Sarcouncil Journal of Education and Sociology

Abstract: This study investigated primary teachers’ current practices, barriers, and professional-development needs in designing and using formative assessment tools for Grade 3 Moral Education in Vietnam and developed a practice-oriented framework for classroom use. A cross-sectional survey was conducted with 120 teachers from primary schools in Thai Nguyen, Tuyen Quang, Phu Tho, and Cao Bang provinces. Data from a five-point questionnaire were analyzed using frequencies, percentages, means, and standard deviations. Teachers strongly endorsed standards-aligned, multi-source formative assessment (overall M = 4.03), but their practice remained dominated by oral questioning, situation-based tasks, and observation without structured recording. Only 12.5% reported independently designing complete assessment tools. Analytic rubrics (M = 1.72), holistic rubrics (M = 1.58), portfolios (M = 1.61), peer-assessment forms (M = 2.09), and rating scales (M = 2.05) were seldom used. Technical design activities, including translating learning outcomes into observable indicators, differentiating performance levels, piloting tools, and specifying interpretation procedures, were also infrequent. Major barriers included limited time, difficulty assessing attitudes and behavior, insufficient exemplars, and linguistic diversity. Drawing on formative-assessment theory and the survey findings, the proposed seven-stage framework connects learning outcomes, evidence models, assessment tasks, fit-for-purpose tools, observable criteria, accessibility, feedback, and iterative revision. The findings indicate that sustainable assessment reform requires collaborative professional learning that develops teachers’ assessment-design literacy rather than the distribution of templates alone.