N MANY INNOVATIONS
Teacher Vo Kim Bao, head of the literature group at Nguyen Du Secondary School (District 1), commented: The format of the test is strange because it is a letter from a teacher framed and beautifully decorated, a bulletin board of the Growing Up with Books Club... The content of the test is also new when the reading comprehension material is no longer 100% quoted but is guided by the test maker. The reading comprehension text is written by the test maker himself, playing the role of the teacher, with quotes from works related to the topic "Letting thoughts be spoken...".
In the social discussion section, the question has two new points compared to previous years: leading with a poetic idea and creating a text based on a given title. Regarding this requirement, Mr. Kim Bao said that the question is not difficult, most students can do it. However, if not careful, the test may not be focused (only discussing the content of the poem or only discussing the given title, without any connection).
As for the topic of patriotism in the first part of the literature essay, teachers at Nguyen Du Secondary School said it is very close to students.
With topic 2 on the topic of family affection, teacher Kim Bao said that the topic is not limited to poetry or stories, students can choose any work that fits the topic, in any genre to discuss. The difference with topic 1 is in the secondary requirement: sharing how to read and understand the work they choose. This secondary requirement is not difficult, students are free to present their opinions, but students who are used to studying model essays and stereotyped thinking will not understand this requirement.
Candidates confidently enter the 10th grade exam in Ho Chi Minh City, starting with literature.
STUDENTS FREELY EXPRESS THEIR OWN THOUGHTS
Regarding the structure of this year's exam, teacher Huynh Le Y Nhi, Dong Khoi Secondary School (Tan Phu District), commented that although the structure is not new, there is still creativity in the exam, especially the social argumentation question. The argumentation question is humanistic, students will be free to express their own perspectives and thoughts (this is also a question with a level of classification).
According to Ms. Nhi, at the age of 15, when students are taking the first important exam in their life, the above way of giving questions is appropriate, because the questions are both easy and clearly classified.
Teacher Truong Minh Duc, Le Quy Don High School (District 3), commented: "The exam questions are creative within the allowed standards. The topics are not new, but the way of asking is always innovative. For example, the topic "Letting thoughts come out into words..." is expressed throughout all 3 major questions with different texts. This creates interest, because it creates conditions for students to look at the problem from many different perspectives. Moreover, the unity of the topic creates conditions for the examiners to easily classify students because the topic is exploited in the breadth of knowledge and depth of perception through the details".
THERE ARE STILL MANY THINGS TO REGRET
Master Nguyen Phuoc Bao Khoi, Ho Chi Minh City University of Education, commented that the exam structure has not changed much compared to last year. However, the topic axis "Letting thoughts be expressed in words..." is not really close to question 3. However, this is a new direction suitable for teaching literature in recent times.
3 qualities in 1 topic
With the theme "Let your thoughts be expressed in words...", this year's 10th grade entrance exam in Ho Chi Minh City integrates 3 qualities in 1 theme. That is to express your feelings and thoughts about love for your country, love for your family and love for yourself.
With that idea, all 3 questions of the exam were given in an open-ended way, aiming at the qualities of the topic.
In terms of content, the exam is highly educational, suitable for students' ages, and practical. Especially in the context of today's youth, many people live in isolation, have little sharing, "opening up" to people around them. In terms of presentation, the exam does not cause a heavy, confusing feeling for students. Because, although the exam has 2 pages, the presentation is light, the images are quite youthful and lively. Compared to previous years' exams, this year's literature exam still has quite surprising innovations but does not "shock" candidates.
With the openness of the exam, it is required to build the scoring answer sheet in an appropriate way. This also requires a high level of consensus within the scoring board and the examiners must also be even-handed when scoring.
Tran Ngoc Tuan
In addition, Master Bao Khoi gave specific analysis and comments for each content in this year's exam structure. First of all, in the reading comprehension text, according to Master Khoi, it is likely that this text was made by the test maker himself, so there is no source citation. This feeling is even more obvious when reading carefully, the evidence supporting the viewpoint stated in the text has unconnected content even though it is still capable of clarifying the problem. This is quite regrettable even though the component questions are suitable for cognitive levels and have quite clear differentiation.
Candidates discuss after finishing the literature exam. Many teachers commented that the argumentative issues in the essay were quite good, had high educational significance, and were suitable for the students' age.
The lecturer of the University of Education commented that the discussion topic was quite good, had high educational significance, and was suitable for the students' age. The way the problem was posed, posing a hypothesis to ask students to clarify the consequences, was quite creative. However, for smart students, it is entirely possible that they will find that the content of the letter contains many suggestions for developing the writing. The fact that the information in the previous question can suggest answers to the following question should be avoided because it reduces the differentiation of the exam.
Regarding literary argumentation, with topic 1, according to Mr. Khoi, the argumentation issue is another topic (perception of patriotism) that is trying to be attached to the topic that the exam develops. However, patriotism and humanity are two mainstreams of Vietnamese literature, students will easily choose an excerpt that is compatible with the topic to write an essay.
Task 2 also encountered a similar problem when trying to attach another topic (family affection) to the topic "Letting thoughts speak out...". Moreover, the additional command (sharing a few things about how you talk and understand the work, excerpt) that plays a differentiating role is still unclear.
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