MANAGING MATHEMATICS LEARNING OUTCOMES IN VIETNAMESE PRIMARY SCHOOLS UNDER THE CIPO MODEL

In Vietnam’s ongoing competency-based curriculum reform, the management of learning outcomes in primary Mathematics plays a pivotal role in ensuring educational quality and accountability. Drawing on the CIPO (Context–Input–Process–Output) model, this conceptual paper focuses on the “Output” component as a feedback mechanism to improve teaching and learning in Mathematics. The article clarifies how output management should move beyond end-of-course testing to encompass the design of valid and reliable assessment criteria, the management of assessment processes, and the systematic use of assessment data for school improvement. First, it discusses the management of developing a standards-based set of assessment criteria for primary Mathematics outcomes that is valid, reliable, feasible, standardized, and continuously improved. Second, it examines the management of the assessment process, including planning, implementation, guidance for teachers, and monitoring and supervision to ensure objectivity, transparency, and alignment with the 2018 General Education Curriculum and relevant MOET regulations. Third, it addresses the management of evaluating students’ mathematical competence development through learning progress records, student profiles, and the pedagogical use of assessment results to support diverse learners. Finally, the paper proposes a four-step procedure for school leaders to direct the development, validation, approval, and revision of output-based assessment criteria for primary Mathematics. The paper offers a comprehensive management framework that can support primary schools in Vietnam to implement outcome-based and competence-oriented Mathematics education more effectively.