Candidates for the 2025 high school graduation exam with their parents after the exam - Photo: DUYEN PHAN
Manyeducation experts continue to give their opinions on the high school graduation exam. Tuoi Tre would like to introduce them to readers.
Dr. Nguyen Ha Thanh (former head of geometry department, faculty of mathematics and information technology, Ho Chi Minh City University of Education):
Clearly define the graduation exam perspective
I think the Ministry of Education and Training should be clear about the high school graduation exam. If it is simply an exam for students who have completed high school, the exam questions must be suitable for the general level of students nationwide. This includes both students in urban areas and students in remote areas. And so, the criteria of "study what you take the exam" should be applied to the exam, not "study what you take the exam".
If the Ministry of Education and Training still maintains the "2 in 1" exam - used for both high school graduation and university admission - it will "step on each other's toes". Because currently many universities have their own capacity assessment exams as well as use the results of this exam.
The high school graduation exam aims to assess students' qualities and abilities during their studies in high school (according to the 2018 general education program). If this is considered an entrance exam to select excellent students to study at university, it is not consistent with the orientation of developing qualities and abilities of the 2018 general education program.
Dr. Le Tuan Phong:
Separating the functions of high school graduation recognition and university admission
It is necessary to consider separating the functions of high school graduation recognition and university admission. One exam cannot simultaneously ensure a broad spectrum for graduation consideration and a deep differentiation for admission. This is the functional contradiction that leads to the situation of "two goals - one exam - overloading learners".
The solution is to let the high school graduation exam assess basic standards, while universities are allowed to use their own exams, assess abilities, or combine methods suitable to their training goals. Many countries have applied this solution to reduce exam pressure and increase flexibility in enrollment.
In addition, it is necessary to professionalize the team that creates and manages the exam on a data platform. The task of creating exam questions should not be assigned to those who are only good at teaching but should be experts who are well-trained in educational testing and assessment.
The test development process needs to be linked to real-world testing, feedback evaluation, and updating modern theory on test design. The Ministry of Education and Training should also promote the publication of post-test reports – a common practice in many countries – to give the entire system the opportunity to learn and adjust.
No one opposes educational reform, and no one denies the central role of testing and assessment in innovation. But reform cannot turn exams into a psychological obstacle for students and a test of luck for candidates in admission.
A good test is not one that is difficult, but one that accurately measures the taught competencies, motivates learning, and reinforces belief in educational equity.
Source: https://tuoitre.vn/gop-y-cho-ky-thi-tot-nghiep-thpt-mot-de-thi-kho-dam-bao-hai-muc-tieu-20250703082959214.htm
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