Readiness of high school literature teachers for the new periodic assessment format in 2025: A case study in Thai Nguyen Province

Abstract

This study investigates the readiness of high school literature teachers in Thai Nguyen province for the implementation of the new periodic assessment format, aligned with Vietnam's 2018 General Education Program. The research focuses on three key aspects: teachers’ awareness of the new assessment framework, their preparedness in terms of skills and resources, and the challenges they face in adapting to these reforms. Using a quantitative research design, data were collected from 150 teachers through an online survey distributed via Zalo and Facebook groups. The results reveal that while teachers demonstrate strong awareness of the objectives and requirements of the new assessment format, significant challenges remain in terms of time management, access to resources, and practical training. Teachers in rural and mountainous areas report additional barriers due to limited support and infrastructure. Data analysis, conducted using SPSS 20.0, highlights the need for targeted interventions, such as ongoing professional development and enhanced access to teaching resources, to ensure an equitable and effective transition to competency-based assessments. These findings provide actionable insights for policymakers and educational leaders to support teachers in implementing this critical reform.