Is there a concern that subjects not studied will still be tested?

In 2025, the first students of the 2018 General Education Program will begin graduating from high school and participating in university entrance exams. The structure of the aptitude test administered by the Vietnam National University Ho Chi Minh City, after seven years of implementation, is no longer suitable.

Therefore, adjusting the structure of the competency assessment exam is truly necessary.

THE EXAM STRUCTURE HAS CHANGED.

On November 12th, the Vietnam National University Ho Chi Minh City (VNU-HCM) issued the structure for the competency assessment exam, which will be applied from 2025. Accordingly, the exam structure has been adjusted to align with the 2018 General Education Program.

Candidates participating in the 2024 aptitude test of the Vietnam National University Ho Chi Minh City.

Self-study is the most effective way to prepare for aptitude tests.

Even taking international exams like SAT, IELTS, TOEFL, TOEIC requires preparation to achieve high scores, including self-study or studying at a test preparation center. The aptitude test is no exception. However, given the scope of knowledge covered and the assessment objectives of the exam, self-study based on the exam structure and sample tests is the most effective preparation method for all candidates. Only through self-study can candidates assess their progress and evaluate their abilities at each stage.

Specifically, the structure of the language and mathematics sections remains unchanged, but the number of questions in these two sections has been increased to enhance the reliability and discrimination of the exam. The logic section – data analysis and problem-solving – has been restructured into a scientific thinking component to assess candidates' ability in logic and scientific reasoning when solving real-world situations in the fields of science, technology, economics , and society.

From 2025 onwards, the competency assessment exam will still consist of 120 objective multiple-choice questions with 150 minutes to complete, and will be conducted on paper. The maximum score for the exam is 1,200 points, and the results will be determined using a modern testing method based on Item Response Theory (IRT).

Each question has a different weighting depending on its difficulty. Therefore, despite the structural changes, the total number of questions, the time allotted, and the scoring method for each question remain unchanged compared to the previous exam structure.

THE EXAM STRUCTURE WILL ENSURE THE RIGHTS OF CANDIDATES ARE PROTECTED.

First, it should be emphasized that the aptitude test of the Ho Chi Minh City National University is not a compulsory exam for candidates; rather, participation in the exam aims to give candidates more opportunities to be considered for admission to universities.

After the 2025 exam structure was announced, many parents and students expressed concerns about some content that students did not learn in the 2018 general education curriculum but was still included in the exam. However, the reduction in the number of problem-solving questions from 50 questions (5 fields, 10 questions each) to 18 questions (6 fields, 3 questions each) shows that the professional team has considered this to ensure the rights of all candidates.

The structure of the 2025 aptitude test announced by the Vietnam National University Ho Chi Minh City remains largely unchanged in terms of implementation method, total number of questions, time allotted, and scoring for each question.

Specifically, with the old exam structure, although all five subjects were taught in the general education curriculum, most candidates only mastered a maximum of three subjects, meaning at least two subjects were not their strengths, corresponding to about 20 questions. Meanwhile, in the newly announced exam structure, the subjects not taught in school account for less than six questions. In fact, according to statistics from 2018 to the present, the average score of top-scoring candidates in each exam period is around 1,100 points, meaning even the top scorers in the exams could not answer all 120 questions. This is also one of the goals that the exam's professional team aims for: to help candidates maximize their abilities when taking the exam.

It should also be noted that the competency assessment is an entrance exam, not a graduation exam, so candidates are not required to answer all the questions on the test. Instead, they should answer as many questions as possible according to their abilities. Therefore, this adjustment by the Vietnam National University Ho Chi Minh City is appropriate given the context of universities using a combination of admission methods.

Although there have been some content changes to align with the new general education curriculum, the structure of the recently announced competency assessment exam remains largely stable in terms of implementation, total number of questions, time allotted, and scoring per question. This demonstrates the stability of the exam, as well as the seriousness and responsibility of those involved.

Adjusting the structure of the competency assessment exam aims to maintain a fair and comprehensive admissions method, helping candidates maximize their individual potential, while improving the admissions efficiency of training institutions in a diverse and continuously developing educational environment.

ADMISSION PROCEDURES OF UNIVERSITIES

Any change, no matter how good, inevitably raises public concerns. Of course, by this point, almost all universities have essentially developed their admission plans and are awaiting announcement. Universities with specialized programs will have additional criteria for admission, such as setting mandatory minimum scores for certain subjects in the high school curriculum corresponding to the specifics of each undergraduate program.

According to the leader of a member unit of the Vietnam National University Ho Chi Minh City, implementing a combined method will fully assess the abilities of candidates, creating fairness for candidates participating in the admission process. At the same time, this contributes to diversifying the recruitment sources, creating motivation for learning and participation in related cultural, artistic and sports activities.

Source: https://thanhnien.vn/de-danh-gia-nang-luc-co-lo-ngai-mon-khong-hoc-ma-van-thi-185241124204819522.htm