Hanoi requires correct assessment of students' abilities for appropriate review

The Hanoi Department of Education and Training recently held a conference to evaluate the quality of the 2022-2023 high school graduation exam and propose solutions to improve the quality of the 2023-2024 high school graduation exam. Mr. Le Hong Vu, Deputy Head of the Secondary Education Department (Hanoi Department of Education and Training), said: in the 2022-2023 school year, Hanoi has 98,642 candidates taking the high school graduation exam, of which 85,856 are in the high school block and 13,056 are in the continuing education block.

As a result, 98,206 candidates passed the graduation exam, accounting for 99.56%; an increase of 0.27% compared to the previous school year, an increase of 11 ranks in the national ranking (from 27th to 16th).

Students applying for university admission with foreign language certificates do not try to pass the high school graduation exam?

In the high school sector, 198 units had graduation rates equal to or higher than the previous school year. Of these, 112 units had higher graduation rates than the previous school year, and 149 units had a graduation rate of 100%, higher than the previous school year.

Notably, many schools in suburban areas have made efforts to achieve a 100% high school graduation rate such as Bac Luong Son High School, Tran Dang Ninh High School, Tay Son High School, Tran Phu - Ba Vi High School... From 2018 to present, the whole city has 26 high schools that always achieve a 100% graduation rate.

However, according to the report of the Hanoi Department of Education and Training, the city's graduation exam results have not yet met the industry's expectations. Specifically, 53 units with graduation rates lower than the city's average have not changed since last year.

According to the assessment of the Hanoi Department of Education and Training, the units with lower than average graduation rates or no change are all schools with low entrance scores, students have difficulties in studying. In addition, the socio-economic conditions in these areas are still difficult, and the coordination between families and schools is still inadequate.

Some schools have high graduation rates but unusually low subject scores.

Notably, the Department of Education and Training pointed out that for many years now, Hanoi students have been applying for university admission using international certificates, regardless of the results of the high school graduation exams. Therefore, many students think that they only need to pass the graduation exam, there is no need to compete, no need to try to get higher scores, leading to the low score distribution of some subjects.

Some schools have high entrance scores and a 100% graduation rate, but there are still subjects where students' scores are unusually low. For example, Le Quy Don High School (Ha Dong) has the 15th highest total graduation exam score in the city, but its chemistry score is 139th.

Xuan Giang High School ranked 44th in the city in total graduation exam score, but English ranked 136th. Doan Ket - Hai Ba Trung High School ranked 46th in total graduation exam score, but geography ranked 108th.

Xuan Dinh High School's total graduation exam score ranked 32nd in the city, but its civics subject ranked 84th. Quoc Oai High School's total graduation exam score ranked 50th in the city, but its biology and chemistry subjects ranked 112th and 128th in the city, respectively...

The Department of Education and Training requires a correct assessment of students' abilities to organize appropriate review sessions.

Mr. Tran The Cuong, Director of the Hanoi Department of Education and Training, requested that schools continue to review graduation results in recent years in each class, analyze the causes, and propose specific solutions.

At the same time, units focus on building a system of review documents suitable for the school's subjects; instructing students on the process and methods of taking exams, especially multiple-choice test taking techniques.

In addition, schools proactively review and arrange teaching programs and plans suitable to practical conditions; establish professional groups between clusters, between schools within clusters, and within the city to share experiences and review materials; organize accurate assessments of students' abilities to organize appropriate review classes.

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