Reflections from the literature exam question.

In response to feedback on the 2023 high school graduation exam in literature, the education sector needs to thoroughly, frankly, and openly consider the suggestions in order to improve the structure of the literature exam and continue to innovate in teaching, learning, and testing literature in schools, meeting both societal demands and implementing the 2018 General Education Program.

Candidates discuss after the Literature exam at the 2023 High School Graduation Exam.

The exam structure is "familiar" for the sake of... safety.

The 2023 high school graduation exam, and exams in recent years, have followed a "two-in-one" purpose: certifying high school graduation and serving as a basis for university admissions. Naturally, the exam questions closely adhere to this purpose across all subjects. Therefore, the principle of "what you learn is what you're tested on" is not surprising when designing the literature exam.

A more thorough survey is needed, but based on my experience, the percentage of students who are self-motivated and excel in literature does not exceed 25%. In some high-quality schools specializing in science subjects, literature is merely rote memorization, and tests consist of reciting answers based on carefully oriented content. In schools with lower quality standards, students scoring 4, 5, or 6 points on the literature exam is considered a great achievement!

In this context, with a literature exam for over a million students, exam safety must be the top priority. Safety for administrators, for teachers, and for 12th-grade students. Perhaps we should gather a few works to add to the exam's curriculum, providing students with additional resources for life. Along that journey, students can continue to explore, read, and learn more if needed. For safety, the exam structure must be familiar; if it's unfamiliar, students will struggle to write.

Candidates prepare to enter the examination room for the Literature subject in the 2023 high school graduation exam.

The innovation of teaching methods has not been promoted.

This year's high school graduation exam in literature acknowledges the reality that while reforms in teaching methods for other subjects in general, and literature in particular, have been implemented for many years, the results remain modest. Changes have only been at the planning stage, with a few demonstration lessons, and not widespread implementation. The curriculum, textbooks, school management, and the competence and motivation of the teaching staff are not yet a unified whole, failing to create synergy that prioritizes the development of competencies and qualities.

Therefore, if you want a breakthrough in the high school graduation exam's literature section, just wait and see! The Ministry of Education and Training and its relevant departments need a roadmap, with high determination, long-term perseverance, solid solutions, integrity, and clear goals, in order to fundamentally change the current teaching and learning of literature.

Teaching literature by rote and memorizing specific topics has been a chronic problem for many years. Learning for grades, achievements, and to cope with tests and exams distorts the motivations of students, parents, and even teachers. The consequence is that while literature is taught, few teachers and students have a habit of reading. Teachers' knowledge is limited and outdated, and students' knowledge is fragmented. This situation urgently needs to change.

To avoid exam requirements in literature that are "too far removed" from the age of 18.

Every year, before the high school graduation exam, the Ministry of Education and Training issues sample exam questions. Schools then use these to teach, learn, and review for 12th-grade students, aligning their teaching, learning, and preparation with the exam requirements. Starting next year, sample exam questions should be published at the beginning of the school year. This would give 12th-grade teachers and students a clear goal, sufficient time for teaching and learning, and the ability to closely follow and apply the requirements of the Ministry of Education and Training.

The Ministry of Education and Training's high school graduation exam question-setting committee needs to expand its personnel, including representatives from various regions; experienced teachers with deep expertise; and young, skilled, and innovative teachers. To achieve harmony among generations of teachers, a "mastermind" is needed who dares to think, dares to act, and dares to take responsibility. Only then will we avoid exam questions in the literature section that are "too far removed" from the age of 18, as seen in this year's exam.

Literature exam paper for the 2023 high school graduation exam.

The examination system needs to be reformed to emphasize process-based assessment and empower students to take more autonomy.

Every year, as the exam day approaches, candidates compete to guess which literary work will be called upon. After the literature exam, candidates then compete to complain about being overwhelmed by what they studied; some complain it's difficult, others find it easy, and some even get off track but manage to turn things around…

The "2-in-1" exam has fulfilled its mission; now, the urgent need is to reform the exam system to emphasize process-based assessment at general education institutions and to empower higher education institutions with autonomy in admissions.

The 2023-2024 school year will conclude the current general education program, and from the 2024-2025 school year onwards, the first cohort of students under the 2018 General Education Program will complete grade 12. Time is running out, and looking at the teaching and assessment of literature and other subjects in general, it is clear that change is imperative for education today.

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