Định hướng đổi mới cách ra đề thi tốt nghiệp trung học phổ thông môn Ngữ văn tiếp cận đề thi SAT của Hoa Kỳ đáp ứng việc tổ chức thi trên máy tính

Tóm tắt

In the context of a digital transformation-oriented approach to evaluating learning outcomes in Vietnam's general education system, the computerbased format for the high school graduation exam is becoming an essential requirement, requiring corresponding adjustments to the structure and methods of exam questions across various subjects, including Language Arts. Currently, the Language Arts exam for the high school graduation exam is still designed in essay format, with students writing by hand on paper and teachers grading directly on the documents. While this format is suitable for traditional settings, it reveals many limitations when transitioning to a computer-based testing environment. Based on a comparison of the Language Arts exam for the high school graduation exam with the structure and evaluation approach of the SAT Reading and Writing test in the United States, this article clarifies the core differences in evaluation objectives, question formats, and methods of measuring learners' language proficiency. Therefore, this article proposes directions for adjusting the formulation of Language Arts exam questions to suit the computer-based testing format, while ensuring a comprehensive, objective, and fair assessment of students' reading comprehension, thinking, and expression abilities.