Tóm tắt Luận án Management on high schools’ evaluation of students’ conduct in Ho Chi Minh city

It is known that morality and conduct are the same definitions. High school students’ conduct is a qualification, ethic that is showed in their awareness and behavior in their study, life, ways to behave with everyone and surrounding environment. Students' conduct evaluation is to give considerations and judgments and determine achieved level on students' conduct, based on the contents and criteria prescribed as the educating objective of high schools, from that point, high schools will have the methods to maintain and reinforce positive sides, and limit students’ restrictions. Management of students' conduct evaluation is a process of planning, organizing, guiding, and examining high school students' conduct evaluation aiming to meet educating requirements of high schools.

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d life values, and hands on activities. To issue legal normative documents to determine the positions and responsibilities of supervising staff and schools counselors in high schools. 2.2. For the Department of Education and Training of Ho Chi Minh City To set up training courses in order to train managing staff and teachers in high schools in close relation with the practical situations of each schools. To create opportunities for managing staff and teaches of high schools to improve their management skills in the evaluation of students’ conduct by holding conferences, exchange trips in the country and abroad. 2.3. For high schools High schools should establish a department to manage the evaluation of high school students' conduct, meeting the theoretical and practical demands. Schools’ managing staff and teachers should fully understand the different methods and techniques in evaluating conduct. Schools need to create a healthy and friendly environment to achieve success in educating students' conduct. 1 INTRODUCTION 1. Rationale of the study Education Law 2005 and Amended Law complementing some articles of Education Law 2009 defined that the target of education is to train Vietnamese people to be fully-developed with ethics, knowledge, health and profession; to be loyal to the ideal of national independence and social society; to form and foster citizens’ personality, quality and ability in meeting the demand of nation’s construction and defense. In public schools in general and high schools in particular, the act of evaluating education outcomes is one of significant steps of the overall educational activity. Not only does evaluation assess students learning and training outcomes, encourage and foster them, assist them to be continuously progressing but it can also provide feedback in order for educators and teachers to have clear understanding about the reality of education quality, from which appropriate education amendments can be conducted. Moreover, evaluating education outcomes helps educational organizations, administrators and policy planners gain figures and information about quality of a multi-scaled educational system so that timely amendments, complements and steering can be made. The act of evaluating students’ conduct at high schools is one of the significant activities in evaluating educational outcomes in general. In high schools, conduct is considered as ethics. Thus, evaluating students’ conduct is based on specific performance about attitudes and moral acts. Identifying the basis of definition as well as exploring the relationship between conduct and relevant definitions such as ethics, quality, value, etc have been bringing issues needing consideration together with processing legal documents, steering the management on evaluation of conduct consistently and effectively of high school teachers. Firstly, there needs to be consistence in definition about students’ conduct through nature, meaning, content, etc; the relationship between conduct and moral, etc though identifying definitions. 2 Evaluating and grading high school students have been being conducted according to Circular 58 of Ministry of Education and Training (MOET) which includes evaluating and grading students’ conduct and learning capacity. Nevertheless, the facts have shown that evaluating and grading students’ conduct have been proved inadequate and inconsistent. The foundations and standards which are the basics to evaluate, grade students’ conduct have not based on ethical categories, such as lacking of significant criteria and figures to assess students’ social skills. Evaluating students’ conduct has not ensured the consistency in educational organizations, especially lacking of appropriate and up-to-date changes to the new era. The aim of evaluating students’ conduct is to educate students’ conduct. Therefore, in order to train students’ conduct, there is a need to change methods, techniques and criteria of the evaluation of conduct. The rapid development in social economy and international integration in general and in Ho Chi Minh City (HCMC) in particular has multi-dimensional effects which affects the process of forming and developing young generation’s personality. The overall report on the program “Educating and training conduct and lifestyle” of Ho Chi Minh City Department of Education and Training (DOET) the last three years stated “Some high school students have not possessed the ideal for life which values the community’s benefit. The schools’ good values are threatened by jealousy, habit of enjoying, individualism, social violence, etc. Due to this fact, society and education are paying special attention to training students on ethics and life style in general and the evaluation of high school students’ conduct in particular. Despite many studies conducted on students’ conduct and conduct-educating activity, few studies have been conducted on management on evaluation of students’ conduct of all grades in both theory and practicality; especially none study on high school students have been conducted. Based on the theory and practicality mentioned above, the author chose the topic “Management on high schools’ evaluation of students’ conduct in Ho Chi Minh City” to conduct the study. 