The rate of good and excellent students in many universities has skyrocketed.

In many schools, especially in the Economics group, the percentage of good and excellent students is up to 50-60%, a sharp increase compared to before, but experts say there is no problem.

In the public report on training quality for the 2022-2023 school year, many economic schools in the north have the highest graduation rates of excellent and good grades in the country.

At Foreign Trade University, the percentage of excellent graduates is 17.88%, and good is 47.56%. Thus, the number of students with good or below average grades is only about 34%.

The National Economics University also has a high rate of excellent and good graduates, at 15.15% and 44.72% respectively. At the Banking Academy or the University of Commerce, the rate of excellent and good graduates also accounts for about half of the total number of graduates.

Also belonging to the group of economic schools, but the rate of excellent and good graduates in the southern schools is not as high . For example, with the University of Economics and Law, Ho Chi Minh City National University, excellent students account for 0.23%, good students 29.84%. With Ho Chi Minh City Banking University, 0.28% of students graduated with excellent degrees last year and 22.34% with good degrees.

The percentage of excellent and good graduates in the fields of Medicine, Engineering, Social Sciences and Humanities is lower. For example, at Hanoi University of Construction, the total percentage is only 2.89%, Ho Chi Minh City Law 4.23%, Ho Chi Minh City Medicine and Pharmacy 11.56%.

In many schools, the rate of excellent and good graduates increases every year. For example, at Hanoi University of Science and Technology, the rate of excellent graduates increased from 1.7% in the 2020-2021 school year to 5.38% in 2022-2023. The rate of excellent graduates also increased from 15.5% to 24.25%.

Foreign Trade University, Ho Chi Minh City University of Medicine and Pharmacy, and Ho Chi Minh City University of Technical Education also recorded similar trends.

Many schools admit that compared to about 10 years ago, the rate of students graduating with honors and distinctions has skyrocketed. Previously, there were hundreds or thousands of students in a class, but sometimes only a few graduated with distinction.

Dr. Nguyen Anh Vu, Head of Admissions Consulting and Brand Development Department, Banking University of Ho Chi Minh City, commented that the high graduation rate with honors and distinctions today is mainly due to the testing method and the structure of average subject scores.

According to Mr. Vu, in the past, many schools only used a single column of final exam scores as the average score or combined the final and midterm exam scores in a ratio of 8:2 or 7:3. The average score of each subject depended largely on the final exam in the form of an essay on paper, with the content heavily memorizing.

In recent years, assessment has become more open, not focusing on memorization, but on analytical thinking and problem solving. The forms of assessment are also more diverse, including group work, projects, and presentations. On the other hand, students have more opportunities to improve their scores.

For example, Ho Chi Minh City Banking University stipulates two main score columns: 50% process score and 50% final score. In which, the process score is the result of regular assessment by lecturers through diligence, learning attitude, and small assignments.

A representative of a university in Hanoi said that the conversion from teaching by year to credit with the conversion from a 10-point scale to a 4-point scale also contributed to increasing the rate of good and excellent students compared to before.

For example, on a 4-point scale, a student with an average score of 3.2 is considered excellent. This level is equivalent to 7.6 points on a 10-point scale. Meanwhile, on the previous 10-point scale, 7.6 was only considered fair.

In addition, many schools allow students with low scores to retake the course to improve, so the graduation ranking results are more positive.

Regarding the large difference in the rate of good and excellent graduates at different schools, he said that it is impossible to look at that to compare and evaluate each school's program or to judge which school gives easier grades.

According to observations, students often get higher scores in subjects tested through essays because they have more time to study. Meanwhile, oral tests often give lower results. Depending on the subject, lecturers have different testing methods.

"Each school has a different combination of testing and assessment methods according to the training program and goals, so comparing student results should only be within each school," he said.

Students of Ho Chi Minh City University of Law at the graduation ceremony in August. Photo: Provided by the school

Associate Professor Bui Hoai Thang, Head of Training Department of Ho Chi Minh City University of Technology, Vietnam National University, said that the school's excellent graduation rate is less than 1%, and the excellent graduation rate is about 20% in the past few years. According to him, excellent graduates of the University of Technology are different from excellent graduates of many other schools, even in the engineering sector. This is normal.

Therefore, when recruiting and granting master's and doctoral scholarships, foreign universities will base on the students' ranking upon graduation, in the top 1, 5 or 10% of the class and the professor's recommendation letter.

"What type of graduate is not the deciding factor," Mr. Thang said, adding that this is also true for the labor market. In a meeting at Ho Chi Minh City University of Technology with employers, a business frankly said that in their eyes there are only two types of workers, whether they can do the job or not, what type of graduate is not too important.

Mr. Thang also acknowledged that the increase or decrease in the rate of excellent and good graduation of a school does not reflect the entire quality of training. What is important is that the school's measurement and evaluation system must be close to the students' abilities, so that they know where they are and what they need to improve.

Dr. Nguyen Anh Vu advised students not to be complacent with their excellent or good degrees when entering the working environment, but to have a learning mindset and adapt to real conditions. According to him, the goal of schools is to train students to be close to reality, but it is difficult to meet 100% of the requirements of businesses.

"Graduating with honors does not mean being excellent as required by businesses," Mr. Vu commented.

Duong Tam - Le Nguyen

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