[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592137-105":59,"doc-detail-592137-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","mathematics-achievement-of-vietnamese-grade-5-pupils-research-article","Mathematics Achievement of Vietnamese Grade 5 Pupils - Research Article","","National survey results assess mathematics achievement at the end of primary school in Vietnam, sampling over 72,000 students across 61 provinces. Items were aligned with the Year 5 Vietnam Mathematics curriculum and analyzed through item response analysis and a skills audit, using a Vietnamese mathematics development variable. Findings show relatively high achievement and strong curriculum alignment with international primary trends, while persistent lower performance clusters appear in low socio-economic groups across three heavily populated ethnic regions.",{"@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/mathematics-achievement-of-vietnamese-grade-5-pupils-research-article/592137/",{"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/mathematics-achievement-of-vietnamese-grade-5-pupils-research-article/592137.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What data and sample size were used to assess Grade 5 mathematics achievement in Vietnam?","Question",{"text":112,"@type":113},"The study used results from a national survey assessing more than 72,000 students across 61 provinces at the end of primary school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were assessment items connected to the curriculum?",{"text":117,"@type":113},"Assessment items were matched to the Vietnam Mathematics curriculum for Year 5 students to ensure alignment with intended learning outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about achievement levels and equity?",{"text":121,"@type":113},"Mathematics achievement levels were relatively high and closely aligned with international primary trends, but lower achievement persisted among low socio-economic groups, typically concentrated in three regions with large ethnic sub-groups.","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},592137,1792189597,{"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":14,"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},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asia Pacific Education Review Copyright 2007 by Education Research Institute  \n2007, Vol. 8, No.2, 233-249.  \nMathematics Achievement of Vietnamese Grade 5 Pupils  \nPatrick Griffin  \nThe University of Melbourne  \nAustralia  \nThis article reports the results of a national survey of mathematics achievement at the end of primary school in Vietnam. A sample of more than 72000 students were assessed from 61 provinces. The items were matched to the Vietnam Mathematics curriculum for Year 5 students. Using a skills audit of the items, a variable of Vietnamese mathematics development was defined following an item response analysis of the data. Findings reveal that the levels of mathematics achievement were relatively high and that the mathematics curriculum was closely aligned with international trends in mathematics for primary school. There were some areas of concern in that lower achievement levels were persistently aligned with low socio economic groups and these were typically located in three regions of Vietnam, heavily populated by ethnic sub-groups.  \nKey words: mathematics achievement, Rasch model, competency, numeracy, systems, national testing  \nThe availability of information on education in Vietnam increased during the last decade of the 20th century. Following a UNESCO sector report in the early 1990s, the“Vietnam Education Financing Sector Study” was jointly conducted in 1996 by the Government of Vietnam and the World Bank. That study examined the costs and financing of the education and training system, and addressed issues such as the cost of education, who pays for it, and value added analyses, but it did not analyse the content and the quality of education, nor attempt to define the outcomes ofthe education system in terms of learning and student achievement.  \nIn any system of education, probably the most important aspect is “whether or not the pupils are learning”, or “to what extent the pupils have learned what they were meant to learn”. In this paper, a proxy measure for learning has been examined -the pupils’ achievement measured towards the  \nPatrick Griffin, Assessment Research Centre, The University of Melbourne, Australia.  \nThe views expressed in this paper are those of the authors and do not claim to represent the views of the Vietnamese Government in any way. The article is based on a World Bank project (in Vietnam) on achievement at the end of primary school.  \nCorrespondence concerning this article should be addressed to Professor Patrick Griffin, Faculty of Education, The University of Melbourne, [Parkville Australia 3010.e-mail: p.griffin@unimelb.edu.au](Parkville Australia 3010.e-mail: p.griffin@unimelb.edu.au)  \nend of their time in Grade 5. This is, in a way, the culmination of learning that has taken place up to the end of primary education in Vietnam.  \nAt the beginning of the school year 2001-02, Vietnam had, for all intents and purposes, achieved its target of universal primary education and was moving to address the more difficult issue of enrolling the last few children from remote areas and disadvantaged circumstances (\u003C10% of the 6-10 age cohort) . At the same time, the Government was expanding secondary education and universalising lower secondary education. The population census in 1999 showed that the primary-school-age population had stabilised and was expected to decline early in the next decade. This decline in demographic pressure, coupled with the projected growth in GDP and some increase in public spending on education during the same period, was expected, for the first time ever, to allow Vietnam to shift its focus from increasing the quantity of primary schooling to improving the quality of mass basic education. However, to make the switch from quantity to quality, an understanding of the current determinants of the quality of primary education in Vietnam was needed.  \nAs part of the ongoing primary education development project, the Government conducted a limited study of pupil","cbCaihSPllQAi72t","https://ap.wps.com/l/cbCaihSPllQAi72t","pdf",446409,27,"English","# Study Overview\n## Sampling and Assessment Design\n# Curriculum Alignment and Analysis\n## Item Matching and Skills Audit\n# Findings and Concerns\n## Achievement Levels and Equity Patterns","[{\"question\":\"What data and sample size were used to assess Grade 5 mathematics achievement in Vietnam?\",\"answer\":\"The study used results from a national survey assessing more than 72,000 students across 61 provinces at the end of primary school.\"},{\"question\":\"How were assessment items connected to the curriculum?\",\"answer\":\"Assessment items were matched to the Vietnam Mathematics curriculum for Year 5 students to ensure alignment with intended learning outcomes.\"},{\"question\":\"What did the study find about achievement levels and equity?\",\"answer\":\"Mathematics achievement levels were relatively high and closely aligned with international primary trends, but lower achievement persisted among low socio-economic groups, typically concentrated in three regions with large ethnic sub-groups.\"}]","Mathematics Achievement of Vietnamese Grade 5 Pupils - Research Article | PDF",1792073936,68]