Abstract
In Vietnam, after completing the high school education program, students who want to receive high school diploma, they must take a national examination including three compulsory subjects: Math, a foreign language, and Literature and electives in two groups: or Physics, Chemistry and Biology or History, Geography and Citizenship education. The method of exam-taking in the national examination greatly affected the teaching and learning style of teachers and students. In the process of teaching at high school, especially in the final year, the teachers studied how to ask types of question that have appeared in the national exam to focus on practising test-taking skills for students. Before 2017, the national examinations of Physics, Chemistry, Biology, Foreign Languages, Geography, History and Citizenship education consisted of all the multiple-choice questions; only in Math and Literature, essay questions were used. Since 2017, in national examinations of mathematics in Vietnam, there has been a significant change: the examinations with all essay questions with a time of 180 minutes (10 questions) were replaced by examinations with all multiple-choice questions (45 questions / 90 minutes). This change has met many conflicting opinions and has profoundly affected teachers' the method of teaching and reviewing knowledge and skills of mathematics for high school students in Vietnam. To better understand the perception of mathematics teachers - who directly teach - about this change, we conducted a survey of 50 mathematics teachers. The results showed that they were fully aware of the advantages of multiple-choice question-based examinations, and most of them wanted to maintain the use of multiple-choice questions for the following years.
Highlights
The above are experts’ very different opinions on examinations with multiple choice questions, but for mathematics teachers who directly teach mathematics in Grade 12, who have to review and guide students to take the national exam, what are their opinions? In order to make this clearer, we conducted the survey on opinions of teachers who have directly participated in teaching 12th-grade mathematics in recent years; from there, we can learn more teachers’ perception about this type of test
It is hard to practice for students to master knowledge and skills in a large area, most teachers still agree highly in organizing national mathematics exams with multiple-choice questions
Some of the main advantages are as follows: 1) This is an appropriate form when there is a large number of students take an examination as a case of the national examination in Vietnam because its goal is not to find the most gifted students in mathematics
Summary
Evaluation is the process of judging of calculating the quality, importance, amount, or value of something [8]. Educational evaluation is a process in which an educational and training procedure is compared with its predetermined goals to find out their fulfillment [7]. Examinations form one of the most common tools around which entire systems of education revolve. Every educational system uses examination as an indicator of performance and examinations are used to promote learners to the academic level.[10]. National Examination “ is a measuring tool used to determine the success standard of a learning process” [9]. According to Rijal Firdaos & Ahmad (2018), a national examination is an evaluation of the achievement of educational programs and evaluation is an activity to know the achievement of a program. Sukyadi & Mardini (2011) shows that the national examination has a significant influence on teachers’ instruction “in the aspect of activity/time arrangement, teaching materials, teaching contents, teaching methods, teaching strategies, Teachers' Opinions about Using Multiple-choice Questions in the National Examination of Mathematics: A Survey in Vietnam ways of assessing, and on the feelings and attitudes of the students” [11]
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