When students cry because of... tests

Reading the school's physics test, I found it long and difficult for 10th graders. L. studied hard but was still confused, other students probably had more trouble with this test.

The day L. returned to school after the exam, I was surprised by her haggard face. I thought that L. was still in shock, so I didn't ask much because I was worried that she would be sadder. I just reminded her gently: "There are many more important things than scores." The class was as usual, but I was lost in thought about L., about the exam...

The next day, while teaching a group of 12th graders, I told them a story about a 10th grader who was depressed because he did not do well on his physics test. N., a student in the class, said: "Every time the semester test comes, I stay up all night because I'm worried about 'failing' the excellent student exam." Recently, N. couldn't do her chemistry test. She was both sad and worried that her parents would scold her. All she could do was hug her pillow and cry.

It's difficult to give students a test that they can solve, but it's easy to give them "puzzles".

Testing is a step in the teaching and learning process, helping teachers, administrators, and students evaluate teaching results and continue to have appropriate methods in the future. According to regulations, test results are used to evaluate learners, consider class promotion, consider exam conditions (high school graduation), consider rewards, etc.

Being ranked excellent or good shows students' efforts, helps them assert themselves and have a bright future. But to achieve this, students need advice and guidance from the school and empathy from their families. Therefore, when making test questions, teachers need to consider the requirements based on understanding the students' strengths and weaknesses, their "capital"; put themselves in the students' shoes; grasp the requirements for innovation in testing and assessment according to the instructions of the Ministry of Education and Training and the locality; establish a reasonable test matrix structure, linked to the teaching and learning conditions of the unit... Do not be hasty or subjective because making test questions for students to do is difficult, but making "puzzles" is... easy!

Students who take the test with all their efforts will reveal information that helps teachers adjust their teaching methods to be most effective. Therefore, the test does not necessarily cover all the content but rather helps students to have more opportunities to develop their qualities and abilities. Later, when needed, students will know how to access, synthesize, analyze and make correct, quick and creative decisions.

Transmit positive energy, help students feel confident in semester 2

According to the 2018 General Education Program, students in grades 10 and 11 this school year who want to achieve excellence must have at least 6 subjects with a score of 9.0 or higher, no subject below 6.5, and all subjects assessed by comments must pass. If schools and families lack guidance, encouragement, and sharing, this requirement can be counterproductive, causing stress for students.

ILLUSTRATION: DAO NGOC THACH

At the end of a semester, in addition to praising and rewarding students for their good performance, pay attention to the number of students who need to try to help them overcome difficulties and make progress. Absolutely do not compare students with each other, and do not punish or criticize them to hurt them. Guide students on how to study, practice, self-study, how to use learning resources to understand lessons, know how to do exercises from recognition to application, and how to do exercises.

According to the sample exam questions for high school graduation from 2025 that the Ministry of Education and Training has just announced, schools, professional groups, and teachers need to research, teach, test, and "rehearse" together so that when "entering the battle" students are not confused.

Processing training and learning results is necessary for schools and professional groups, but with love and responsibility, transmit positive energy to help students feel confident in the second semester.

Parents should not be burdened with their children’s unsatisfactory first semester results, but should be close and skillful in helping them overcome anxiety, inferiority complex, and sadness. In addition, parents should work with their children to build dreams for the new year and know how to achieve those dreams.