common interest in such studies include school infrastructure, teacher training, teacher supervision and incentives, curriculum, students' physical well-being, textbooks and other pedagogical materials, and family and community context among others. This paper addresses the assessment of student creative writing at or near  \nAssessment of Creative Writing  \nthe end of Grade 5 or at the end of primary school education, ","cbCaig7kVLYJ5umB","https://ap.wps.com/l/cbCaig7kVLYJ5umB","pdf",239105,15,"English","# Introduction\n# Assessment approach and research design\n## Samples and setting in five provinces\n## Rubrics and Rasch-based analysis\n# Findings: writing ability continuum and mastery level\n# Implications for assessment and teaching interventions","[{\"question\":\"Why does the study question an error-recognition method for assessing essay writing?\",\"answer\":\"The study states that an analytical error-recognition method does not enable direct interpretation of students’ writing competence, motivating the development of alternative scoring and analysis tools.\"},{\"question\":\"What tools and models were developed for analyzing Grade 5 writing?\",\"answer\":\"A combination of traditional and partial-credit scoring rubrics was developed, and the resulting data were analyzed using the Rasch model to support measurement of writing ability.\"},{\"question\":\"What did the Rasch analysis produce for Grade 5 students in Vietnam?\",\"answer\":\"The analysis identified a continuum of writing ability at Grade 5 level and defined a mastery level expressed in terms of writing skills.\"}]","Assessment of Creative Writing in Vietnamese Primary Education | PDF",1792073857,38]