Schools proactively approach new programs and new exam questions to prepare for the 2025 high school graduation exam.
(Baonghean.vn) - The sample test for the high school graduation exam from 2025 has changed both in structure and format to adapt to the new general education program, including new formats for multiple-choice tests.
Innovation in teaching and testing methods
The 2025 high school graduation exam is not only the first exam organized according to the content of the new general education program, but also the first exam implemented according to the new structure.
Before this exam, the Ministry of Education and Training announced the sample exam structure of the subjects. This year's exam was evaluated by many teachers as having many new and interesting features and differentiating students' abilities. However, the new exam also requires teachers to change their teaching methods and students to change their learning methods.
Teacher Ho Van Ngoc - Math teacher, Head of Natural Science Group - Anh Son 1 High School commented on the 2025 exam: "The old exam only had multiple choice questions. Meanwhile, the new exam has 3 types of questions, type 1 is multiple choice questions like traditional, type 2 is true or false answer options and type 3 is short answer multiple choice options".
With this exam, students must have a firm grasp and deep understanding of the basic knowledge to be able to solve the questions. Moreover, their learning methods must also change, not only focusing on solving exercises and solving problems but also needing to grasp the problem, understand the core of the program and have interdisciplinary knowledge.
With this change, in the past time, Anh Son 1 High School has also discussed, commented on the exam questions and gradually adjusted teaching to suit the change of textbooks and assessment innovation. At the same time, the school has also allowed students to register for subjects and exams to suit their abilities. On the part of the professional groups, they have also begun to create exam questions according to the new exam structure, starting from the mid-term 2 test. During the implementation process, the school will gradually gain experience so that at the end of this term, it will organize a general exam and build exam questions in a systematic, scientific manner, close to the illustrative exam structure.
The changes are also adjusted in each lesson and subject. Speaking more about this, teacher Ho Van Ngoc said: In the past, when teaching Math, we only focused on teaching Math. But with the current exam, we need to link many subjects, not focusing on which subject is heavy, which subject is light, but the subjects need to be balanced with each other. Second, in the new program, we pay attention to education and experience, organizing experiential lessons so that students have practical application lessons. As with Math, exercises on measurement may be given a lot in the third part of the exam. Therefore, if they learn from reality, they will no longer be confused when doing the test. In addition, in the teaching process, we value students, consider them the center, the ones who pose problems, discover problems. Meanwhile, teachers are only the ones who guide students. During class, capable students will tutor weaker students, creating opportunities for them to be active and express themselves.
Compared to the old program exam, the new exam has many differences in the number of questions, question formats and scoring methods. However, the exam still ensures the level of thinking with 4 levels of understanding, recognition (6 points) and application, high application (4 points).
Through many years of teaching experience, teacher Nguyen Thuy Chi - Geography teacher, Provincial Boarding High School for Ethnic Minorities said: We clearly determined that with this illustrative topic, students must understand and grasp the knowledge to be able to do the test. At the same time, teachers must be close to and care for students, helping students express the difficulties and problems they encounter in the learning process so that students can fully understand the lesson content.
During the teaching and testing process, teachers also need to grasp the requirements of the educational program to build a set of questions in 3 formats: multiple choice, true and false, and short answer. This set of questions must be used in the practice activities of each subject, in review sessions, and in testing sessions, to help students practice and gain experience with different types of questions. The last and most important thing is to let students use the latest test form that the Ministry of Education and Training has just announced because the form is relatively complicated. Students getting acquainted early will avoid unfortunate mistakes.
Change to adapt
In just over a year, the graduation exam under the new general education program will be held. In the current context, students studying under the new program face many opportunities but also many difficulties. In addition to the graduation exam to recognize graduation and apply for university admission, students also prepare for separate exams of universities. This also has a great impact on teaching and learning in schools to adapt to the new situation.
Talking about this, teacher Vo Thi Thanh Tam - teacher of Nghi Loc 4 High School said: In the graduation exam according to the new general education program, students only have to take 4 subjects, including 2 compulsory subjects and 2 elective subjects. Currently, our school has surveyed students to register for the subjects they will take and this will be the basis for our school to organize teaching and learning.
However, with the characteristics of our school, instead of focusing only on a few subjects that students choose, we determine to organize teaching and learning evenly. The main purpose is for students to be able to develop comprehensively, not passive if they choose 2 exams at the same time, which are the graduation exam and the university's own exam. Another reason is that a large number of students in our school wish to study abroad after graduation. Therefore, students prioritize studying all subjects evenly, having good academic records to make it easier when studying abroad.
Along with innovation in teaching, schools also innovate regular assessment, mid-term and final assessment in line with the orientation of the sample exam. Schools also determined that if there is adequate preparation and practice, students will be confident when approaching the new exam.
The 2025 high school graduation exam has a big difference from the old exam, especially in Literature. For example, in the literary essay section, the exam will give a work outside the textbook to ensure that students' abilities and creativity are promoted.
Implementing the new format of the Literature subject, teacher Nguyen Thi Hong Hanh also said that, besides the worries and concerns, the teachers themselves are quite excited about the novelty of the exam. Moreover, with this way of giving exam questions, students will not be able to memorize and they will be able to express their personalities in the process of analyzing and evaluating literary works. However, to approach the new program, teachers must be the first to change, gradually abandoning the one-way method of imparting knowledge.
“To be able to analyze any text or literary work, we must guide students on how to receive the text, how to analyze the problem, and that will help students apply the text flexibly. When first implemented, everything will be new, but I believe that if grade 10 and grade 11 students are exposed, familiarized, tested, and evaluated regularly, then by grade 12 they will have perfected their test-taking skills and will no longer be confused,” added teacher Hong Hanh.
The Department of Education and Training has instructed all educational institutions to innovate teaching methods and assessment to meet new requirements. Previously, the Department of Education and Training also issued a document requesting schools to organize for administrators, teachers, and students to carefully study the sample questions and regulations on the structure and format of the exam. On that basis, groups will organize professional groups to approach the technique of compiling questions according to each level of thinking. The Department of Education and Training also requires that during the teaching process, teachers can design questions according to sample exam formats to serve teaching activities, helping students get acquainted and assess their abilities according to the program.
