High School Graduation Exam 2025: Need to analyze exam results, innovate teaching methods

The Ministry of Education and Training said it will analyze candidates' exam results to have a basis for evaluating the quality of exam questions, exams, and teaching and learning nationwide.

DO NOT PUT PRESSURE TO INNOVATE ON STUDENTS

Mr. Dam Tien Nam, Principal of Nguyen Binh Khiem Secondary and High School (Hanoi), said that although the way of setting questions for subjects such as math and English does not have content beyond the curriculum, it would be more suitable if applied to students who have completed the 2018 General Education Program for a longer period, at least 7 years (including secondary school), instead of 3 years like this "generation" of students.

"It is not correct to say that the change was sudden, but it is correct to say that the change needs to be more appropriate," Mr. Nam said, adding that in reality, when doing the sample questions announced by the Ministry of Education and Training and taking the mock test set by the Hanoi Department of Education and Training in the new direction, the test results in all subjects were not as high as in previous years.

A test that is too difficult or shocking should not be the tool to create a change. Education needs a roadmap of movements, not shocks, especially when the ones directly affected are the students.

Dr. Hoang Ngoc Vinh, former Director of the Department of Vocational Education (Ministry of Education and Training)

A mathematics professor with extensive experience in training teams believes that applying practical knowledge to mathematics is a positive approach; improving reading comprehension in English is essential for language proficiency; and differentiating for university admission is entirely justified. However, if all of these correct things are implemented in a way that makes a large number of students feel "dizzy" in a graduation exam, then that approach is not necessarily correct.

According to this professor, creating good, new, and unique questions is not difficult. A good test does not need to be easy, but needs to be suitable for average students to achieve their graduation goals. Suitable for good students to have the opportunity to show their efforts, and for excellent students to shine according to their abilities.

"Education should not be a place to put all the pressure of innovation on students. Reform is necessary, but it must be at the right time and in the right way. Innovation is not a race to overcome hurdles, but a journey together," the professor shared.

Candidates have difficulty with the English and math exam questions of this year's high school graduation exam.

PHOTO: TUAN MINH

Dr. Hoang Ngoc Vinh, former Director of the Department of Vocational Education (Ministry of Education and Training), expressed his opinion: Encouraging real learning, fighting against the disease of achievement and improving English teaching and learning is very necessary. However, an exam that is too difficult and shocking should not be the tool to create a push for change. Education needs planned movements, not shocks, especially when the people directly affected are students. If the program does not ensure enough time and quality for teaching and learning in-depth reading skills; if the gap between urban and rural areas in learning English is still large; if textbooks do not provide enough types of materials like the exam questions - then suddenly increasing the difficulty will create a feeling of puzzlement, instead of encouraging students to study seriously.

According to Mr. Vinh, a graduation exam cannot have the mindset of a "selection" exam while there is no official transition roadmap and no preparation for students in advance. The shift in assessment needs to go hand in hand with synchronous reforms in the curriculum, teaching methods, learning conditions, etc.

TEACHING CHANGES AND COURAGE NEEDED TO CONTINUE

According to Mr. Dam Tien Nam, the change in the way of making exam questions will directly affect the way of teaching. In fact, schools have changed a lot, especially when there are sample questions from the Ministry of Education and Training. However, after this year's exam, the change must be stronger. It is easy to see that the exam questions require high application. If students only practice by solving the same types of questions over and over again, they will not be able to get high scores. Instead, they need to be equipped with problem-solving skills, knowing how to relate the knowledge they have learned to solving life problems. Life problems are multifaceted, and it is impossible to practice questions mechanically like before.

Because the exam questions are related to reality and test problem-solving skills, Mr. Nam believes that students need to be better equipped with self-study skills. "I believe that if there is perseverance and accompaniment in innovative teaching in schools, the changes and adaptations of students will be better each year," Mr. Nam said.

Regarding the subject of literature, Associate Professor Do Ngoc Thong, Editor of the literature program in the 2018 general education program, recognized that the literature exam basically met the requirements of the competency assessment test according to the 2018 program. Specifically, the requirements on reading comprehension and writing skills.

Mr. Thong assessed that this exam officially ended a period when teachers only pursued knowledge, taught by rote, and guessed; students memorized available materials, and only copied and recited from others when taking the exam. This exam method opened a new phase: teaching how to read and write a text (how to learn).

Changes in test formulation will directly impact teaching methods.

Photo: Nhat Thinh

Associate Professor Do Ngoc Thong also said that this year's literature exam questions open a period where the exam questions and answers are designed according to competency requirements, different from the answers according to content. Teachers need to evaluate students' reading, writing, and problem-solving skills. Long or short, presented in different ways, as long as they are in the right direction and convincing. With competency orientation, specific content is not as important as students' orientation, thinking, and problem-solving skills.

"The road to innovation is still long, we need to listen to comments to continue to improve the way of making exam questions according to new requirements. However, we also need to have enough courage to believe in what we have done. The graduation exam in 2025 is a concrete expression, closing an old way of doing things, opening a new beginning, a new way of assessment that contributes to "turning the wheel" so that the ship of teaching and learning literature shifts to a more correct and effective direction," Associate Professor Thong acknowledged.

The Ministry of Education and Training will analyze the results to evaluate the quality of the exam.

On July 1, the Ministry of Education and Training reported on the 2025 high school graduation exam, affirming that the exam questions for all subjects have gradually achieved the goals of Resolution 29 on fundamental and comprehensive innovation in education and training. That is, "correctly assessing students' abilities, as a basis for vocational and university admissions". The exam questions have increased the number of differentiating questions to avoid the situation like previous years where the exam questions had few questions to classify, leading to difficulties in admissions, forcing many universities to organize separate exams, which is costly and wastes social resources.

Regarding the content of the exam, the Ministry of Education and Training affirmed that it did not exceed the requirements of the 2018 General Education Program. The ratio of thinking levels (related to difficulty) is required to closely follow the published reference questions, be differentiated and based on test results in 3 regions.

According to the Ministry of Education and Training, there may be many reasons for some difficult exam evaluations, especially for math and English. However, the ministry believes that we need to wait until the exam results are available to determine clearly.

"To meet the requirements of Resolution 29 and the challenges posed for the exam of the 2025 high school graduation exam, the exam has undergone many adjustments. Although the exam format and the direction of adjusting the exam question making have been announced since 2023, due to the new exam format structure, it is inevitable that teachers and students will be confused with this year's exam," the Ministry of Education and Training admitted.

Once the grading is completed, the Ministry of Education and Training said it will analyze the test results of the candidates to have a basis for evaluating the quality of the test, the exam, and teaching and learning activities nationwide. Analyze the adjusted scores between the subjects to serve the evaluation of the test results of the subjects. This, according to the Ministry of Education and Training, is one of the new requirements for organizing the high school graduation exam from 2025.

Also in the above report, the Ministry of Education and Training said it will continue to strengthen the direction of innovation in teaching methods, learning methods, testing and assessment of students' learning process, including regular and periodic testing and assessment in the direction of interdisciplinary integration and connection with reality, helping students continue to get used to competency-based assessment.

Source: https://thanhnien.vn/de-thi-tot-nghiep-thpt-2025-can-phan-tich-ket-qua-thi-doi-moi-cach-day-hoc-185250701205249776.htm