"Dump" all the pressure of innovation onto students' shoulders
Prof. Dr. Le Anh Vinh, Director of the Vietnam Institute of Educational Sciences ( Ministry of Education and Training ), said that the two subjects of English and Math in the high school graduation exam are raising serious questions: When students are confused, teachers are confused, and society reacts, is the fault between the learners and the teachers? He said that integrating reality into Math is a positive direction; it is necessary to increase reading comprehension in English to develop language skills; and differentiating the exam questions for university admission is completely justified. "But those correct things are done in a way that makes many students feel dizzy in the graduation exam, so that way of doing things is not necessarily correct," said Prof. Vinh.
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Parents' timely encouragement helps candidates feel confident after the exam. Photo: DUY PHAM |
Professor Le Anh Vinh recalls the story of the first time he participated in creating exam questions. At that time, he enthusiastically included two very good and new problems, but all the students who took the exam could not solve them. “That was when I understood that creating good, new, and unique questions is not difficult. The difficulty is creating appropriate questions. The problem today is the same. It is not because the students are weak or the teachers are bad, but because the exam questions are far beyond the curriculum and far from the reality of teaching. Students study according to a specific roadmap, practice according to a certain logic, but are tested in a form that they have never prepared for. That is unfair, especially in a mass exam like this,” Professor Le Anh Vinh wondered.
Dr. Tran Nam Dung, Vice Principal of the Gifted High School (Ho Chi Minh City National University) said that teaching and learning in high schools have not yet met the requirements of the 2018 program. Therefore, the school organized training, assigned tasks to subject groups of teachers, and observed more classes to give feedback to teachers. The school assigned KPIs for digital lectures, experiential activities, and assessments in the spirit of the new program.
He said that the Math test was long, with many “practical” but unfamiliar problems. The English test required vocabulary and reading speed beyond the output standards. Students did not react because the test was difficult, but because the test was different from what they had learned. We can demand more from teachers and students. But we cannot ignore the fact that if an exam confuses even diligent and regular students, then the problem is no longer on the student’s side.
Education should not be a place to “dump” all the pressure of innovation onto students. Reform is necessary, but it must be at the right time and in the right way. Innovation is not a hurdle race, but a journey together. No matter how modern the graduation exam is, it should only be a bridge between what is available and what needs to be achieved. If we turn it into a wall, we may be going against the philosophy of student-centered education.
A good test does not need to be easy, but it needs to be appropriate. Appropriate is so that average students can achieve their graduation goals. Appropriate is so that good students have the opportunity to demonstrate their efforts. Appropriate is so that good students can shine according to their abilities. Appropriate means reducing the ego and willfulness of the test maker, putting yourself in the shoes of the learner, to understand how they are being taught, and ensuring that no one is left behind just because of a "too innovative" test. Because a reform that forgets the learner is a reform that fails right from the start. If you are truly for the learner, start by listening to them.
Serious “breaking point”
Dr. Sai Cong Hong, Association of Vietnamese Universities and Colleges, assessed that the 2025 graduation exam cohort is the first to complete the 2018 general education program at high school level, but they are not fully prepared for the foundation at middle school level. Accessing basic knowledge through the digital environment faces many barriers, making it difficult for students to make up for all the core content required for the new high school program.
The new program focuses on the formation and development of students' qualities and abilities - a relatively new orientation in teaching practice. Although the teaching staff has been trained in the direction of innovation, the process of converting teaching methods from content-based approach to capacity development is still in a transitional stage. Teachers need more time to adjust and adapt to the new approach, especially when old professional inertia is still common.
Another notable discrepancy lies in the inconsistency between the testing and assessment methods in schools and the high school graduation exam. For many years, teachers have developed periodic tests according to Circular 22 (regulations on the assessment of middle and high school students of the Ministry of Education and Training) based on a fixed test matrix and detailed test specifications, ensuring coverage of content, level and suitability with the requirements. In contrast, the 2025 high school graduation exam uses a random test matrix, leaving teachers lacking a solid basis for review orientation.
In the context of lack of synchronous preparation, the rapid innovation of the question-making process risks creating shocks for both teachers and students. When the requirements of the exam exceed the adaptability of the team and learners, instead of promoting reform, this can lead to confusion, disorientation and adverse reactions throughout the system. The gap between the requirements of the program - teaching practice - testing and assessment methods and the form of graduation exams has not been narrowed, creating a serious "break point" in the educational operation chain. In particular, the large difference between the reference questions and the official exam questions increases confusion and insecurity among both teachers and students.
Dr. Sai Cong Hong believes that a comprehensive and systematic solution package is needed. The exam returns to the graduation exam goal, prioritizing basic-level questions to ensure that average students can achieve the minimum score. Clearly separate the graduation exam and university entrance exam.
The test development process should be based on a standardized question bank, with real-world testing of difficulty and discrimination. The use of software should only be a supporting tool, not a substitute for independent professional review. Each question in the test should be controlled by a clear specification of objectives, competencies, difficulty and assessment skills.
He emphasized the need to make the exam development process transparent and ensure consistent information from the Ministry of Education and Training. Teachers and students must be provided with clear guidance and appropriate preparation time. Teaching innovation policies must go hand in hand with assessment adjustments. While the program aims to develop competencies, teaching and testing must create conditions for learners to practice and demonstrate those competencies.
The 2025 high school graduation exam is not just a single exam, but reflects a comprehensive picture of the education system in the transition period. Mr. Sai Cong Hong believes that the exam exceeding the general capacity threshold is not simply a technical error, but the result of a series of continuous inadequacies from awareness, process to policy communication.
Source: https://tienphong.vn/de-kho-lech-pha-giua-hoc-va-thi-post1757206.tpo
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