Limit random circling
With the illustrated Math test, it can be seen that the test mainly uses knowledge from grades 11 and 12. The Math test is divided into 3 parts. The type of questions in the test is not strange compared to the new program that students are studying but still classifies each student group.
Part I of the test consists of 12 questions, each question has 4 options, students only choose one answer for each question and get 0.25 points.
In my opinion, this part is familiar and has been practiced for a long time so it is very fluent. Grade 12 has 8 questions and grade 11 has 4 questions, on the following topics: The chapter on applying derivatives to survey and draw graphs has 2 questions (question 5 and question 12). The chapter on antiderivatives, integrals and applications has 2 questions (question 1 and question 2). The chapter on equations of planes, lines and spheres has 2 questions (question 4 and question 7). The chapter on statistics has 1 question (question 3). The chapter on vectors and coordinate systems in space has 1 question (question 11).
In Part I, students can rest assured that they will not receive a failing grade and will be considered to have received all 3 points. Since the transcript scores of the three years of study account for 50%, students only need to do Part I to be recognized as graduating, so high schools have nothing to worry about.
Part II: Includes 4 questions, each with 4 ideas a), b), c) and d). This is a multiple choice question about true or false. The total score for this part is 4 points, but to do it, candidates must have comprehensive knowledge and skills to achieve the maximum score. It limits the "random" choice of answers from noisy options like the multiple choice test format. The probability of randomly getting the maximum score is 1/16, 4 times smaller than the current multiple choice test format. In my opinion, it is difficult for students to achieve the maximum score in this part.
Part III: Includes 6 short answer questions, each worth 0.5 points. This is a type of question that students solve in essay form and then write the final result on the answer sheet.
With this type of question, the teacher allows students to interact continuously during the learning process, so there are no surprises. In my opinion, the questions in this part are to classify the level of students. To do this type of question, candidates must have knowledge, skills and creative thinking. The questions do not have ready-made answers that students must solve, so there is no "luck" to choose like in part I.
This form is very suitable for students in the learning process to assess their abilities and at the same time improve the ability to classify candidates.
In short, the sample test is quite good and suitable for the new program; average and weak students can get from 3 to 5 points, good students can get from 5 to 7 points, good students can get from 7 to 9 points, the rest is for excellent students. The test is to classify each group of students and provide data for universities to consider.
The number of questions should be reduced.
Besides the advantages of the sample test analyzed above, I personally have some suggestions suitable for 12th grade students as follows:
First: We need to reduce the number of questions in the 11th grade program. We know that adding one more question to the exam requires students to spend time studying an entire chapter, which leads to overload for students. Currently, students study in the morning, take part in graduation exam review in the afternoon, and rush to competency review centers in the evening. In my opinion, it is reasonable that the graduation exam questions should be within the scope of the 12th grade program.
Second: Question 2 of Part III belongs to the 11th grade study topic, so it is not necessary to include it because it causes confusion for teachers and students. Moreover, most of the students who choose social studies do not study math. If it appears in the exam, it will be disadvantageous for them.
Third: According to the Prime Minister's direction, the exam should be organized in a way that reduces pressure, reduces costs, and is less costly for candidates, their families, and society, etc. Therefore, universities should reserve 70% of their admission quota based on graduation exam scores. When using graduation exam scores for admission, the Ministry of Education and Training also needs to set an entrance score threshold to ensure quality during the training process.
