Phân tích bộ đề thi minh họa môn Tiếng Anh trung học phổ thông năm 2025 qua hệ thống đo lường Rubric Analytic

Tóm tắt

The 2025 sample English exam introduces notable changes, featuring a restructured format of 40 multiple-choice questions to be completed within 50 minutes, focusing primarily on reading comprehension, grammar, and vocabulary. This study investigates whether such a structure can comprehensively reflect students' English language competence. Grounded in the Rubric theory by Stevens and Levi (2013), which emphasizes transparency, multidimensionality, and standardization, the research analyzes the 2025 sample exam across four core components: task description, scale, dimensions, and descriptions of dimensions. The findings reveal that while the exam possesses certain strengths, such as clear instructions, diverse item types, and objective scoring, significant limitations remain. These include a reliance on binary scales (correct/incorrect) that fail to capture varying levels of performance, an overemphasis on linguistic knowledge over communicative competence, and insufficient attention to productive skills (speaking and writing). The paper proposes three key groups of solutions:
(1) integrating the assessment of productive skills to ensure alignment with CEFR standards; (2) transitioning toward multi-level scales to provide detailed pedagogical feedback; and (3) developing specific competency descriptors for each component dimension. These improvements aim to enhance the positive washback of assessment on the English teaching and learning process in Vietnam.