CIRCULAR

REGULATIONS ON ASSESSMENT OF PRIMARY SCHOOL STUDENTS

Pursuant to Education Law dated June 14, 2019;

Pursuant to Resolution No. 88/2014/QH13 dated November 28, 2014 of National Assembly on renovating formal education programs and textbooks; Resolution No. 51/2017/NQ14 dated November 21, 2017 of National Assembly on amending roadmap for implementing new formal education programs and textbooks according to Resolution No. 88/2014/QH13 dated November 28, 2014;

Pursuant to Decree 69/2017/ND-CP dated May 25, 2017 of the Government on functions, tasks, powers and organizational structure of the Ministry of Education and Training;

At the request of the Director General of Primary Education Department,

Minister of Education and Training promulgates Circular on issuing Regulations on assessment of primary school students.

Article 1. Regulations on assessment of primary school students are attached under this Circular.

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1. From 2020-2021 school year for first grade.

2. From 2021-2022 school year for second grade.

3. From 2022-2023 school year for third grade.

4. From 2023-2024 school year for fourth grade.

5. From 2024-2025 school year for fifth grade.

Article 3. This Circular comes into effect from October 20, 2020 and replaces Circular No. 30/2014/TT-BGDDT dated August 28, 2014 of Minister of Education and Training on issuing Regulations on assessment of primary school students and Circular No. 22/2016/TT-BGDDT dated September 22, 2016 of Minister of Education and Training on amendments to Regulations on assessment of primary school students attached under Circular No. 30/2014/TT-BGDDT dated August 28, 2014 of Minister of Education and Training.

Regulations on assessment of primary school students attached to Circular No. 30/2014/TT-BGDDT dated August 28, 2014 of Minister of Education and Training and Circular No. 22/2016/TT-BGDDT dated September 22, 2016 of Minister of Education and Training on amendments to Regulations on assessment of primary school students attached under Circular No. 30/2014/TT-BGDDT dated August 28, 2014 of Minister of Education and Training shall remain applicable until provisions under Article 2 of this Circular comes into effect.

Article 4. Chief of Office, Director General of Primary Education Department, heads of relevant entities affiliated to Ministry of Education and Training, Chairpersons of People’s Committees of provinces and central-affiliated cities and Directors of Education and Training Departments are responsible for implementation of this Circular.

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PP. MINISTER
DEPUTY MINISTER




Nguyen Huu Do

REGULATIONS

ASSESSMENT OF PRIMARY SCHOOL STUDENTS
(Attached to Circular No. 27/2020/TT-BGDDT dated September 4, 2020 of Minister of Education and Training)

Chapter I

GENERAL PROVISIONS

Article 1. Scope and regulated entities

1. This document prescribes assessment of primary school students, including: organizing assessment; using assessment results; organizing implementation.

2. This document applies to primary schools; multi-level formal education institutions, specialized schools and other education institutions providing formal primary education level; organizations and individuals participating in primary education level activities.

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1. “assessment of primary school students” refers to the process of collecting and processing information via observation, monitor, discussion, examination and commentary on studying and training progress of students; consulting, guiding and motivating students; interpreting quantitative or qualitative information on studying, training results, formation and development of traits and capacities of primary school students.

2. “regular assessment” refers to assessment carried out during teaching process for requirements and specific display of capacities of each subject, education activities and traits, capacities of students.    Regular assessment provides feedback for teachers and students to promptly adjust teaching process, assist and promote student’s progression according to education goals of primary schools.

3. “periodic assessment” refers to assessment of education results of students after a period of studying and training to identify level of completion of studying and training tasks of students according to requirements and specific display of capacities in each subject and education activities prescribed under formal primary education programs and formation, development of traits and capacities of students.

4. “consolidation of education assessment results” refers to consolidation and record of education assessment results of students in schedules for education assessment results of classes and study records from time to time as per the law.

Article 3. Assessment objectives

The assessment aims to provide information accurately, promptly, identify studying and training results depending on requirements on formal primary education program and progression of students to guide academic activities, adjust teaching activities to improve education quality, to be specific:

1. Assist teachers in adjusting and renovating organization format and education methods in teaching and academic processes; promptly acknowledge efforts and progress of students to motivate, encourage and detect insurmountable obstacles of students to guide, support in order to improve studying and training effectiveness of students; in part to implement objectives of primary education level.  

2. Help students develop ability to self-reflect, reflect, self-study, adjust studying methods, communicate, cooperate, interest in learning and training for improvement.

