High School Graduation Exam Results 2025: Reflecting Local Teaching Quality

For the first time, the content and orientation of the 2018 General Education Program were included in the 2025 High School Graduation Exam. Although there are still some limitations and shortcomings that need to be overcome, this exam has left many values for Vietnamese education, in changing the way of teaching, learning and thinking about organizing the exam.

Values from the first exam under the new program

First of all, it is to change the assessment method towards developing capacity. The exam no longer focuses on memorization but instead on assessing the ability to apply knowledge. Many questions are related to practical situations, forcing students to understand the nature of the problem, think logically and apply knowledge flexibly. This makes it impossible for students to learn by heart, and teachers have to innovate their methods, from explaining to guiding and stimulating thinking. This is a step in line with the spirit of the new general education program.

Candidates for the 2025 high school graduation exam

PHOTO: NHAT THINH

The exam results clearly reflect the differentiation: the average score decreased from 6.75 (in 2024) to 6.17, but the number of 10 points increased from 10,878 to 15,331. Notably, the math subject did not have a 10 point in 2024, but this year there were 513 papers with absolute scores. That shows that the exam has been well classified, helping universities and colleges recruit more accurately.

The results of the 2025 exam also partly reflect the quality of teaching and learning in localities after a period of implementing the new program. Many students appeared confused when doing practical math problems or interdisciplinary thinking questions, showing that there is still a gap between the current teaching method and the actual requirements of the exam.

A new point that is highly appreciated is that students are allowed to choose a combination exam and are not required to take a foreign language exam - creating conditions for them to choose subjects according to their strengths and career orientation. At the same time, the graduation score is calculated based on a ratio of 50% of the transcript and 50% of the exam score, reducing the pressure on a single exam. Thanks to that, students are encouraged to study all subjects evenly throughout the 3 years instead of just focusing on "cramming" before the exam. This is a positive change, in line with the spirit of "comprehensive education " proposed by the 2018 General Education Program.

National online exam registration saves time, reduces errors and demonstrates progress in digital transformation of education.

Limitations and shortcomings that need to be overcome

Although this exam brings many values, there are still many shortcomings that need improvement.

Despite the focus on assessing ability, the score distribution of many subjects shows that the results are not high. The average score for math is only 4.78; English is 5.38; Biology is 5.78. The percentage of candidates scoring below average in some subjects is up to 30 - 56%. Notably, some subjects such as math, geography, biology have a high number of 10s while the average score is low - maybe the exam is not really suitable for the general level.

There is an imbalance in the choice of exam combinations. In 2025, the number of students choosing social science combinations will continue to dominate, while the number of natural science combinations will decrease significantly, especially biology with less than 70,000 candidates, accounting for 6%. A number of students choose "easy-to-score" combinations instead of following their career orientation or real abilities.

This raises concerns about the imbalance in future human resource distribution, especially in engineering, technology, and STEM fields that are in dire need of resources.

Inconsistency in assessing transcripts. The policy of using transcript scores to determine graduation is the right direction, but the implementation is still confusing. Some schools tend to be "loose" in giving scores, leading to transcripts not accurately reflecting students' abilities.

The Ministry of Education and Training needs to continue building a standardized high school graduation exam question bank, ensuring differentiation and balance of cognitive levels.

Photo: Dao Ngoc Thach

Necessary directions in the future

Improving the quality of teaching and learning in schools is a core factor to effectively implement the 2018 General Education Program.

Information technology, technology, and natural sciences need to be systematically invested in human resources, facilities, and teaching staff. Increase teaching 2 sessions/day, combine experiential activities, STEM, and career guidance so that students can learn in practice.

The Ministry of Education and Training needs to continue building a standardized test bank, ensuring differentiation and balance of cognitive levels. Applying technology to generate questions according to ability areas helps limit rote learning, while accurately reflecting students' abilities.

It is necessary to standardize academic records and diversify graduation assessment methods. It is necessary to pilot a more flexible graduation assessment. Students can choose to be considered based on exam scores or combine exam scores with academic records, helping to reduce pressure and encourage students to study regularly throughout the process.

Promote digital transformation in exams. To implement computer-based exams from 2027, it is necessary to invest in information technology infrastructure, especially in remote areas.

Source: https://thanhnien.vn/ket-qua-thi-tot-nghiep-thpt-2025-phan-anh-chat-luong-day-hoc-dia-phuong-185250729192801714.htm