Education expert: The era of rote test learning is coming to an end, students who truly know the language will gain an advantage

As the 2026 state graduation exams approach, anxiety among applicants has intensified. Thousands of students take monthly mock exams to assess their knowledge and skills and to refine their decisions regarding future field of study. At the same time, one of the main questions in society is whether there will be any changes in this year’s exams.

Speaking to The Daily Baku on the issue, education expert Rizvan Fikratoglu said that fundamental changes will not affect 2026 but will instead apply mainly to graduation exams starting from 2027.

According to him, from 2027 the assessment model for foreign languages in the graduation exams at the level of 11-year secondary education will be significantly updated. Under the new model, students’ listening skills will be assessed through one listening text accompanied by four multiple-choice test questions. Reading skills will be evaluated using two reading texts, each followed by four multiple-choice test questions. Lexical and grammatical knowledge will be measured through 13 multiple-choice test tasks.

The expert noted that one of the most important innovations is the assessment of writing skills. Under the new requirements, students will be required to write an essay of at least 100 words based on a given topic or question. He emphasized that the inclusion of writing tasks is extremely important, as the main goal is to assess the student’s ability to express ideas logically and in a structured form, including an introduction, development, and conclusion. This skill is essential not only for exams but also for university education and real life.

Rizvan Fikratoglu stressed that these changes are not sudden and will not come as a surprise to students. He noted that textbooks and teaching materials have been adapted in advance, pilot exams have been conducted, and sample tasks have been included in textbooks and listening materials. This means that students are not being left completely unprepared, as the transition is planned and gradual.

At the same time, the expert pointed out potential risks. He said that disparities in opportunities between schools, especially in the regions, insufficient practice of listening skills in classes, and limited audio and technical resources may cause problems. The same model may not produce the same results everywhere. Writing skills, he added, are currently the weakest link. The reality is that many students will struggle to write a 100-word text and to structure their ideas properly, as this skill has not been systematically assessed until now.

The expert also noted the risk of subjectivity in the assessment of written work and emphasized the importance of strict implementation of standard assessment rubrics.

According to Rizvan Fikratoglu, the new model promises fundamental changes for students. Achieving high scores through rote memorization tests will become more difficult, while students who practice regularly and genuinely understand and can apply the language will gain an advantage. Tutoring and exam preparation formats will also need to change, with greater focus on writing and listening skills.

In conclusion, the expert stated that in the long term these changes will yield positive results. However, during the transition period, especially in the first one to two years, fluctuations in results will be inevitable, and teacher preparedness and school resources will play a decisive role.