23 CONCLUSION AND RECOMMENDATIONS 1. Conclusion 1.1. Regarding the theory: The thesis has systematized some basic issues including: Personality, morality, and conduct. Evaluation and evaluation of conduct; Management and the management of the evaluation of students' conduct. Especially, the thesis set up definitions of conduct, evaluation of conduct, and management on evaluation of conduct; concretized this definition using the approach of 4 basic management functions to form the management procedure of evaluation of high school students' conduct. The thesis has clearly divided the managing and delivery levels of the evaluation of high school students' conduct into 3 levels: the Department of Education and Training, high schools, and teachers. The thesis has built a managing procedure and managing content of the evaluation of high school students’ conduct. It determines the objectives of the evaluation of high school students’ conduct: to improve the quality of the education of ethics for students. The thesis has showed that the evaluation of high school students' conduct consists of: setting objectives, evaluation criteria, evaluation procedure and technicality, and the subject for evaluation. People participating in the evaluation (homeroom teachers, subject teachers, supervisors, school consultants) are the key for success in this procedure. The thesis has designed the managing procedure of the evaluation of high school students' conduct, including the steps: making plans, implementing, directing, monitoring and assessing the evaluation of high school students' conduct. 1.2. Regarding the facts: The thesis has determined the achievements of the current evaluation procedures and also proved the relevance of the management of high school students' conduct evaluation. If the evaluation is managed well, the quality of the evaluation of students’ conduct will be enhanced considerably. High school students' conduct evaluation has enabled the Department of Education and Training to manage students' conduct education closely and comprehensively. Through students' conduct evaluation, high schools have improved methods and contents in educating morality to students. However, there are still some limitations in the evaluation of 22 Through opinion polls and deeper analysis on unnecessary and infeasible factors, we will continue to improve the program in the next training courses to increase the training’s practicality. This also proved that: The training and the organizing and directing of training for high school managing staff and teachers is appropriate, scientific, feasible, practical and suitable for the conditions in most high schools. The method “Organize, direct the training of management staffs, teachers, and supervisors in evaluating high school students’ conduct” is necessary and feasible. CHAPTER 3 CONCLUSION Based on theoretical and practical basis, on the basis of the principles in setting up organizational management of high school students' conduct evaluation, the author proposed 8 methods of management of high school students' conduct evaluation in HCMC, including: - Direct high schools to organize the system of management on evaluating students’ conduct; - Organize, direct the training of management staffs, teachers, and supervisors in evaluating high school students’ conduct; - Organize and direct the implementation of training activities for management staff, teachers in the evaluation of high school students’ conduct; - Organize and direct the supplementation of the evaluation content and evaluation criteria of high school students’ conduct; - Organize and direct the process of building an evaluation scale for the evaluation of high school students' conduct; - Organize, direct, and innovate the method of students' conduct evaluation by implementing the positive discipline education;- Organize, direct, and innovate the methods of the evaluation of students' conduct by hands on education activities; - Organize, direct, and design a clear procedure for the evaluation of high school students' conduct. The experimental result showed high necessity and feasibility in the methods. The experimental result of one method in the organization and management of high school students' conduct evaluation also proved its feasibility. These methods are in a mutually supportive system, increasing their effectiveness in the management of high school students' conduct evaluation. 3 2. Purpose of the study With the purpose of building up theoretical base about management on high schools’ evaluation of students’ conduct, evaluating management facts on evaluation high school students’ conduct in HCMC, the research aims to develop innovative methods in management of evaluation students’ conduct at high schools in HCMC which is appropriate to social development. 3. Objectivity and object of the study + Objectivity: Management on high schools’ evaluation of students’ conduct. + Object: Management on high schools’ evaluation of students’ conduct in HCMC. 4. Hypothesis Evaluating students’ conduct and management on evaluation of students’ conduct in HCMC have not been conducted consistently. Planning, organizing, steering and evaluating the evaluation of students’ conduct have not met the demands. If management measures on evaluation high school students’ conduct are made through complementing criteria, procedures, innovations in the evaluation of conduct and training methods of evaluation of students’ conduct for evaluators, management on evaluation of high school students’ conduct will be improved, which contributes to the requirements of innovation on the evaluation of students’ conduct. 5. Study’s aims 5.1 Research theoretical base on management on high schools’ evaluation of students’ conduct. 5.2 Survey and evaluate facts on the evaluation of students’ conduct and management on high schools’ evaluation of students’ conduct in HCMC. 5.3 Build up management measures on evaluation of students’ conduct at high schools in HCMC which are suitable for social development. 