Title:
PROPOSING A FORMATIVE ASSESSMENT TOOL TO PROMOTE GROWTH MINDSET IN HISTORY AND GEOGRAPHY AT THE LOWER SECONDARY SCHOOL LEVEL

Authors:
Lan Tran Thi, Oanh Duong Thi and Phuong Dang Thi

Abstract:
This paper proposes a set of ongoing assessment tools to promote a "Growth Mindset" in junior high school students in History and Geography. In the context of implementing the 2018 General Education Program, the research aims to translate psychological theories into concrete classroom interventions, addressing the gap in the mechanisms by which assessment impacts learners' belief systems. The research methodology includes: synthesizing and analyzing theories to establish a scientific foundation; studying legal texts as a legal basis; employing expert methods to assess the validity of the tools; and conducting case studies through real-world teaching scenarios to demonstrate feasibility. The most important result of the study is the design of a progress-oriented, ongoing assessment toolkit, including observation and feedback tools, self-assessment, and peer assessment with techniques such as "not yet" feedback, the 3-2-1 technique, the "KWL" technique, and "Two Stars, One Wish." These findings are valuable in shifting assessment from a "measure of results" to an "educational process," helping students normalize mistakes and believe in their own potential for growth. The research product serves as a useful reference for teachers, administrators, and researchers in concretizing the "Assessment as Learning" model in current secondary schools

Keywords:
Formative assessment, growth mindset, self-assessment form, peer assessment.

DOI:
https://doi.org/10.37500/IJESSR.2026.9222

Date of Publication: 30-04-2026