Reducing the number of subjects in the 10th grade entrance exam should be based on data rather than emotion.
Many argue that reducing the number of subjects in the 10th grade entrance exam from three to two might make the exam less stressful, but it doesn't necessarily mean a reduction in admissions pressure. If we want to reduce exam pressure, we need to identify the root causes of that pressure, not just reduce the number of subjects.
Báo Công an Nhân dân
It shouldn't be assumed that fewer subjects mean less pressure.
The Ministry of Education and Training (MOET) is currently seeking feedback on a draft Circular promulgating regulations on the admission of students to the first grade. According to the draft, admission to grade 10 can still be done through selection based on academic records, entrance exams, or a combination of both; if entrance exams are applied, the proposed number of subjects is reduced to two – Mathematics and Literature – instead of the three subjects currently stipulated. This information is currently receiving significant attention from parents and students nationwide.
Sharing his views on this issue with a reporter from the Public Security Newspaper, Mr. Hoang Tang Duc, a testing expert from Vinh University, stated that, first of all, it needs to be confirmed that this is only a draft proposal put forward by the Ministry of Education and Training for public consultation, not yet an official regulation. If the new proposal is approved, the most noticeable change will be that the exam will be more streamlined. Students will have one less subject to take, and the organization of the exam will also reduce some of the workload and costs. However, from an testing perspective, the more important question is whether, with only two exams, we can gather enough necessary information to serve the purpose of student admissions.
According to Master's student Hoang Tang Duc, evaluating an admissions plan requires basing the assessment on actual data, including the ability of the exam to differentiate students' abilities, the reliability of the results, the degree of alignment between the assessed content and the admissions goals, and the impact of the plan on teaching and learning in junior high schools. In particular, caution is needed regarding the statement "reducing exam subjects reduces pressure." Reducing the number of exams from three to two certainly reduces the number of exams students have to take, but admissions pressure also depends on the number of students, quotas, the level of competition for each school, the way the exam questions are designed, and family expectations. If the number of places in high-demand schools remains limited, the competitive pressure will not disappear, but may become more concentrated on the remaining two subjects. When only Math and Literature remain, the value of each score in these two subjects may become even greater.
In reality, the ability to differentiate students doesn't simply depend on the number of subjects tested. Two well-designed exams can provide better differentiation than three poorly designed exams. Conversely, if the exams primarily test memorization, with questions that are too easy or too difficult, and low differentiation, then organizing many subjects doesn't necessarily guarantee good selection. Besides the ability to differentiate, it's necessary to distinguish this from the scope of assessed competence. Two exams may create a good level of differentiation in scores, but this doesn't mean they fully represent a student's entire academic ability. "For highly competitive schools, the requirement for accuracy in results is even greater. In measurement science , a decision with significant consequences for learners requires the evidence used to support that decision to be carefully verified for validity, reliability, and fairness," analyzed Master's student Hoang Tang Duc.
Establish an admissions mechanism that ensures fairness and stability.
According to Master's student Hoang Tang Duc, simply changing the number of subjects while keeping the rest the same only alters the "visible" aspects of the exam. The primary focus should be on improving the quality of the exam questions, the question-building process, and ensuring stability and transparency. More importantly, the supply and demand for school places must be considered. In areas where the number of students wanting to enter a particular school far exceeds its capacity, competition persists, regardless of whether the exam consists of two subjects, three subjects, or a different admissions method. Therefore, reducing admissions pressure cannot be solely a technical issue; it also involves planning the school network, the relative quality of schools, and their ability to meet the educational needs of the population.
“Before any reform plan, we need to answer three very clear questions: What do we need to evaluate? What will those results be used to decide? And what evidence shows that the evaluation method is reliable and fair enough for that decision?” the testing expert questioned. According to him, the ultimate goal is not to reduce the number of subjects in the exam, or even eliminate it altogether, but to build a fair and reliable admissions mechanism that has less negative impact on teaching and learning and better protects the legitimate rights of students.
For many years, the entrance exam for 10th grade has always been highly competitive, especially in large cities like Hanoi and Ho Chi Minh City.
From a different perspective, Mr. Dinh Duc Hien, CEO ofthe FPT Bac Giang Primary, Secondary, and High School system, argues that the crucial question is not just "2 subjects or 3 subjects?" but rather: "What educational goals is this exam serving, and how will it affect students' learning?" According to Mr. Dinh Duc Hien, exams are ultimately just a tool. What needs to be protected is not the number of subjects, but the educational goals behind the exam. Meanwhile, the biggest pressure of the 10th grade entrance exam doesn't lie in whether there are 2 or 3 subjects, but in the level of competition between the number of applicants and the number of available places. If the number of competing students remains the same, reducing one subject mainly reduces the amount of revision, but doesn't necessarily reduce the competitive pressure. In fact, with only Math and Literature remaining, the value of each 0.25 point in these two subjects might increase. The demand for extra tutoring might not decrease, but rather shift more strongly towards these two subjects. Therefore, if we want to reduce exam pressure, we need to find the right sources of pressure, not just reduce the number of subjects tested.
Another issue noted by Master's student Dinh Duc Hien is that exams not only measure learning but also guide learning. In principle, it should be "What you learn is what you'll be tested on," but in reality, many years have shown a very strong trend: "What you'll be tested on is what you'll study." Students dedicate more time to subjects that determine their chances of entering 10th grade, parents invest more, schools pay more attention, and the exam preparation market focuses on those subjects. Therefore, the question is not just whether Math and Literature are sufficient to differentiate students, but also how secondary school students' learning methods will change if they only test in Math and Literature for many years. This is the long-term impact that policy needs to consider.
According to Master's degree holder Dinh Duc Hien, the 2018 General Education Program designed lower secondary education as the basic education stage, while upper secondary education increasingly emphasizes choices and career orientation. For 15-year-old students to make the right choices, they must first have a broad enough education to understand their strengths, interests, and suitable fields. If, from grades 8 and 9 onwards, subjects like Natural Sciences, Foreign Languages, Informatics, Technology, and Social Sciences are gradually considered "non-exam subjects," it will be difficult to expect students to fully invest in and explore their abilities.
Career guidance doesn't begin when students choose subjects in 10th grade. It starts with creating enough experiences for them to understand themselves. In my opinion, it's not necessary to have a third, extremely demanding subject, nor is it necessary to choose a different subject each year and then have the whole society wait to see "what subject will be tested this year." However, we shouldn't assume that the fewest subjects in the exam is the best option just to reduce pressure. A balanced exam approach that could achieve various goals is a combination of Mathematics and Literature with a basic, comprehensive assessment. In this approach, Mathematics and Literature would still play the main role in classification; the comprehensive assessment would confirm that after nine years of general education, students still have a minimum foundation in science, social studies, foreign languages, and technology.
Mr. Dinh Duc Hien, M.Sc., CEO of FPT Bac Giang Primary, Secondary and High School System
