"Discussions regarding the improvement of assessment mechanisms in graduation and admission exams in recent years are completely justified."
This opinion was stated to AzEdu.az by Pərvanə Məmmədova, Deputy Chairman of the Public Council under the Ministry of Science and Education.
According to her, the main goal in modern education is not only to test knowledge but to assess the student's thinking process, analytical, and reasoning skills:
"From this perspective, open-ended tasks are of particular importance. Currently, closed-ended test questions dominate exams. This format is effective in terms of objectivity and efficiency. However, it primarily measures factual knowledge and the ability to choose the correct answer. Whereas, in the modern era, students are required not just to memorize information, but to apply it, compare it, establish cause-and-effect relationships, and justify their position.
Open-ended tasks more fully reveal a student's logical and analytical thinking ability, their capacity to express thoughts in a structured and coherent manner, and their competence in constructing arguments and drawing conclusions. In essence, the modern educational approach should focus more on developing competencies, i.e., skills formed from the unity of knowledge, abilities, and attitudes, rather than just knowledge. Assessment should also be structured in accordance with this approach."
International experience shows that in developed countries, assessment systems are built on a mixed model, and open-ended tasks play a significant role.
"In Finland, analytical and essay-type questions are widely used in graduation exams. In the UK, structured written answers are central to GCSE and A-level exams. In Germany, Abitur exams require students to analyze and reason. In the PISA assessment conducted within the OECD framework, the proportion of tasks based on real-life situations and measuring students' thinking skills is increasing. This approach demonstrates that high-performing education systems assess not only the volume of knowledge but also the quality of thinking.
Unfortunately, the influence of rote learning is still quite strong in our education system. Students are often directed to memorize facts, but their abilities to think independently, construct arguments, and analyze alternative perspectives are not systematically developed. As a result, our students' essay writing ability is not at the desired level. The weakness in skills such as constructing thoughts in a logical sequence, putting forward a thesis, substantiating it with arguments, and drawing conclusions indicates that written expression and critical thinking are not sufficiently prioritized in the teaching process. When the exam format is primarily test-oriented, the teaching process is also built on mechanical preparation, and thinking skills are overshadowed.
In this context, the role of teachers is crucial. Teachers should be more proactive and plan their daily lessons based on a methodology aimed at developing critical thinking. Open questions, debates, problem-based tasks, text analysis, essay writing exercises, and project activities should occupy a more prominent place in lessons. Merely changing the exam model is not enough. A culture of thinking and discussion must be fostered in the classroom.
In conclusion, I believe that the number of open-ended tasks should be increased, but this process must be carried out gradually and systematically. Assessment criteria should be clarified, teacher training strengthened, and critical thinking should become a priority in schools. The main goal should not be to make the exam more difficult, but to make it more qualitative and skill-oriented. If our goal is to raise young people who can think analytically, express reasoned positions, and respond to global challenges, then the assessment system must also be transformed in line with this vision."