3. Assist student’s parents or guardians (hereinafter referred to as “student’s parents”) in assessing studying, training progress and results, processes of forming and developing traits, capacities of students; actively cooperating with schools in educating students.

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5. Assist social organization in acknowledging accurate and objective information, develop social sources for investment in development of education.

Article 4. Assessment requirements

1. Assess students via level of satisfaction of requirements and specific display of capacities in subjects, academic activities, traits and capabilities of students required by formal primary education program. 

2. Conduct regular assessment by feedback, periodic assessment in form of scores in combination with comments; combine assessment of teachers, students, students' parents in which teachers’ assessment holds the highest priority.

3. Assess progression and do so for the progression of students; emphasize encouragement and motivation of efforts in studying and training of students; assist students in making the best of their capabilities and efforts; guarantee timeliness, fairness and transparency; refrain from comparing one student to another, refrain from pressuring students, teachers or students' parents.

Chapter II

ORGANIZING ASSESSMENT

Article 5. Assessment criteria and methods

1. Assessment criteria

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b) Assess formation and development of traits and capacities of students via following primary traits and capacities:

- Primary traits: patriotism, humane, diligence, honesty, and sense of responsibility.

- Primary capacities:

+) General capacities: self-control, self-studying, communication, cooperation, problem resolution and creativity;

+) Specific capacities: language, calculation, science, technology, computer, aesthetic, and physical attributes.

2. Assessment methods

Commonly used assessment methods for assessing students are:

a) Assessment by observation: Teachers monitor and listen to students when teaching in classes, employ observation cards, examination boards and records of student's behaviors as proof for assessment of studying and training processes of students.

b) Assessment by academic records, products and activities of students: Teachers provide feedback and assessment regarding products and activity results of students thereby assessing students based on relevant assessment criteria.

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d) Assessment by writing: Teachers employ tests consisting of questions and exercises designed according to levels and requirements to be achieved of the program in form of multiple-choice questions and writing tests to assess level of completion for academic assessment criteria.  

Article 6. Regular assessment

1. Regular assessment for academic contents of subjects and academic activities.

a) Teachers flexibly and appropriately employ assessment methods, primarily by words to inform students about the right, the wrong and remedial measures; specify feedback in notebooks or academic products of students if necessary and provide timely assistance.

b) Students provide feedback on their work and their peers’ work during execution of academic tasks for the betterment.

c) Students’ parents discuss student feedback and assessment with teachers via appropriate means and cooperate with teachers in motivating and assisting students in studying and training processes. 

2. Regular assessment for formation and development of traits and capacities

a) Teachers flexibly and appropriately employ assessment methods; based on display of awareness, behavior and attitude of students; compare with level of completion to be achieved of each primary trait and capacity according to formal primary education programs in order to provide timely feedback and assistance.

b) Students may provide feedback on themselves and their peers regarding display of each primary trait and capacity for self improvement.

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Article 7. Periodic assessment

1. Periodic assessment for academic contents of subjects and academic activities.

a) In the middle of the first semester, at the end of the first semester, in the middle of the second semester and at the end of a school year, subject specialist teachers rely on regular assessment, requirements to be achieved, specific display of capacities of each subject and academic activities to assess students in each subject and academic activity as follows: 

- Good completion: excellently achieve academic requirements and regularly display specific capacities of subjects or academic activities;

- Completion: achieve academic requirements and display specific capacities of subjects or academic activities;

- Incompletion: fail to achieve any academic requirement or fail to display specific capacities of subjects or academic activities;

b) At the end of the first semester and at the end of a school year, organize periodic examination for compulsory subjects: Vietnamese literature, Mathematics, Foreign language 1, History and Geography, Computer and Technology;

For students in 4^th grade or 5^th grade, organize additional periodic examination for Vietnamese literature and Mathematics in between the first semester and the second semester.

c) Periodic exam questions must conform to requirements to be achieved and specific display of capacities of subjects and consist of questions and exercises designed in levels as follows:

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- Level 2: Connect and arrange learned contents to deal with similar issues;

- Level 3: Apply learned contents to deal with new issues or provide reasonable responses in learning and life.

d) Exam papers shall be corrected, commented and marked by teachers on a scale of 10 (no decimal allowed) and returned to students.  Scores of periodic exam cannot be used for comparison among students. If results of exams taken place at the end of the first semester and at the end of a school year show irregularities compared to regular assessment, teachers shall request schools to organize additional examination for accurate assessment of students’ academic results.

