Education reform needs better assessment, not a new exam model

Each year, more than one million Vietnamese students take the national high school graduation examination, expecting their academic performance to be assessed under the same standards and conditions. For families, the exam marks not only the end of secondary education but also a gateway to higher education and future career opportunities.

Any doubts about the integrity of the examination therefore extend beyond individual candidates, affecting public confidence in the education system as a whole.

Concerns intensified after irregularities were detected in the 2026 examination in several localities, particularly a case under investigation in northern Tuyen Quang province. The incidents have prompted calls for stricter accountability and renewed questions over whether Vietnam should continue using its current ‘two-in-one’ examination, which serves both as a graduation exam and an admissions criterion for many universities.

However, the Ministry of Education and Training (MOET) and many education specialists argue that the lessons from this year's exam point not to the need for a new examination model, but to the need for comprehensive reform of the assessment system.

Reforming assessment system, not exam itself

Debate over the national graduation examination is not new. With graduation rates remaining above 99% for several years, some have questioned whether the exam still serves a meaningful purpose.

The MOET, however, maintains that the exam's value lies not in the graduation rate but in its role as a standardised national assessment. It provides a common benchmark for evaluating upper secondary education nationwide while supplying data used by universities for admissions.

Following this year’s examination, Minister of Education and Training Hoang Minh Son called for a comprehensive review of the examination process to further improve its integrity, safety and quality.

According to Hoang Ngoc Vinh, former director of the MOET’s Department of Professional Education, there is little evidence that the ‘two-in-one’ model itself has caused the irregularities. He argued that it is important to distinguish symptoms from underlying causes.

“If the examination model were the fundamental problem, similar irregularities would likely have appeared nationwide rather than in only a limited number of localities,” he analysed.

Simply replacing the exam model without addressing deeper institutional weaknesses, he added, would leave the education system trapped in a cycle of responding to isolated incidents rather than solving structural problems.

In his view, the real challenge lies in strengthening assessment capacity and improving examination governance.

A modern assessment system

Education specialists argued that meaningful reform should begin with assessment itself. MOET expert Vinh said the credibility of any national examination depends less on the number of exams administered than on the quality of assessment and the effectiveness of examination management.

A reliable national exam requires a scientifically developed item bank in which every question has been extensively tested and analysed for difficulty, discrimination and validity before being included in official examinations.

Without such a database, examination papers are heavily dependent on the experience of individual experts assembled for each examination season, making it difficult to ensure long-term consistency and reliability.

Beyond building standardised question banks, he believed Vietnam should gradually establish national assessment centres staffed by specialists trained in educational measurement and evaluation.

Such institutions could oversee research, question validation, data analysis and the long-term development of a professional assessment system instead of relying on seasonal arrangements.

“The issue is not whether there should be one examination or two, but how well we assess students and manage the examination process,” he stressed.

Technology alone is not enough

Alongside assessment reform, the MOET is preparing a roadmap toward computer-based testing. According to Huynh Van Chuong, director of the MOET’ Quality Management Department, pilot implementation is expected between 2027 and 2029 following trial testing in 2026, with broader deployment envisioned from 2030.

Preparations include developing standardised question banks, examination software and information technology infrastructure across the country.

Experts, however, cautioned that technology alone cannot eliminate misconduct. MOET expert Vinh pointed out that authorities should comprehensively review examination regulations, including personnel assignments, examination security, storage procedures and supervision mechanisms.

One key principle, he said, is ensuring that no single individual or organisation controls multiple critical stages of the examination process.

Sharing a similar view, educator Vu Khac Ngoc, who previously identified statistical anomalies in the 2018 examination scandal in northern Ha Giang province and later analysed unusual mathematics scores in Tuyen Quang province in 2026, said stronger decentralisation must be accompanied by stronger independent oversight.

He suggested expanding supervision by the MOET, universities and cross-provincial inspection teams.

“The more independent stakeholders involved in monitoring the examination, the lower the risk of local interests influencing the process,” he said.

Experts also recommended increasing the random allocation of candidates across examination venues where feasible to reduce opportunities for misconduct while maintaining operational practicality.

Vinh further suggested that Vietnam gradually introduce more assessment formats measuring reasoning and analytical ability alongside multiple-choice testing, helping ensure that teaching focuses on developing competencies rather than simply preparing students for standardised tests.

“The question is not whether multiple-choice or essay testing is better, but which method best measures students’ learning outcomes,” he analysed.

Restoring public confidence

The MOET's decision to retain the current national graduation examination suggests that the immediate priority is improving the quality and credibility of the national assessment system rather than redesigning the examination itself.

Following the lessons of the 2026 examination, public expectations extend beyond holding violators accountable. They also include building a professional, transparent and scientifically grounded assessment system capable of earning long-term public trust.

Ultimately, a national examination can command confidence only when every stage, from question development and examination administration to marking and independent oversight, is supported by robust standards, reliable data and effective accountability.

Only then can examination results accurately reflect students’ abilities, ensure fairness for millions of candidates and contribute to the long-term improvement of Vietnam’s education system.

2026 high school graduation exam concludes safely, marks first year of new curriculum

VOV.VN - The 2026 national high school graduation examination has concluded safely and in compliance with regulations, marking a significant milestone in the country's ongoing education reform efforts, the Ministry of Education and Training (MoET)announced on June 12.