Yesterday, it was announced by the SEC that starting from 2027, the assessment of writing skills in the graduation examination for students receiving full (11-year) secondary education will be evaluated according to a model that requires writing a text of at least 100 words, consisting of one paragraph, based on a given topic or question.
So, are teachers ready for this innovation?
English language teacher Günay Əkbərova, Secretary of the Public Council under the Ministry of Science and Education, spoke to AzEdu.az on the topic.
She noted that if the exam model changes, the teaching approach must also change:
"In recent days, serious discussions have been ongoing regarding the new model presented by the State Examination Center for foreign language graduation exams. It must be openly stated that this innovation is not unexpected. Looking at global practice, we see that for many years, foreign languages have been assessed not only through tests but also through real skills. Azerbaijan is also gradually moving in this direction.
The new exam model represents a significant change in terms of separately measuring listening, reading, and writing skills, particularly requiring students to write a structured opinion of at least 100 words in the writing task, and transforming foreign language from an “exam subject” into a real communication tool. This approach aligns with the core philosophy of international language exams - IELTS, TOEFL, Cambridge assessment models. There, too, the main question is not “Does the student know the rule?” but “Can the student express their thoughts?”
However, we must openly state one thing here: if the exam model changes, the teaching approach must also change. Otherwise, if the teacher teaches with the same method and expects different results, this will benefit neither the student nor the teacher".
If a student cannot speak, writing will also be difficult:
"The writing task no longer consists of memorized sentences. Students must express their attitude towards the topic, put forward arguments, consider the opposing viewpoint, and draw conclusions. This requires critical thinking skills.
The main question for teachers now should be “How do we prepare for this exam?” First and foremost, writing must be taught separately and systematically in class. It is not enough to simply give students a topic. They need to be taught step-by-step how to plan ideas, structure the topic in an introduction–development–conclusion sequence, and provide reasons and examples. In global practice, writing lessons are conducted precisely this way: first, ideas are formed, then language follows.
The second important issue is increasing oral discussions in the classroom. If a student cannot speak, writing will also be difficult. Simple “agree / disagree” type discussions, idea exchange in pairs, and short oral arguments in class significantly facilitate the transition to writing. Writing does not emerge in the exam in isolation; it is the result of classroom communication.
Thirdly, teachers must also change their approach to assessment. Checking writing solely for grammatical errors is no longer sufficient. Clarity of thought, logical sequence, relevance to the topic, and the use of cohesive devices become key criteria. This requires more observation and reflection from the teacher".
These changes may seem like an additional burden for teachers:
"However, in the long-term perspective, this approach both develops the student's real language skills and makes the teacher's lesson more meaningful. When a foreign language is taught not just to pass a test, but to express one's thoughts, the value of the lesson increases.
The new exam model gives us a message: we must now prepare students not for rote learning, but for critical thinking. This process will not happen in a day, but phased implementation, pilot exams, and curriculum adaptation are steps taken in the right direction. The main issue is for teachers to view this change not with fear, but as an opportunity for development.
If we interpret these innovations correctly, we will understand that the goal is not to put students in a difficult situation, but to shape them into individuals who can use the language in real life. And on this path, the teacher's role is crucial".