5.4 Verify the necessity and possibility of the measures and conduct a measure built. 4 6. Scope of the study - Type of school: the study only researches the facts of management on evaluation of students’ conduct at high schools and builds up management measures on evaluation of students’ conduct at high schools in HCMC administered by DOET. - Content of measures: the study primarily focuses on studying management measures on evaluation of students’ conduct at the level of high schools and DOET, higher level such as MOET is out of the study scope. - Scope of the study: the study conducts one measure about management with the purpose of developing and enhancing the quality and effectiveness of evaluating students’ conduct at high schools which are suitable for the current social development. - Time of the study: research facts, explore activities, and collect data in the period of time from 2011 to 2014. 7. Research methodologies 7.1 Theoretical framework 7.1.1 Systems approach The study follows the systems approach to research the evaluation of conduct and the management on evaluation of high school students’ conduct. The evaluation of conduct is one element in educational management system in general and students’ quality control in particular. It is closely connected to other educational evaluations. 7.1.2 Practical approach The study also follows the practical approach to research the evaluation of conduct and the management on evaluation of high school students’ conduct. People’s behaviors, attitudes and moral are hugely affected by changes in life, culture and society. The education for student’s conduct and ethics as well as evaluation of students’ conduct must be appropriate to the development of modern society’s ethics standards. 7.1.3 Logical historical approach The study follows the logical historical approach. Requirements to high school students’ ethical quality and conduct must always meet the demand of modern society’s change. Hence, building up the evaluation criteria as well as evaluation measures of 21 HCMC. Round 3: Held opinion polls by votes from aforementioned people in high schools in HCMC. 3.4. Experiment in management of high school students' conduct in HCMC 3.4.1. Purpose and content of the experiment Experimental method aims to prove the scientific theory of the thesis: to prove the necessity and feasibility of the methods mentioned. In the scope of the thesis, the author decided to experiment a method: Organize, direct the training of management staffs, teachers, and supervisors in evaluating high school students’ conduct. The author chose this method because it basically affects other steps of the process of organizing and implementing the evaluation of high school students' conduct, aiming to enhance its effectiveness: it can be implemented by the Department of Education and Training to managing staff in high schools in order to equip them with the knowledge and skills on the evaluation of high school students' conduct. Through the survey, this method is considered as the most necessary and feasible experimental method. 3.4.2. Organizing the experiment: 3.4.2.1. Make a training plan for the subject group; 3.4.2.2. Organize the training; 3.4.2.3. Direct the training; 3.4.2.4. Monitor and assess training activities. 3.4.4. The process of experiment, analysis and assessment of the experimental result: 3.4.4.1. Stage 1: Recording experiment (input measurement); 3.4.4.2. Stage 2: Process experiment (measurement of the process); 3.4.4.3. Stage 3: Assess experiment (output measurement) Remarks of the experiment result: The experiment has achieved the objectives. By organizing the training of staff participating in the evaluation of students’ conduct, the experiment has proved the scientific theory of the thesis. The training met the demand of the evaluation procedure. The results include: trainees’ knowledge is improved; their practical skills on analyzing situations in contexts in order to evaluate students’ behaviors are more proficient. In addition, trainees’ mentality towards evaluating students’ conduct is positively changed as they are aware of the importance of the evaluation. 20 (PDE). PDE is a method of moral education that aims to improve students’ conduct through self-finding, self-aware, and self- correcting their own shortcomings. PDE is based on the principle: All for the students’ best benefits; Students should not be hurt bodily or mentally. Parents and students are in agreement. Should be suitable to the characteristics of students’ psychophysiology. 3.2.7. Method 7. Organize, direct, and innovate the methods of the evaluation of students' conduct by hands on education activities. Hands on education helps students voluntarily participate in activities in the purposes of developing and improving their own strength and potential, bringing up independent living awareness, and taking part in activities sharing with the society. Thus, students ‘qualifications can be positively nurtured, enabling them to adapt to the changing living environment prove themselves as a valuable member of the society. Moreover, this method also gives students a chance to prove their creative hobbies and special qualifications and heighten the sense of co-operation and solidarity, and promotes students discovery and creativity. When students take part in these activities, they will be familiar with protecting natural environment and recognize the value of their life. Through these activities, high schools will evaluate changes of student’s behaviors, hence, they can assess and evaluate students' conduct in a more subjective and impartial manner. 3.2.8. Method 8. Organize, direct, and design a clear procedure for the evaluation of high school students' conduct. The procedure of high school students' conduct evaluation must ensure adequacy, cohesion, and integration among factors, departments that can make impact on the effectiveness of the evaluation of high school students' conduct. 