2. Periodic assessment for formation and development of traits and capacities

In the middle of the first semester, in the middle of the second semester and at the end of a school year, class mentors shall cooperate with other teachers teaching in their classes in providing assessment as follows according to feedback and display during regular assessment for formation and development of primary traits and capacities of students:

a) Good: Satisfy academic requirements well, display clearly and frequently.

b) Satisfied: Satisfy academic requirements, be able to display but not frequently.

c) Further efforts required: Fail to adequately satisfy academic requirements, be able to display but not clearly.

Article 8. Assessment for students in schools and classes for persons with disabilities

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2. Students with disabilities following special education shall be assessed according to regulations on special education or at request of personal education plans.

3. For students participating in classes for persons with disabilities: teachers shall assess students based on regular feedback and assessment via classes for persons with disabilities whereas periodic assessment results of Mathematics and Vietnamese literature shall conform to Article 7 of these Regulations  

Article 9. Consolidation of academic assessment results

1. In the middle of the first semester, at the end of the first semester, in the middle of the second semester and at the end of a school year:

a) Subject teachers shall rely on periodic assessment and level of completion of periodic assessment of subjects and academic activities to consolidate and record academic assessment results in records for class academic assessment results.

b) Class mentors shall rely on regular assessment results and level of completion from periodic assessment regarding primary traits and capacities of students to consolidate and specify academic assessment results of students in records for class academic assessment results.

2. At the end of a school year, based on consolidated assessment results of each subjects, academic activities and primary traits, capacities, class mentors shall:

a) Assess academic results of students by 4 levels:

- Excellent completion: Students who achieve excellent scores in assessment results of subjects, academic activities; good in traits and capacities; at least 9 score in periodic final exams of subjects;

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- Completion: Students who fail to achieve excellent and good completion but achieve good or completion scores in assessment results of subjects, academic activities; good or satisfied in traits and capacities; at least 5 score in periodic final exams of subjects;

- No completion: Other students.

b) Specify feedback, academic assessment results and achievements of students receiving appraisal in a school year in study records. 

Article 10. Assessment documents

1. Assessment documents shall serve as proof for learning, training processes and learning results of students; as the basis for increasing cooperation between teachers, schools and students’ parents in educating students. 

2. Assessment documents in each school year of a student consist of study records (under Annex 1 attached hereto) and Schedules for consolidated academic assessment results (under Annex 2 attached hereto).

a) Schedules for consolidated academic assessment results of classes shall be stored in schools as per the law.

b) Study records shall be stored by schools throughout the period in which students study in the schools and handed to the students when they finish primary education programs or move to other schools.

Chapter III

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Article 11. Consideration for completion of class programs or primary education programs

1. Consideration for completion of class programs:

a) Students receiving verification for completion of class programs are students who receive academic assessment results of: Excellent completion, Good completion, Completion. 

b) For students who have not received verification for completion of class programs, teachers prepare plans, guidance and assistance; such students shall also receive additional consideration for completion of class programs.

c) For students who remain ineligible for completing class program despite receiving guidance and assistance, depending on level of incompletion of subjects, academic activities, level of formation and development of traits and capacities, teachers prepare list and report to principals in order to organize inspection, assessment and consideration and decide whether the student move on to the next grade or not.

2. Consideration for completion of primary education programs:

Students completing the 5^th grade shall be verified and recorded in their study records as “Hoàn thành chương trình tiểu học” (Completed primary education program).

Article 12. Inspection for acceptance and transfer of student academic results

1. Conduct inspection for acceptance and transfer student academic results to ensure fairness and responsibility of teachers regarding student assessment results; assist teachers in admitting students in the next school year with adequate information to develop effective education plans, measures.

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a) For students in the 1^st grade, 2^nd grade, 3^rd grade or 4^th grade: class mentors discuss notable characteristics or limits of the students with teachers who will admit students in the following year and transfer student assessment documents according to Clause 2 Article 10 of these Regulations.

b) For 5^th grade students: organize invigilating and scoring exams with participation of teachers of lower secondary schools in the same administrative divisions; class mentors finalize assessment documents of students and transfer to the schools.

c) Specialized teams shall produce questions for periodic examination for all grades.

3. Directors of Education and Training Authorities shall direct schools within the same administrative divisions to organize inspection for acceptance and transfer academic results of students completing primary education program and moving on to the 6^th grade satisfactory to eligibility of schools and administrative divisions.

