Merging provinces and cities: Need a common system to measure education quality

For theeducation sector, merging provinces and cities is not just a simple change in boundaries, but a collision between once-different educational foundations.

N COMMON QUESTION BANK: FAIRNESS IN ASSESSMENT

Some localities are strong training centers, but others are in disadvantaged areas, lacking in staff, equipment and learning opportunities. When these units merge, the biggest problem is how to ensure that no student is left behind, no school is out of step with the new quality standards.

We need a synchronous, scientific and objective tool to evaluate the quality of education in localities.

PHOTO: DAO NGOC THACH

To fundamentally solve this problem, we need a synchronous, scientific and objective tool: the test bank. If built systematically and operated effectively, the test bank will be the "extended arm" of educational innovation, a means to honestly measure the quality of teaching and learning, a foundation to fight negativity, and also a fulcrum for the post-merger education sector to establish a common ground for assessing student capacity.

After the merger, localities will have larger scale, larger population, more schools, which means a strong increase in the internal strength of the education sector. However, without a unified assessment system, that internal strength is easily dispersed, making it difficult to standardize quality. In other words, if each place still sets its own questions, conducts its own tests, and recognizes its own results, the administrative merger will not be able to lead to a real unification in education.

The test bank not only helps to overcome the situation of "each person doing their own thing" in testing and assessment, but also creates a common reference system, ensuring fairness among students of different schools. When studying the same program and being assessed by a set of standardized questions, students will feel more clearly about the seriousness and objectivity of the exam, thereby adjusting their learning methods, enhancing critical thinking, developing their abilities instead of studying lopsidedly or learning by rote. At the same time, teachers also have a basis to adjust their teaching plans, abandoning the habit of teaching based on feelings or based on old, repetitive question types, which are no longer suitable for the requirements of the 2018 General Education program.

A systematic question bank must be a system designed according to the competency structure, integrating cognitive levels according to Bloom's taxonomy, and periodically updated to match program innovation and social development trends. Each test not only measures knowledge, but also tests the ability to apply, logical thinking and practical application. Only then will the test truly be an accurate measure of student level and local education quality.

A question bank that is encrypted, strictly censored, and randomly drawn according to a predetermined structure will be the solution to prevent violations in assessment and testing from the root.

HOW TO BUILD AND OPERATE A COMMON QUESTION BANK

Building a question bank is not a simple task, and it cannot be done carelessly. This is a serious academic task, requiring the participation of a team of good, experienced and dedicated teachers in each subject. Question compilation teams need to be properly trained in how to design questions in a competency-based way, and there needs to be a professional review board to ensure the accuracy and appropriateness of each question.

If the test bank is properly built and operated effectively, it will be a means to honestly measure the quality of teaching and learning.

Photo: Dao Ngoc Thach

The bank must also be updated periodically, reflecting adjustments to the educational program, as well as practical issues arising in society.

Another important aspect is to apply technology to the process of building and operating the question bank. Specialized software needs to be designed to be able to mix questions, randomly draw questions by topic, by difficulty level, by knowledge area, etc. Management by technology will help secure the exam questions, prevent leaks, and create conditions for teachers to access reference questions for the teaching process.

In addition, student data after each exam needs to be stored and analyzed, thereby helping schools and managers have a more objective view of the quality of education in each region and each school.

In practice, some localities have implemented a common question bank for the whole province and initially achieved positive results. The test questions have been upgraded in terms of differentiation, reducing standard deviations between schools, students no longer memorize but focus on thinking. More importantly, the psychology of parents and society has gradually changed, with more trust in fairness in exams. This is a practical lesson that newly merged provinces can completely study, learn from and adjust to suit their conditions.

A lively, scientific and constantly updated question bank not only serves exams, but is also a "companion" of teachers on the teaching journey. It provides data, suggests orientation, and reflects the true learning ability of students. Furthermore, the question bank is the first step towards provincial level exams, where students are evaluated fairly and transparently, and teachers are recognized for their true abilities through teaching effectiveness.

An education system that wants to develop must be built on fairness, transparency and real quality. If the test bank is genuine, it is the key to open that door.

Source: https://thanhnien.vn/sap-nhap-tinh-thanh-can-he-thong-chung-do-luong-chat-luong-giao-duc-185250522184830135.htm