Hanoi National University's proposal: One exam, one national exam session.

In Vietnam, for many decades, high school students have had to participate in two important exams: the high school graduation exam and the university/college entrance exam. Although these two exams have different assessment purposes, they share the same scientific nature, meaning they are both based on the principles of educational psychology, also known as the Science of Measurement and Evaluation in Education.

From a scientific standpoint, it is entirely possible to integrate these two types of question formats into a single comprehensive exam. Furthermore, applying the achievements of Measurement and Evaluation in education and information technology will help us gradually achieve the goal of "assessing learners' competencies" instead of simply "assessing knowledge."

Designing and implementing a simple, objective, and highly reliable unified examination is an urgent practical need. It aims not only to assess high school graduation and university admissions, but also to gradually promote innovation in the curriculum and teaching and learning at the secondary level, shifting from "knowledge acquisition" to "competency development."

Currently, many countries around the world have implemented unified examinations. France has the Baccalauréat (Le Bac), and nearly 20 other European countries have a common exam called the Matura. Even in the United States, there is a high school graduation exam called the Exit Exam, administered in about 27 states. Notably, it is a mandatory requirement in California, the United Kingdom, and countries influenced by the British education system (Singapore, Hong Kong, etc.) have the A-Level exam. Recently, Eastern European countries, especially Russia and Ukraine, have also switched to using unified examinations. The results of these exams are used by candidates to determine their high school diploma and to apply for university. Because they are unified exams, the number of candidates is very large, and most countries use standardized tests with objective multiple-choice questions. Only by using standardized tests can we facilitate the application of modern testing technologies and information technology, ensuring the objectivity and high reliability of the examination.

The decision to organize a unified national examination in Vietnam today has the fundamental advantage of relatively developed information and communication technology in the country. There is an increasing number of experts in modern educational measurement and assessment technology, enabling the successful organization of large-scale examinations. Furthermore, students are already familiar with the multiple-choice format, which has been applied to Physics, Chemistry, and Biology in the "three common subjects" exam, making it easier for candidates and society to adapt to these types of exam questions.

Therefore, it can be affirmed that there is ample scientific and practical basis for implementing a national examination – a unified examination.

A single exam with one exam session.

Separating "exams/assessments" from "graduation or university admissions" helps candidates avoid the pressure of "pass/fail," and also allows them to self-assess and filter their choices for university applications based on their exam results.

The exam tests all the knowledge that students have learned, and aims to encourage and motivate comprehensive and substantive learning.

Simplified organization; comprehensive and progressively integrated in assessment content; a gradual shift from "knowledge assessment" to "competency assessment";

It's convenient for candidates to view sample questions, practice, and prepare for the exam online, completely avoiding complicated and expensive exam preparation courses.

Objective and highly reliable; fair; candidates can choose the exam date, time, and number of attempts; simple and easy to implement on a large scale for a large number of people.

Exam structure

The Comprehensive Exam is designed in multiple-choice format and consists of four components: (i) Mathematics; (ii) Literature; (iii) Natural Sciences; and (iv) Social Sciences. The Mathematics and Literature components each have 50 multiple-choice questions. The combined Natural Sciences (Physics, Chemistry, Biology) and Social Sciences (History, Geography, Civic Education) components each have 40 multiple-choice questions. The total number of questions in the exam is 180. The total time allotted for the exam is 215 minutes, to be completed in a single exam session.

The question structure is based on content: Mathematics and Literature, along with the two components of natural sciences and social sciences, will cover the basic high school curriculum. The exam will have 20% easy questions (low ability level), 60% medium questions (medium ability level), and 20% difficult questions (high ability level).

Each correct answer is worth 1 point; incorrect or skipped answers do not result in point deductions. The minimum total score is 0, and the maximum is 180.

Exam grading

The exams and grading are conducted on computers in dedicated examination rooms. Each individual's exam questions and answer options are randomly shuffled to prevent cheating and the use of external assistance. Direct computer-based testing and grading minimizes negative practices compared to in-person grading by examiners, ensuring speed and accuracy.

Exam supervision is carried out by staff who have received training in the relevant exam procedures. Computer labs have technical staff on duty to assist with computer operation.

Use the results

The transcript is designed and used to confirm high school graduation (along with academic scores for all subjects over three years) and to provide results for university and college admissions.

The exam score report will provide separate results for the four components: (i) Mathematics; (ii) Literature; (iii) Natural Sciences; (iv) Social Sciences. Scores will be converted to a 0-10 scale with two decimal places. Exam results will be used repeatedly for a period of two years from the exam date.