Article 13. Commendations

1. Principals shall award certificates of achievement for students:

a) End-of-year commendation:

- Award Excellent student title for student achieving Excellent completion;

- Award Student with good completion in study and training title for students achieving Good completion and earning excellent achievement in at least 1 subject or show clear development in at least 1 trait or capacity and receive recognition by the whole class.

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2. Students with special achievements considered and requested for commendation by the schools.

3. Managing officials and teachers may send commendation letters to students with achievements and efforts during studying, training processes or students with good deeds.

Chapter IV

IMPLEMENTATION

Article 14. Responsibilities of Departments of Education and Training and Education and Training Authorities

1. Departments of Education and Training are responsible for:

a) directing Education and Training Authorities in organizing assessment of primary school students within the administrative divisions.

b) providing guidelines on use of assessment documents and study records of students in case of implementing electronic assessment documents and study records.

c) once a year when a school year ends, produce reports on implementation of assessing primary school students and submit to Ministry of Education and Training.

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3. Departments of Education and Training and Education and Training Authorities are responsible for monitoring, examining and dealing with difficulties and issues that arise during implementation of these Regulations.

Article 15. Responsibilities of principals

1. Being responsible for directing organization and publicizing student assessment according to this Circular; guaranteeing assessment quality; submitting reports on implementation results to Education and Training Authorities

2. Respecting teacher’s rights in implementation of regulations on student assessment.

3. Directing preparation of periodic examination questions; developing and implementing plans for improving and assisting students; conducting acceptance inspection and transferring student education results; verifying final student assessment results; considering grade progression; managing student assessment documents.

4. Explaining and dealing with difficulties and propositions regarding student assessment within rights and obligations of principals.

Article 16. Responsibilities of teachers

1. Class mentors are responsible for:

a) assessing and consolidating academic results of students in class; finishing student assessment documents as per the law; conducting inspection for acceptance and transferring student academic results to the next grade.

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c) guiding students to provide feedback on themselves and their peers. Informing students’ parents about assessment criteria and methods according to these Regulations; cooperating and guiding students’ parents to participate in assessment process.

2. Subject specialist teachers are responsible for:

a) assessing studying and training processes and academic results of students for subjects and academic activities as per the law.

b) cooperating with class mentors, other teachers teaching in the same classes and students’ parents in assessing students; finalizing student assessment documents; conducting inspection for acceptance of student academic results.

c) Guiding students to provide feedback on themselves and their peers.

3. Teachers shall monitor progression of students, record notes for students with incomplete contents or students with progression in studying and training.

Article 17. Rights and responsibilities of students

1. Provide feedback and receive guidance, explanation of teachers and principals regarding assessment results.

2. Positively provide feedback on themselves and their peers according to guidelines of teachers.

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ANNEX 1.

STUDY RECORDS
(Attached to Circular No. 27/2020/TT-BGDDT dated September 4, 2020 of Minister of Education and Training)

MINISTRY OF EDUCATION AND TRAINING

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STUDY RECORD

PRIMARY EDUCATION

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School: ………………………………………………………………………………………

Commune (Ward, Town): …………………………………………………………………………….

District (Townlet, District): ………………………………………………………………………

Province (City): …………………………………………………………………………………………

STUDY RECORD GUIDELINES

Study records are for final assessment results of students. When filling in study records, teachers must refer to Circular No. 27/2020/TT-BGDDT dated September 4, 2020 of Minister of Education and Training on regulations on assessing primary school students.

1. Page 3, specify information according to birth certificates of students.

2. Section “1. Các môn học và hoạt động giáo dục” (Subjects and academic activities)

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- In the column “Điểm KTDK” (Periodic examination score) of subjects with periodic exams: specify scores of final exams; for students benefiting from second examination, specify scores of the later exams.

- In the column “Nhận xét” (Feedback): Specify notable points regarding progression, talents and interest in studying subjects and academic activities; contents and skills that have not been completed in each subject, academic activities to be remediated or assisted (if any).

3. Section “2. Những phẩm chất chủ yếu” (Primary traits) and section “3. Những năng lực cốt lõi” (Primary capacities)

- In column “Mức đạt được” corresponding to each assessment criteria regarding traits and capacities: specify a “T” in case of “Good”, a “D” in case of “Completion” or a “C” in case of “Further efforts required”.

- In column “Nhận xét” (Feedback) corresponding to assessment criteria regarding traits: specify display, progression, advantages, disadvantages or recommendations (if any) regarding formation and development of primary traits of students.

E.g. Punctuality, attendance; respect; helpful for other people, etc.