3.3. Survey of the necessity and feasibility of the methods: Round 1: Held opinion polls through discussions and interviews (12 people including experts of education management and evaluation, principals in some high schools). Round 2: Held opinion polls through meetings at the Department of Education and Training in April 2014 with 200 people including managing officials and specialists of the Department of Education and Training, principals of high schools in 5 conduct of high school students must be based in the orientation of common development of HCMC about requirements of a dynamic and modern citizen in the era of international integration without fading Vietnamese’s national identity and traditions. 7.2 Research methodologies 7.2.1 Theoretical methodology Analyze, collect and systemize theoretical bases from studies relevant to the evaluation of conduct and the management on evaluation of high school students’ conduct. 7.2.2 Practical methodologies 7.2.2.1 Questionnaire Purpose: Questionnaires are used to explore facts of the evaluation of conduct and facts of management on evaluation of students’ conduct at high schools in HCMC. Besides, the questionnaires are used to ask for participants’ viewpoints on proposed solutions’ possibility and necessity. Content: Explore facts of high schools’ evaluation of students’ conduct such as criteria; procedures and usage of evaluation results, etc. Explore facts of management on evaluation of high school students’ conduct through functions such as planning, organizing and steering the evaluation. Questionnaire instrument is used for the following participants: Appendix 1 is used for managers of educational departments, managers and teachers of high schools; Appendix 2 is used for parents and students of high schools. 7.2.2.2 Interview Purpose: The interview is used to ask for opinions of educational managers, teachers, parents and students about the evaluation of conduct, management on high schools’ evaluation students’ conduct. Content: The interview is specific in terms of purpose, content, procedure and evaluation result of high school students’ conduct. Participants are interviewed about advantages and disadvantages during the process of evaluating students’ conduct following Circular 58 and Circular 08 of MOET. 6 Interview instrument: interview sheet for educational managers and teachers (appendix 3), interview sheet for parents (appendix 4), and interview sheet for students (appendix 5). Content: - Research, analyze and synthesize all legal documents from MOET and DOET’s management agencies about evaluating high students over the past few years. - Research, analyze, evaluate and synthesize all records of handling violations of school regulations at high schools. - Research, analyze, evaluate and synthesize criteria on evaluating high school students’ conduct. - Research, analyze and evaluate how Citizenship Education is taught and how students’ conduct is evaluated in combination with the result of the subject Citizenship Education that students attain according to Circular 58 of MOET. 7.2.2.4 Experts approach Purpose: This method is used to collect experts’ opinions in educational management, especially experts from the field of evaluation and management of high school students’ conduct. Content: Exchange about standards, procedures, scale in evaluating high school students’ conduct; exchange about methods of current management of high schools’ principals about students’ conduct. Questionnaire (appendix 6) is used for experts. 7.2.2.5 Summary method of practical experience This method is to summarize experiences about managing on evaluating high school students’ conduct that provinces as well as some countries in the world have done. Instrument in appendix 8 is used. 7.2.2.6 Experiment This method is used to prove the possibility and necessity of the measure chosen to do the experiment, from which affirms the accuracy of the scientific hypothesis. Content: Conduct an experiment about training solutions for teachers and managers on conduct and evaluation of students’ conduct HCMC. Besides, the author composed a questionnaire to assay the possibility and necessity of the solution. 19 students’ conduct. This method not only provides knowledge and skills to management staff, teachers in the process of evaluating high school students’ conduct, but also improves the quality and effectiveness in management of evaluating high school students’ conduct. 3.2.4. Method 4. Organize and direct the supplementation of the evaluation content and evaluation criteria of high school students’ conduct Set up a system to evaluate high school students’ conduct based on the evaluation criteria promulgated under Circular 58 by Ministry of Education and Training, adding criteria that are appropriate with the development of the economy and society of HCMC, with the aim to develop students’ personality to become good citizens. Based on the criteria listed in Circular 58 by the Ministry of Education and Training, the thesis suggested adding and designing new ranking and evaluating methods aiming at creating subjective and equal evaluation results. The system will enable high schools to improve the teaching of ethics to their students and create an environment in which students can become a good child in the family, a good student in school. 3.2.5. Method 5. Organize and direct the process of building an evaluation scale for the evaluation of high school students' conduct As the result of the new system to evaluate high school students’ conduct based on the evaluation criteria promulgated under Circular 58 by Ministry of Education and Training with added criteria that are appropriate with the development of the economy and society of HCMC, there needs to be an evaluation scale for the evaluation of high school students’ conduct, based on which schools can designed their procedures in the evaluation and ranking of students’ conduct in a fair and objective manner. 