Answers are grounded in this paper and cite their sources.
This study develops a system of varied objective questions on electric current and circuits, indicating alignment with competency standards for Vietnam's graduation examination.
The 2018 General Education Curriculum of Vietnam adopts competency-based principles for fully implementing the 2025 High School Graduation Exam, which demands alternative assessment methods. The study investigates how to resolve standardized problems in Physics exam questions connected to competency learning standards by analyzing the “Electric currents and Circuits” topic. The research conducted design-based research (DBR) to develop and test a system of diverse objective questions, including multiple-choice, true/false, and short-answer questions for 175 Grade 11 students at Hai Ba Trung High School in Hue City during the 2024–2025 academic year. The assessment system consists of 93 items that measure competency from basic recall to analysis with an average of 0.55 difficulty and 0.45 discrimination value. Evaluation data confirmed the alignment between this assessment tool and 2025 exam directives. However, examination results revealed that test questions covered only one specific content area, while the varying performance of short-answer questions points toward future improvement needs. The study presents an assessment instrument that physics educators can utilize for evaluation assessment enhancement to support educational reform in Vietnam and serve future scientific education progression.
No takes yet. Share an insight, caveat, or question.
Hong et al. (2025) studied this question.
Synapse has enriched 10 related papers. Consider them for comparative context: