The 2018 General Education Program focuses on holistic competence development, viewing English as a vital tool for learning, communication, and global integration. While this year’s high school graduation English exam introduced more relatable topics and communication contexts, its structure still focuses on language recognition rather than enabling students to apply English. 

“Are we teaching students to use English or just to excel in tests?” Dr Cao Thi Hong Phuong, lecturer, researcher and teacher trainer, asked.

In Singapore, the O-Level English exam allocates 20-30 percent of the score to speaking. The writing section requires students to complete practical tasks like drafting emails for real-life scenarios. 

New Zealand’s NCEA system (based on outcome standards) splits English skills into distinct components, such as creative writing and long-text reading comprehension.

The current English exam in Vietnam serves dual purposes: graduation certification and university admission. However, using a single test for all students creates unnecessary pressure for those not using English for university entry.

In New Zealand, students choose outcome standards aligned with their academic and career goals, and exam questions are divided into multiple levels. This allows students to pursue paths suited to their abilities. Phuong suggested that Vietnam could consider this model. A tiered exam would reduce pressure, enhance fairness, and uphold humanistic values in student assessment.

When “studying for exams” overshadows “studying for growth”

“I used to think that practicing tests and doing mock exam questions was the right way to get into university. But I have realized that the learning process can be distorted by the pressure of exams. When learning becomes a tool to pass a test, it is no longer a journey of discovery, communication, and thinking development in English,” she said.

As a teacher trainer, she meets educators enthusiastic about active teaching methods, yet they return to classrooms forced to teach to sample tests. Teachers and students are thus caught in a cycle of teaching and learning for exams, diluting the true purpose of learning English: to use it, connect, and prepare for future studies and work.

A progressive philosophy is “assessment for learning,” where evaluation improves teaching and learning. Yet, the current educational system leans heavily toward “assessment of learning,” with a single decisive test offering little room for students to correct mistakes.

In New Zealand, internal assessments allow students to resubmit work if standards aren’t met, with teachers providing feedback for improvement. To ignite genuine learning motivation, exams should reflect this spirit—evaluating not just to rank but to empower and motivate learners.

Improvements can start now

Vietnam can begin with specific reforms to improve the system. First, design exams at different levels of difficulty, including a section for graduation standards and an advanced section for university admission.

Second, integrate practical language tasks, like short essays or situational responses, even within multiple-choice formats.

Third, enhance teacher training on classroom assessment so classes don’t revolve solely around test practice. Additionally, publicly analyze test metrics before and after exams—such as trial results, score distributions, difficulty, and differentiation—to ensure transparency and continuous improvement.

She believes that the high school graduation exam should be a gateway to equitable opportunities for thousands of students, not a race for only the best or a source of public anxiety.

Each exam should mirror the teaching, learning, and educational philosophy that Vietnamese schools pursue. If tests only measure what’s easy to grade, they inadvertently stifle harder-to-measure qualities like critical thinking, expression, creativity, or real-world communication skills.

While it is not feasible to apply the same exam formats like the ones in developed countries, it is possible to take initial steps, right now.

“With patient improvements in teaching, learning, and assessment, Vietnamese students, regardless of their starting point, can confidently step into the world with their true competencies,” she said.

Cao Thi Hong Phuong, Lecturer, Researcher, and Teacher Trainer.