3.2.6. Method 6. Organize, direct, and innovate the method of students' conduct evaluation by implementing the positive discipline education In order to enhance the effectiveness in evaluating students' conduct, it is necessary to innovate the method of students' conduct evaluation by applying the method of positive discipline education 18 CHAPTER 3: SOLUTIONS FOR MANAGEMENT OF THE EVALUATION OF HIGH SCHOOL STUDENTS’CONDUCT IN HO CHI MINH CITY 3.1. Principles for proposal methods: 3.1.1. Ensure necessity; 3.1.2. Ensure feasibility; 3.1.3. Ensure appropriateness; 3.1.4. Ensure inheritance and effectiveness 3.2. Some methods in the management of the evaluation of high school students’ conduct in Ho Chi Minh City 3.2.1. Method 1. Direct high schools to organize the system of management on evaluating students’ conduct Leadership in high schools should determine their own responsibilities and duties, rights, and arrange the management of each division and member of staff in order to ensure self-awareness, reduce pressure, develop activeness and creativeness in every member of staff in an appropriate and effective manner. Direct high schools to organize the system of management on evaluation high school students’ conduct including the principal, deputy principal, youth assistant, secretary of Youth Union, subject teachers, homeroom teacher, class affairs committee, board of managers of boarding-school, and students’ family (in partnership). 3.2.2. Method 2. Organize, direct the training of management staffs, teachers, and supervisors in evaluating high school students’ conduct Based on the study, by analyzing the limitations and shortcomings in the management of evaluation of high school students’ conduct, the requirements of management staff and teachers participating in the evaluation of high school students’ conduct, this thesis suggested an intensive training course for encounter the problems. The training focuses on both the evaluation and the education of conduct for high school students. The training aims to equip the staff mentioned above with knowledge, skills and attitude on the evaluation of students’ conduct in Ho Chi Minh City. 3.2.3. Method 3. Organize and direct the implementation of training activities for management staff, teachers in the evaluation of high school students’ conduct This method is to enhance the awareness and qualifications of management staff, teachers, and supervisors on evaluating high school 7 7.2.2.7 Case study Purpose: This method is used to conduct advanced study on evaluation of conduct at high schools including criteria, procedures, measures, grading and usage of evaluation result. Content: Conduct the study at two typical high schools: Tran Khai Nguyen High School in district 5 and Luong The Vinh high school in district 1. 7.2.2.8 Observation Purpose: This method is used to observe high schools’ supervisor staff and teachers’ evaluation of students’ conduct. Observing and recording situations in which students violating school’s regulations are noted. Content: Observing teachers and supervisor staffs’ behavior as they are making comments and evaluating students’ specific behaviors. 7.2.3 Statistics The study uses mathematics statistics technique to do statistics, analyze data from questionnaires; and data, information collected from scientific methodologies used in this study. The study uses the method of calculating average mark as the following formula: Average marks (AM) Average marks (AM): AM = x = N 1   5 1i iinx In which, x1: marks given corresponding with each level, x1{1,2,3,4,5}. n1: number of persons giving marks corresponding with x1. N: total of persons answering each question. 8. Contributions of the study 8.1 In terms of theory The thesis contributes to develop theoretical base about the evaluation of conduct and management of high schools’ evaluation of students’ conduct. The study analyzed in depth, distinguished clearly the two definitions about students’ ethics and conduct; built up theoretical base about evaluating high school students’ conduct 8 including purposes, criteria, procedures, measures and techniques of evaluation as well as the usage of evaluation results of high school students’ conduct. By approaching management target and function, the study built up a theoretical base about management on evaluating high school students’ conduct through steps such as planning, organizing, steering and assessing the evaluation of high school students’ conduct. The study came up with eight management measures on evaluating high school students’ conduct. 8.2 In terms of practicality Based on the theoretical framework combined with practical research methods, the study conducted a survey, evaluated the facts of evaluating high school students’ conduct in HCMC including facts of purposes, criteria, procedures, measures and techniques of evaluation, usage of evaluation results on high school students’ conduct. The study conducted a survey and analyzed deeply the facts of management on high schools’ evaluation of students’ conduct through functions such as planning, organizing, steering and assessing the evaluation of high school students’ conduct. Then, the study came up with common comments on strengths, weaknesses and causes of the facts of management on evaluating students’ conduct in HCMC. Based on eight management measures on evaluating high school students’ conduct built, the study conducted assays on the measures, conducted experiment on one measure and proved the necessity, possibility and practical application of this measure. 