Based on the combined exam score and individual subject scores, candidates are selected for graduation consideration according to predetermined requirements. Universities using the results of the national exam's component scores may use the scores from one, several, or all four components to set a minimum selection score; they may also apply weighting factors to the component scores depending on the chosen program. Universities may also organize an additional single-subject exam in multiple-choice or essay format, open-ended questions, or an aptitude test to gather more information for evaluating candidates applying to programs with specific requirements.

Exam time and location

The exam may be held multiple times a year. In 2015, it was held before the high school graduation exam; candidates who achieved a passing score on the combined exam were exempt from the regular high school graduation exam. From 2016 onwards, only one combined exam will exist. The exam may be held in multiple sessions in May to allow candidates who did not meet the requirements or who wish to achieve a higher score to retake it.

Candidates can take the exam at qualified testing locations/rooms in provinces and cities. Therefore, it will not put pressure on large urban areas, creating a high level of social welfare.

Exam registration will be done online. Students will be familiarized with the exam format online. Review, practice, and mock exams will also be conducted online on designated websites, featuring various exam formats and sample tests. This will minimize the need for extra tutoring.

RESULTS IMPLEMENTED BY VIETNAM NATIONAL UNIVERSITY, HANOI

Regarding human resources

Vietnam National University, Hanoi has sufficient faculty members in all disciplines to meet the requirements for exam questions according to the structure and format of the exam.Comprehensive ExamThe team involved in preparing the exam questions included lecturers and researchers from the University of Natural Sciences, the University of Social Sciences and Humanities, the University of Education, and the University of Foreign Languages, as well as teachers from specialized high schools in Foreign Languages ​​and Natural Sciences within the Vietnam National University, Hanoi. Over 70 lecturers from the Vietnam National University, Hanoi received training in exam question design skills from US testing experts. Many leading experts in high school and university entrance exam design were also mobilized to participate in the exam question development.

Regarding the question bank

Currently, Vietnam National University, Hanoi (VNU) has prepared a pool of competency assessment questions with nearly 4000 items across various components. A portion of these has already been tested. Further testing and development of new questions are needed in the coming years to ensure a permanent presence of approximately 10,000 questions in the question bank. However, for 2015, 4500 standardized questions are required. VNU has also established a Testing Center to be ready to undertake this task.

On September 11th, Vietnam National University, Hanoi (VNU) will hold an entrance exam to select students who have already been admitted to VNU for its talent, advanced, international standard, and high-quality programs. This will be an opportunity to review and refine the procedures, exam questions, and the technology used in organizing the exam.

Regarding exam software

Vietnam National University, Hanoi (VNU) has developed software for compiling exam questions, organizing exams, grading exams, and grading exams on computers. This software will be piloted for the September 2014 exam within VNU. This admissions software allows candidates to take the exam in multiple sessions, with high security and accuracy. To implement online exams on a large scale, further investment in information technology, both hardware and software, is needed.

Admissions and support policies

Vietnam National University, Hanoi (VNU) has published the exam format along with requirements and instructions for candidates online. VNU is also designing software so that candidates can view sample exam questions and take practice tests and prepare for the exam on the VNU website.

Conditions for the widespread application of the VNU exam questions

This comprehensive exam is designed to cover the current high school curriculum, primarily focusing on grade 12. Given that the curriculum, textbooks, and teaching methods at the high school level remain unchanged, candidates can still perform well. Furthermore, with reasonable cutoff scores and preferential policies for students from priority groups, the graduation rate will not be significantly disrupted. Meanwhile, with questions designed to differentiate between universities, there will still be a basis for selecting qualified candidates. Therefore, this approach is highly feasible.

However, in order to widely use the VNU exam questions for the unified examination, additional support from the Government and relevant ministries and agencies is needed:

The system of policies and guidelines related to this examination (Consolidated Examination Regulations 2015);

Support VNU in continuing to develop a sufficiently large and high-quality source question bank that can be applied on a wide scale.

Directing localities to prepare hardware infrastructure and facilities (examination rooms). Directing telecommunications corporations to provide support in terms of transmission infrastructure. Regarding examination software, Vietnam National University, Hanoi (VNU) has been and is currently implementing computer-based examinations using software developed by VNU. With support, VNU can upgrade the software to allow online examinations to be conducted simultaneously with computer-based examinations.

Extensive communication efforts to build social consensus; Organizing a comprehensive support system for candidates before and during the exam.