This paper proposes orientations for developing preservice primary teachers’ competence in assessing educational outcomes in the context of assessment reform in Vietnam. A structured literature review, combined with theoretical analysis and synthesis, informs a proposed framework organized around the assessment cycle and the requirements of primary education. The framework comprises five components: assessment planning; development of assessment tools; implementation of assessment; use of assessment results; and feedback and adjustment of teaching and educational activities. The paper connects these components with practical tasks and learning products in teacher education. Four orientations are proposed: reviewing curricula and course content; strengthening practice and professional problem-solving; connecting teacher education with primary schools and digital technologies; and improving student assessment and supporting conditions. The contribution lies in linking assessment competence with concrete teacher education activities. The framework and orientations remain theoretical proposals rather than empirically validated findings. Further research should develop indicators and rubrics, seek expert appraisal, and examine their suitability and effectiveness in primary teacher education.