9. Structure of the study Introduction Chapter 1: Theoretical framework about management on high schools’ evaluation of students’ conduct. Chapter 2: Facts of management on high schools’ evaluation of students’ conduct in HCMC. Chapter 3: Management measures on high schools’ evaluation of students’ conduct in HCMC. Conclusion and recommendations Author’s list of studies relevant to this study; Reference; Appendix 17 and assign staff to participate in the evaluation of students’ conduct. This aims to educate and correct students’ social awareness and behavior. The result of this survey on the management of the evaluation of students’ conduct in high schools showed that the strength of the evaluation of high school students’ conduct was based on the clear directives and implementation guides given by the Ministry of Education and Training and the Department of Education and Training in Ho Chi Minh city. These documents were appropriate in their scientific nature in both the evaluation of students’ conduct and relevance in Ho Chi Minh City and the rest of the country. The specific deployment through planning functions, implementation of organization, implementation of guidelines, and assessment of the evaluation of high school students’ conduct as prescribed, was implemented in 100% of high schools. However, the limitation of this evaluation system is the lack of directives guiding combined organization and assignment of responsibilities for each member of staff in high schools in educating ethics and evaluating students’ conduct. There are also a lack of procedures and many member of staff lack the required skills of evaluate students’ conduct effectively. Management staff and teachers have not been trained in how to conduct this evaluation. Despite the fact that the evaluation of students’ conduct through the Civil Education subject is inappropriate, there is yet any directive paper to adjust the situation. The evaluation of students’ conduct during other education activities has not developed. In addition, some activities have not applied the evaluation of students’ conduct such as educating life skills, life values, and real life experience, etc. Organizing school consultation activities is not appreciated throughout high schools; there are lots of inadequacies in both specialist qualification and remuneration policy, and official position or title for supervisor staffs, school specialist consultants in high schools. School, family, and society are factors that affect the conduct of high school students in HCMC and management of the evaluation of high school students’ conduct in HCMC. 16 with students in their homeroom period. Other organizations (Youth Union, Physical Education Group, Subject Groups, and Clubs etc.) will record students’ participation in music programs, physical exercise, extracurricular activities, etc. and reward points accordingly. Students who misbehave will receive advice from school consultants and share their own thoughts before their discussion with the students conduct evaluation council. The current limitation of assessing behavior on high schools is the lack of clear evaluation criteria for assigning points in activities that involve creativity or hands on experience. Some high schools are inflexible, only evaluating the conduct at the end of the evaluation period and failing to consider the students’ effort to make progress during the process. The evaluation can be affected by evaluator’s subjective feelings. There were some cases in which some high schools demonstrated a lack of disciplinary regulations, for example, students’ misdemeanors were not recorded and handled appropriately, with resulted in the value of points not being equal amongst high schools. There were problems relating to the definitions of the term - determining criteria, assessment models, due to teachers and supervisors being unfamiliar with these terms and techniques. The staff who participate in the evaluation of students’ conduct, aside from homeroom teachers and subject teachers, also include supervisors and school consultants. Based on the result of surveys and the assessment of the staff’s qualifications, it is necessary for these member of staff to receive training on evaluating high school students’ conduct. Circular 58 and Circular 08 promulgated by the Ministry of Education and Training still require adjustments, and supplementations. CHAPTER 2 CONCLUSION The result of the survey and evaluation on facts of high school students’ conduct and facts of evaluating high school students’ conduct in high schools show that evaluation of high school students’ conduct in Ho Chi Minh City is being conducted according to the guidelines of Circular 58 and Circular 08. The majority of high schools set up students’ regulations, guides to follow these regulations, 9 CHAPTER 1 THEORY BASIS ON MANAGEMENT OF HIGH SCHOOL STUDENTS' CONDUCT EVALUATION 1.1. Overview of study 1.1.1. Studies outside of the country 1.1.1.1. Study on moral education in some countries: Educating morality to U.S students; Educating morality to Thai students; Educating morality to Japanese students 1.1.1.2. Study on ethics, conduct and behavior evaluation of students A. Clair Harding (1978) wrote in her PhD thesis named Moral values and their assessment: A personal construct theory approach. Peter F. Oliver (2006) wrote a work named Developing the Curriculum translated by Nguyen Kim Dung. Ralph Tyler (1966) researched a topic named Basic Principles of Curriculum and Instruction. Cecil R.Reynolds & Randy W. Kamphaus (2005) studied the work named The Clinician‘s Guide To The Behavior Assessment System for Children (2009) and researched a PhD thesis specializing in pedagogy with Teaching moral education in secondary schools - Using real life dilemmas at Victoria University- New Zealand. 1.1.2. Studies in the country 1.1.2.1. Study on ways to assess students’ conduct and morality Ha The Ngu (1986) wrote “Improving the quality of ideological, political and ethical education for students”. Dang Vu Hoat is the author of the topic named “Developing the content and method of ideological, political and ethical education for high school students”. Phung Khac Binh and his partners (2000) wrote The classification study on students’ ethic – Facts and evaluation criteria (the subject of ministry level - Code No. B99-52-41). Vo Xuan Dan (2003) wrote the topic named The moral perspective and students’ lifestyle at Ho Chi Minh City University of Pedagogy (the subject of ministry level - Code No. B2001-23-11). Nguyen Tung Lam (2009) completed his educational PhD thesis named coordinating the education methods to overcome the ethical weakness of high school students in Hanoi today. Do Ngoc Thong (2013) wrote a memoir named The innovation- oriented education programme after 2015 and ethics-civic education in the national meeting on morality education - civil in the high school 10 education system of Vietnam. Ha Nhat Thang (2013) wrote a document named What need to be done to promote the role of civic education for the formation and development of students’ personality. Do Thi Le Hang (2013) researched a subject named "Stress on high school students” - the psychology PhD thesis – Graduate Academy of Social Sciences of Vietnam. Le Thi Minh Trang (2013) wrote a work named “Study on urban civilization behavior of HCMC Youth”, the psychology PhD thesis – Graduate Academy of Social Sciences of Vietnam. 