What makes an exam “difficult,” “interesting,” or “good”?

An exam is considered “difficult” when most candidates fail to achieve an average score (a determination that can only be confirmed after the actual score distribution is available). However, feedback from students and teachers, combined with experience from recent years, suggests that this year’s average score may be lower, likely ranging from 4.5 to just under 5 points, with few scores of 9 or 10. If this prediction holds, the exam can be deemed difficult.

The term “interesting” is subjective, often used to describe a positive feeling toward the exam, possibly due to topical, engaging, or relatable content. However, what is “interesting” to one person may not be to another, and it is not a professional criterion for evaluating an exam.

Since an exam is a measurement tool based on objective standards, not a novel, it cannot be judged by whether it is “interesting.” 

However, if “interesting” is understood as another way to describe “good,” an exam is considered “good” when it meets criteria such as: accurately assessing the intended competencies; being suitable for the exam’s objectives and audience; being feasible in real-world conditions; and being clear, transparent, easy to understand, and easy to grade.

In case of the Vietnamese high school graduation exam, its goal is to assess students’ ability to use English in daily life at level B1 and it is intended for students who have completed the general education program. 

This is an exam with a dual purpose of both assessing the achievement of the minimum competencies of the program and selecting excellent students for universities. Therefore, the exam questions need to be designed in a way to differentiate groups of students.

Positive changes

Compared to previous years, this year’s exam shows several highlights such as:

Increased authenticity: The content is closer to everyday communication scenarios, enabling students to apply language in meaningful contexts.

Focus on skills over knowledge: the questions emphasizing reading comprehension, logical reasoning, and identifying main ideas are more prevalent, reflecting a shift toward assessing language use competency rather than rote memorization.

Diverse language aspects: Skills like scanning, skimming, and coherence in texts are prioritized.

Updated content: Topics related to current issues, science, and society feel relatable, encouraging students to broaden their knowledge beyond language.

This is a positive step, aligning with modern assessment trends, particularly within the context of educational reform.

Challenges with difficulty and suitability

However, a “good” exam must not only be modern but also align with its objectives and target audience. Comparing this year’s sample (reference) test with the official exam reveals notable discrepancies:

The sample test is more suitable and feasible: Reading passages like “Making friends in the sky” or “To save the planet…” feature relatable content and simpler language, appropriate for high school students. The difficulty level is moderate, ensuring most students can handle the basic sections.

The official test exceeds expectations: The reading passage on “Greenwashing” includes complex concepts like ‘decarbonisation’ and ‘capital outlay’, requiring knowledge beyond the curriculum. Some passages are highly academic with intricate sentence structures, overwhelming students.

Interfering questions, requiring high reasoning: Many questions have complex question formulation, requiring advanced paraphrasing and reading comprehension skills - which are not common for most 12th graders.

Time pressure mismatch: With such difficulty, the 50-minute duration is insufficient, making it hard for students to demonstrate their true abilities, especially under the stress of unfamiliar content.

Reform needs proper roadmap

The national high school graduation exam, primarily aiming at assessing students’ minimum competency nationwide, cannot yet be deemed a “good” exam, despite its positive innovations. There are objective reasons to believe the exam’s content exceeds the intended target (many language elements are at B2 level while the goal is B1) and includes topics too unfamiliar, going beyond the curriculum.

The primary purpose of the high school final exam is to evaluate whether students meet the minimum national standards. When the exam is overly difficult, most students cannot perform well, making it impossible to determine if they have achieved the required minimum. 

This undermines the core purpose of a graduation exam, which should measure the basic knowledge and skills all students need upon leaving school. An exam excessively difficult compared to educational goals is never professionally advisable.

Vu Thi Phuong Anh (former Director of the Center for Testing and Training Quality Assessment, University of HCMC National University)