- In column “Nhận xét” (Feedback) corresponding to assessment criteria regarding capacities: specify display, progression, advantages, disadvantages or recommendations (if any) regarding formation and development of primary general and specific capacities of students.

E.g. Personal hygiene, well-dressed; cooperation in studying; self-learning, etc.

4. Section “4. Đánh giá kết quả giáo dục” (Academic assessment results)

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5. Section “5. Khen thưởng” (Commendation)”

Specify achievements earned by the students in a school year.

E.g. Excellent student title, Student with good completion in studying and training, etc.

6. Section “6. Hoàn thành chương trình lớp học/chương trình tiểu học” (Completion of class programs or primary education programs)

Specify Completion of ……… grade/primary education program or Incompletion of ………grade/primary education program; Grade progression eligible or ineligible.

E.g.

- Completion of 2^nd grade; Progression to 3^rd grade eligible.

- Completion of primary education program.

Study records are preserved by schools and returned to students once the students change schools or finish primary education program.

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STUDY RECORD

Full name of students: …………………………………………………… Gender: ..........................

Date of birth: ………………………………………… Ethnic group: …………… Nationality: ……………………

Place of birth: ………………………………………………………………………………………………;

Hometown: …………………………………………………………………………………………………

Current residence: …………………………………………………………………………………………;

Full name of father: ……………………………………………………

Full name of mother: ……………………………………………………

Guardian(s) (if any): …………………………………………………………………………

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......, (Location and date)
PRINCIPAL
(Signature, full name and seals)

LEARNING PROCESS

School year

Class

School

Registration No.

Date of admission

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20.... - 20....

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20.... - 20....

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20.... - 20....

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Full name of students: …………………………………………………… Class: ………………..

Height: ……………………………………………………… Weight: ………………………………….

Permitted leave: …………………………………………….. Non-permitted leave: ………………………………

1. Subjects and academic activities

Subjects and academic activities

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Periodic examination scores

Feedback

Vietnamese literature

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Foreign language 1

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History and Geography

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Computer and Technology

Ethic

Natural and social sciences

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Physical education

Art (Music)

Art (Fine arts)

Field trip

Mother tongue

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School: …………………………………………………………………………… School year 20… - 20....

2. Primary traits

Traits

Level of completion

Feedback

Patriotism

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Humane

Diligence

Honesty

Sense of responsibility

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3. Primary capacities

3.1. General capacities

Capacity

Level of completion

Feedback

Self-control and self-learning

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Communication and cooperation

Issue resolution and creativity

3.2. Specific capacities

Capacity

Level of completion

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Language

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Science

Technology

Computer

Aesthetic

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4. Academic assessment results: …………………………………………………………

5. Commendation: ……………………………………………………………………………

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6. Completion of class programs/primary education programs: ………………………………………….

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(Location and date)

PRINCIPAL
(Signature, full name and seals)

CLASS MENTOR
(Signature and full name)

ANNEX 2.

SCHEDULE FOR CONOSLIDATED ACADEMIC ASSESSMENT RESULTS OF CLASS
(Attached to Circular No. 27/2020/TT-BGDDT dated September 4, 2020 of Minister of Education and Training)

GUIDELINES

ON FILLING IN SCHEDULE FOR CONSOLIDATED ACADEMIC ASSESSMENT RESULTS OF CLASS

1. Title section

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2. “Subjects and academic activities” section

- For Form 1 and 4: In columns corresponding to each subject or academic activities: Specify a “T” in case of “Good completion”, a “H” in case of “Completion” or a “C” in case of “Incompletion”.

- For remaining form:

+) In column “Level of completion” corresponding to each subject or academic activities: Specify a “T” in case of “Good completion”, a “H” in case of “Completion” or a “C” in case of “Incompletion”.

+) In the column “Điểm KTDK” (Periodic examination score) of subjects with periodic exams: specify scores of exams; for students benefiting from second examination, specify scores of the later exams.

3. “Primary traits” and “Primary capacities” sections

In columns corresponding to each primary trait and capacity (general and specific capacities): Specify a “T” in case of “Good”, a “D” in case of “Completion” or a “C” in case of “Further efforts required”.

4. “Academic assessment results”, “Commendation”, “Grade progression ineligible” sections (In Form 3, 6, and 9)

Specify an “X” in boxes corresponding to level of completion regarding academic assessment results of each student and for each student who receives commendation or student who is ineligible for grade progression.

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Specify special remarks (if any). Namely: prioritized students; students with disabilities; etc.