1.2. Basic definitions: 1.2.1. Personality: Personality is known as a group of specific psychologies that make into a social countenance for a person with acting subject, including all of social qualifications and abilities existing and developing inside of that individual and adapting to standards and value scale the society allows. 1.2.2. Morality: Morality is a system of social principles and standards that make humans aware of controlling their own behaviors in order to be appropriate with benefits of community and society. 1.2.3. Students’ conduct: Students’ conduct is a qualification, ethic that is shown in their awareness and behavior in their study, life, ways to behave with everyone and surrounding environment. Conduct is the same definition with the qualification of personality, in which, morality is one of the essence values of students’ conduct and qualification. 1.2.4. High school students' conduct evaluation 1.2.4.1. Evaluation: Evaluation is to give considerations and judgments for value of a subject assessed on the basis of processing information, collected evidences comparing with the defined objective. 1.2.4.2. Students' conduct evaluation: is to give considerations and judgments and determine achieved level on students' conduct, based on the contents and criteria prescribed as the educating objective of high schools. 1.2.5. Management of students' conduct evaluation: “Management of high school students' conduct evaluation is an intentionally influenced system of leadership of high schools to students' conduct evaluation, including the process of planning, 15 2.4.2. Facts of implementing management functions on evaluating high school students’ conduct: 2.4.2.1. Facts of planning to evaluate the high school students’ conduct; 2.4.2.2. Facts of organization and guideline on evaluating the high school students’ conduct; 2.4.2.3. Facts of examination and assessment on evaluating the high school students’ conduct; 2.4.3. Factors affecting management on evaluating the high school students’ conduct in Ho Chi Minh City: 2.4.3.1. School affecting students’ conduct; 2.4.2.2. Family affecting students’ conduct; 2.4.2.3. Factors affecting management on evaluating students’ conduct. 2.4.4. Facts regarding staff taking part in the process of evaluating high school students’ conduct: 2.4.4.1. Supervising staff; 2.4.4.2. School counselors 2.5. General assessment regarding management of the evaluation of high school students’ conduct - The evaluation of high school students’ conduct is an activity in education that aims to improve the education of students’ ethics. Through this activity, high schools can improve both their methodology and their delivery of the education of ethics to their students. This evaluation, directly managed by Department of Education and Training and high schools through planning, organizing, directing, and monitoring the evaluation of students’ conduct, has brought good results in educating morality to students. - Contents and criteria for evaluation of conduct: The criteria regarding the evaluation of conduct are very detailed in high schools. Based on Circular 58 and Circular 08, high schools produced regulations regarding specific actions in specific situations. Depending on their behavior, students may get rewarded or be deducted points. - About the processes, techniques, and methods of evaluation of conduct: Most of them are based on the following process: Declare the regulations and implementation guidelines. Assign homeroom teachers and supervising staff the role of observing and recording of misdemeanors (with accompanying points system), subject teachers record students’ misdemeanors during class in the class register book. At the end of the week, homeroom teachers collate the data (from supervising staff, register books, and study diaries etc.) and discuss 14 breaking the conduct the regulations. – Books of homeroom teachers, supervising documents of 51 supervising teachers. - Documents on activities outside study hours of 51 high schools. - 51 high schools which were chosen took up 50% of total high schools at the time of the study (Annex 7). 2.2.2.3. Interviewed and consulted experts: Interviewed 9 experts about education management and conducted evaluation. – Interviewed 10 principals of high schools. – Interviewed 20 supervising teachers, teachers specializing in subjects, and supervisors of high schools.- Interviewed 40 parents and high school students. 2.2.2.4. Case study A case study was conducted in 2 high schools - Tran Khai Nguyen High School, District 5, and Luong The Vinh, District 1. 2.2.3. Ways of calculating data The questionnaire consisted of with 5 options ranging from 1 to 5; in which 1 is the lowest level or not meeting the requirement. Data was analyzed according to % and average mark being ranked accordingly Average marks (AM): AM = x = N 1   5 1i iinx In which, x1: marks given corresponding with each level, x - 1{1,2,3,4,5}. n1: number of people giving marks corresponding with x1. N: total number of people who answered each question. 2.3. General facts on schools’ evaluation of high school students’ conduct in Ho Chi Minh City 2.3.1. General facts on high school students’ conduct in Ho Chi Minh; 2.3.2. Facts of evaluating high school students’ conduct in Ho Chi Minh: 2.3.2.1. General facts on evaluating high school students’ conduct; 2.3.2.2. General facts on schools’ evaluation of high school students’ conduct in Luong The Vinh High School and Tran Khai Nguyen High School 2.4. Facts of management on schools’ evaluation of high school students’ conduct. 