A push for innovation in teaching and learning from the 2025 High School Graduation Exam

GD&TĐ - The 2025 high school graduation exam scores can be considered the "output result" of the first cycle of implementing the 2018 General Education Program in high schools.

Positive signals from the score spectrum on the one hand show many prospects in implementing the new program, while at the same time posing requirements for continuing to innovate teaching in schools, meeting the requirements of developing learners' capacity.

Exam results accurately reflect the quality of teaching.

“The goal of educational innovation is to help students develop their personal qualities and abilities and know how to creatively apply the knowledge they have learned to real life. This is clearly demonstrated through the subjects of this year’s high school graduation exam. The exam results basically reflect the quality of teaching in high school according to the 2018 General Education Program.”

Giving this opinion, Mr. Le Van Hoa - Director of the Center for Continuing Education - Information Technology, Foreign Languages ​​of Quang Tri province (Nam Dong Ha, Quang Tri) said: This year is the first year that students have been able to take the high school graduation exam in a new format, with knowledge that is widely open. However, from the exam results, it can be seen that students and teachers have basically approached and actively innovated their learning and teaching methods, adapting to changes in the exam.

For example, the Literature subject initially had concerns when the exam did not use materials from textbooks; but this subject had a fairly high score range, showing that the direction of the exam was suitable for students' abilities. For Mathematics, the strong innovation of the exam and the decrease in results compared to the previous year required more active innovation in teaching and learning, adapting to the requirements of the Mathematics subject of the 2018 General Education Program; overcoming shortcomings such as rote learning, random choice of answers, and random drawing.

According to Associate Professor, Dr. Tran Thanh Nam - Vice Principal of the University of Education ( Hanoi National University), the 2025 High School Graduation Exam is the first milestone in the implementation of the 2018 General Education Program, reflecting the learning capacity of students who have fully studied the new program in high school. This year's score distribution data shows a multidimensional picture, especially illuminating how far teaching and learning in schools have gone in the direction of developing capacity.

Accordingly, the results of the subjects Literature, History, and Geography show that students adapted quite well to the new exam questions; proving that teaching and learning according to the capacity development orientation has been well implemented by schools. For example, in Literature, with the new exam questions and materials completely outside the textbooks, the results of students nationwide still achieved very positive results (average score 7.0).

This reflects that students are familiar with presentation, argumentation and writing skills associated with practice; teachers' teaching methods aim to develop students' thinking and language reasoning abilities better. Similarly, Physics, History and Geography have clearly improved in terms of differentiation and ability to handle situations, knowledge associated with practice...

The results of the Math exam alone show that there is still a gap in the adjustment from “test-based teaching and learning” to “competency-based teaching and learning” in localities; students are still confused when handling practical situations in integrated math problems. This requires further promoting innovation in teaching this subject in schools in the direction of developing competencies, linked to practice.

“I think the strength of this year's exam that needs to be promoted is the approach based on the output standards/requirements of the 2018 General Education Program. The exam is standardized, has good differentiation, is suitable for the goal of high school graduation and is a reliable basis for university admission.

The content of the exam is related to practice, focusing on problem-solving thinking skills, in line with the orientation of competency assessment. Subjects such as Literature, Geography, and History have done better in transforming teaching and learning methods according to this approach," Associate Professor, Dr. Tran Thanh Nam commented.

Class time at Lam Kinh High School, Thanh Hoa. Photo: NTCC

Adjusting from "experimental teaching and learning" to "competency-based teaching and learning"

Also from general practice, Mr. Nguyen Minh Dao - Principal of Lam Kinh High School (Lam Son, Thanh Hoa) assessed that this year's score distribution reflects the quality of education quite closely; the exam questions have been improved appropriately, students and teachers have adapted well. Analyzing the exam results also reshapes the way of learning in high schools, adjusting to meet the goal of assessing capacity.

Lam Kinh High School will carefully study scores, score distributions and other indicators to determine strengths and weaknesses; consider the level of meeting program objectives, the ability to form qualities, learners' abilities and suitability with reality. The school also identifies difficulties and challenges in implementing the program, including content, methods, staff, facilities, coordination between relevant parties. Based on the analysis results, adjust teaching plans, assessment methods and other educational activities to better suit the actual situation.

Learning from the exam, according to Mr. Nguyen Minh Dao, to improve the quality of education, schools need to further strengthen professional training for teachers, especially in active teaching methods, competency-based assessment and application of information technology.

Develop concise, practical, and real-life lesson content. Use a variety of assessment methods that are appropriate to educational goals and accurately assess the actual abilities of learners. At the same time, invest in and upgrade facilities and teaching equipment, and strengthen coordination between schools, families, and society in educating students.

Mr. Le Van Hoa said that schools must continue to promote innovation in teaching and learning methods; the core is to focus on educating and improving students' self-study capacity to meet the requirements of educational innovation. Teachers play the role of companions, guides, and orients students in learning; flexibly use many teaching methods and techniques, and combine modern and active learning forms. Along with that, strongly promote the application of knowledge to solve practical problems.

Mr. Le Van Hoa proposed to continue innovating the high school graduation exam questions in the direction of increasing differentiation to clearly identify each student group, aiming at the goal of both accurately assessing students' abilities and serving as a basis for university admission. There should be a mechanism to facilitate schools in rural and disadvantaged areas to organize extra teaching hours for students with limited self-study ability to improve overall quality.

Pointing out the core issues that need to be focused on solving through the results of this exam, Associate Professor, Dr. Tran Thanh Nam mentioned that it is necessary to seriously consider the implementation of the program for Mathematics if we want to increase high-quality human resources in the fields of STEM, new materials, renewable energy, semiconductor technology, and quantum technology.

On the other hand, overcome the gap in converting teaching and assessment methods to competency-based approaches between educational institutions and localities; the gap in the capacity to design teaching - learning - assessment activities according to teachers' competency orientation. At the same time, review and provide in-depth training on designing integrated and differentiated lessons, innovative assessment and assessment methods, and use of technology to support teaching and learning to develop competency.

There are differences in social psychology before, after the exam day and after the score distribution is announced. Perhaps, the initial reaction to this year's exam, especially in Math and English, is mainly due to awareness, approach and educational thinking.

However, the published score distribution is not as "shocking" as the community's sentiment, but reflects a standardized exam and a well-differentiated exam. This is a necessary push to readjust the approach to the perception of the entire education sector in particular and society in general about the approach to competency assessment according to the requirements of the 2018 General Education Program. - Associate Professor, Dr. - Tran Thanh Nam

Source: https://giaoducthoidai.vn/cu-hich-doi-moi-day-va-hoc-tu-ky-thi-tot-nghiep-thpt-nam-2025-post740146.html