First of all, I should note that applicants initially focusing on graduation exams and then transitioning to a short-term block exam preparation phase creates inconsistency and strategic incompatibility in the content of the educational process.
These views were stated by education expert Kamran Asadov in his statement to AzEdu.az.
He stated that the graduation exam format is primarily aimed at evaluating the outcomes of secondary education, i.e., measuring the minimum level of knowledge acquisition:
"This particularly negatively impacts the deepening of interdisciplinary knowledge, the formation of analytical thinking skills, and the achievement of high results. Statistical observations show that a large portion of applicants preparing under this model cannot achieve high results in entrance exams meaning a significant portion of those who score above 300 points are applicants who prepared consistently and integratively throughout the year.
The graduation exam format is primarily aimed at evaluating the outcomes of secondary education, i.e., measuring the minimum level of knowledge acquisition. Structurally, these exams measure reproductive knowledge (memorization and repetition). However, block exams require applicants to possess analytical, logical, comparative thinking, and application skills. Despite the fundamental difference between these two exams, many applicants prepare using the same principles, consequently approaching questions with the same methods without understanding the conceptual differences. This is particularly evident in subjects such as mathematics, history, and chemistry, as knowledge in these subjects requires not just memorization, but a sequence of thought and deep logic.
Short-term, intensive block preparation does not ensure continuous learning from a methodological perspective. International psychopedagogical studies show that memory stabilization is 2.5 times more effective during long-term and uninterrupted preparation. In a short intensive period, however, a “mass loading effect” occurs meaning that although information is learned quickly, it is soon forgotten. Therefore, when an applicant prepares for the block exam in just 1–2 months after the graduation exam, the brain does not have time to transfer new knowledge to long-term memory. Consequently, the deep comprehension required to achieve high scores is not formed".
Applicants experience psychological fatigue after the graduation exam:
"This approach also leads to increased stress and motivation fluctuations. This is because psychological fatigue is observed in applicants after the graduation exam, and the subsequent demand for high-level block exam preparation in a short period creates additional pressure. This leads to fluctuations in performance. According to data from the Ministry of Science and Education for 2023, approximately 42 percent of those who achieved high results in the graduation exam cannot maintain the same level in the block exam. This is precisely a consequence of the lack of continuity in the preparation model.
In global practice, the preparation process for applicants is organized in stages. For example, in Finland, South Korea, and Estonia, there is content integration between the school curriculum and higher education entrance exams. In these countries, students prepare for both graduation and entrance exams in parallel during the last two years, and the demand for additional tutoring decreases due to the unified planning of the assessment process. In Azerbaijan, however, there is a significant difference in both content and psychological aspects between graduation exams and block exams, which forces applicants to work in two separate modes.
This model of preparation also stems from the lack of coordination in curricula. In schools, teaching for the graduation exam focuses more on the basic part of subjects, whereas in the entrance exam, deeper topics of subjects prevail. As a result, applicants spend a large part of the year on repetition and test strategies, and then try to learn complex question types under time constraints. This does not ensure long-term academic development and merely reinforces the habit of “exam-oriented learning".
The application of a short-term preparation method after the graduation exam is ultimately not effective:
"The positive aspect is that the results of graduation exams, to some extent, provide applicants with the opportunity to assess their knowledge level and identify their weak points. However, to make proper use of this opportunity, the preparation process must be consistent, phased, and planned. The steps taken by the Ministry of Science and Education in recent years to align the content of entrance exams with graduation exams are gradually reducing this problem. Furthermore, the expansion of “digital educational resources” and the synchronization of training programs will reduce this gap in the future.
I believe that the application of a short-term preparation method after the graduation exam is ultimately not effective. For high results, the preparation process should be continuous, phased, and well-thought-out throughout the year. The goal of the Ministry of Science and Education in this direction is to ensure the integration of subject curricula and to build a bridge between the knowledge provided in school and the requirements of the entrance exam. If this approach is consistently applied, applicants' exam results will improve, stress levels will decrease, and the educational process will become more systematic and purposeful".