2.4.1. Facts of management on educating ethics to students by Department of Education and Training of Ho Chi Minh City; 11 organizing, guiding, and examining high school students' conduct evaluation aiming to meet educating requirements of high schools”. 1.3. Activity of high school students' conduct evaluation 1.3.1. Purpose of high school students' conduct evaluation: To help manage staffs, teachers, and concerned staffs to recognize the result of students’ study and moral cultivation; from that point, they can analyze situations and point out achievements and restrictions, and concerning factors so that they may make necessary adjustments to enhance the quality and effectiveness of students’ study and moral cultivation 1.3.2. Principles for high school students' conduct evaluation: Grasping principle of education purpose thoroughly; Principle of completed, balanced, and concentrated evaluation; Subjective principle; Principle of public, democracy, and equality; Suitable principle for features of an objective. 1.3.3. Criteria for high school students' conduct evaluation: To finish study program fully and seriously, always try the best; To comply strictly with legal and students’ regulations; To practice exercise regularly; To conserve sanitation and preserve environment; To be honest in study and life; To be aware of team and help other people; To respect parents, teachers and other school staff; To appreciate, unite, and help friends; To take part in extracurricular activities; Protect and deploy school traditions; To be aware of supporting the right things, good behaviors; To criticize bad, incorrect behaviors and deviated thoughts of friends; To participate in extracurricular activities and experienced education. 1.3.4. Form and method of high school students' conduct evaluation. 1.3.5. Process of high school students' conduct evaluation 1.4. Management on high school students' conduct evaluation: 1.4.1. To divide into managing levels to evaluate high school students' conduct; 1.4.2. To make a plan for high school students' conduct evaluation; 1.4.3. To organize activities of high school students' conduct evaluation; 12 1.4.4. To direct activities of high school students' conduct evaluation; 1.4.5. To examine and assess the implementation of the project high school students' conduct evaluation. 1.5. Factors affecting high school students' conduct evaluation: 1.5.1. Biological and psychological features of students; 1.5.2. School; 1.5.3. Family; 1.5.4. Other factors. CHAPTER 1 CONCLUSION Morality, moral education, conduct, conduct evaluation and management on conduct evaluation are very important in education, education and school management. In education, evaluation is inevitable, integral and an important process to collect opposite information from students to teachers and school, aiming to help school evaluate education quality; besides, teachers and students can base on this foundation in order to self-evaluate and self-adjust for themselves as an education objective. The study on conduct evaluation and management on high school students’ conduct evaluation are quite new, and there are not many deep studies in this topic. It is known that morality and conduct are the same definitions. High school students’ conduct is a qualification, ethic that is showed in their awareness and behavior in their study, life, ways to behave with everyone and surrounding environment. Students' conduct evaluation is to give considerations and judgments and determine achieved level on students' conduct, based on the contents and criteria prescribed as the educating objective of high schools, from that point, high schools will have the methods to maintain and reinforce positive sides, and limit students’ restrictions. Management of students' conduct evaluation is a process of planning, organizing, guiding, and examining high school students' conduct evaluation aiming to meet educating requirements of high schools. In order to manage students’ conduct evaluation well, a managing staff should retain theory on students’ conduct evaluation; to regularize management functions in which to make a plan, organize, 13 guide, and examine the implementation of high school students' conduct evaluation. Moreover, high schools should ensure supporting conditions to evaluate students' conduct so that management on students' conduct evaluation may be convenient, sufficient, and scientific. At the same point, high schools need to know factors affecting students' conduct evaluation to deploy strengths, restriction, and weaknesses. CHAPTER 2: FACTS OF MANAGEMENT ON EVALUATING HIGH SCHOOL STUDENTS’ CONDUCTIN HO CHI MINH CITY 2.1. General development of high school education in Ho Chi Minh City 2.1.1. Some characteristics of Ho Chi Minh City affecting high school students’ conduct; 2.1.2. Education results of high school students in Ho Chi Minh City 2.2. Conducting the survey 2.2.1. Form of questionnaire By using a questionnaire, the author conducted a survey on the common methods of evaluating high school students’ conduct in 51 high schools in HCMC (50% of public high schools at the time of the survey – Annex 7) – during a period of 2011 - 2014. 2.2.2. Form of collecting data and supportive information 2.2.2.1. Documents on directing to educate high school students’ conduct: The author summed up legal normative documents relating to evaluating conduct in recent years as follows: - 3 legal normative papers on evaluating high school students’ conduct from Ministry of Education and Training. - 9 directives on educating ethics, extracurricular activities, and life skills, etc. to high school students from Department of Education and Training of Ho Chi Minh City. - Other papers on directing educational activities of high schools in the last 5 years from Ministry of Education and Training and Department of Education and Training of Ho Chi Minh City. 2.2.2.2. Documents on management of evaluating students’ conduct in high schools: - Documents on processes, criteria, and methods for evaluating students’ conduct in 51 high schools. - Student regulations of 51 high schools. - Records on reviewing student‘s

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