This is not just a change in test-making techniques, but a question ofeducational philosophy: Do we want students to learn to memorize or to understand, to do, to think and to be creative?
The 2025 high school graduation exam will be conducted for the first time according to the new program, so there will be major changes in the exam questions.
PHOTO: DAO NGOC THACH
While in Vietnam there is still debate about whether to set questions based on textbooks to ensure exam safety, in many developed countries such as the UK, US, France, Japan, Korea or Singapore, "not following textbooks" has long been a mandatory principle.
The 2025 high school graduation exam shows some clear changes. Textbooks, practical situational questions, requiring students to read and understand data, tables, or apply knowledge... have begun to appear in the exam subjects.
Many people think that textbooks are the foundation, so why "can't we rely on them"? But in fact, making questions not based on textbooks does not mean denying textbooks. The problem lies in this: the test questions need to follow the program, assess ability, and not depend on any text, sequence or type of questions in the book.
Sticking to the textbook makes the test makers feel safe, but it puts students at a great disadvantage. The result is a situation of rote learning, memorization, and teaching according to model texts. Teachers teach closely to the textbook and practice test questions mechanically. Good students are "leveled" with average students if the test only tests knowledge. The whole system is caught up in the cycle of "practice test questions - rote learning - passing the exam".
Without changing the way questions are set, all efforts to innovate the curriculum, teaching methods, testing, and assessment will be meaningless. We cannot talk about competency-based education if the exams still test knowledge and skills like in previous years.
But in order to not stop at cautious steps like the 2025 exam, the education sector needs a specific and consistent roadmap for innovation. First of all, it is necessary to publicize the orientation of exam questions early, make the structure and assessment criteria transparent so that teachers and students can confidently shift to teaching and learning according to ability.
This year's high school graduation exam, for the first time, did not include literature test materials taken from textbooks.
Photo: TN
Proper investment is needed in the test-making team. This cannot be left to a few people, but requires the participation of education experts, researchers and actual teachers. The test must be designed, reviewed, tested and verified seriously as a responsible educational product.
Teachers need to be properly trained; parents and students also need to be fully informed. If we only change the questions without changing the teaching and learning methods, the reform will not go anywhere.
In particular, there needs to be synchronization between teaching - testing - examination. There cannot be open exams if students only memorize and practice sample questions all year round. From in-class tests to final exams, everything must aim to assess real abilities.
Source: https://thanhnien.vn/de-thi-khong-bam-sgk-de-doi-moi-dat-hieu-qua-185250702195351882.htm
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