IELTS Reading: Tác động của cải cách giáo dục đến thành tích học sinh – Đề thi mẫu có đáp án chi tiết

Mở bài

Chủ đề về cải cách giáo dục và ảnh hưởng của nó đến thành tích học sinh là một trong những đề tài phổ biến nhất trong kỳ thi IELTS Reading, đặc biệt xuất hiện trong các bài thi từ năm 2018 đến nay. Với tần suất xuất hiện cao trong các đề thi Cambridge IELTS 14-19, chủ đề này yêu cầu thí sinh không chỉ có vốn từ vựng học thuật về giáo dục mà còn phải nắm vững kỹ năng phân tích các nghiên cứu khoa học và số liệu thống kê.

Bài viết này mang đến cho bạn một bộ đề thi IELTS Reading hoàn chỉnh với ba passages theo đúng format thi thật, bao gồm đầy đủ 40 câu hỏi với độ khó tăng dần từ Easy đến Hard. Bạn sẽ được luyện tập với tất cả các dạng câu hỏi phổ biến như Multiple Choice, True/False/Not Given, Matching Headings, và Summary Completion. Đặc biệt, phần đáp án chi tiết kèm giải thích và từ vựng quan trọng sẽ giúp bạn không chỉ hiểu được vì sao một đáp án là đúng mà còn nắm được kỹ thuật paraphrase – yếu tố then chốt để đạt band điểm cao.

Đề thi này phù hợp cho học viên từ band 5.0 trở lên, từ những người mới bắt đầu làm quen với IELTS Reading cho đến những ai đang nhắm đến band 8.0-9.0.

Hướng dẫn làm bài IELTS Reading

Tổng Quan Về IELTS Reading Test

Bài thi IELTS Reading kéo dài 60 phút và bao gồm 3 passages với tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính là 1 điểm, và tổng điểm sẽ được quy đổi thành band score từ 0-9. Để đạt kết quả tốt nhất, bạn cần phân bổ thời gian hợp lý:

• Passage 1 (Easy): 15-17 phút
• Passage 2 (Medium): 18-20 phút
• Passage 3 (Hard): 23-25 phút

Lưu ý rằng không có thời gian thêm để chuyển đáp án sang answer sheet, vì vậy bạn cần viết trực tiếp lên phiếu trả lời trong quá trình làm bài.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:

1. Multiple Choice – Câu hỏi trắc nghiệm nhiều lựa chọn
2. True/False/Not Given – Xác định thông tin đúng/sai/không được đề cập
3. Matching Information – Nối thông tin với đoạn văn tương ứng
4. Matching Headings – Chọn tiêu đề phù hợp cho mỗi đoạn
5. Summary Completion – Hoàn thành đoạn tóm tắt
6. Matching Features – Nối đặc điểm với người/địa điểm
7. Short-answer Questions – Câu hỏi trả lời ngắn

IELTS Reading Practice Test

PASSAGE 1 – The Evolution of Educational Reform: A Historical Perspective

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Educational reform has been a cornerstone of societal development for centuries. From the ancient Greek academies to modern digital classrooms, the way we educate our children has continuously evolved to meet the changing needs of society. Understanding the historical trajectory of educational reforms helps us appreciate their impact on student performance and societal progress.

The first significant wave of educational reform occurred during the Industrial Revolution in the 18th and 19th centuries. As factories replaced farms as the primary workplace, there was a growing need for a literate and numerate workforce. Before this period, education was largely a privilege reserved for the wealthy elite. However, the demands of industrialization necessitated a more educated population. Countries like Prussia (now part of Germany) pioneered the concept of compulsory education, establishing schools that taught basic reading, writing, and arithmetic to all children, regardless of their social class.

This Prussian model, which emphasized discipline, efficiency, and standardization, quickly spread across Europe and North America. Students were grouped by age, followed a standardized curriculum, and progressed through grade levels based on their age rather than their ability. While this system successfully created a more educated workforce, critics argue that it also produced students who were trained to follow instructions rather than think critically or creatively.

The mid-20th century witnessed another major shift in educational philosophy. Progressive education movements, inspired by educators like John Dewey, challenged the traditional factory model of schooling. These reformers advocated for child-centered learning, where education was tailored to individual student needs and interests rather than forcing all students through an identical program. Hands-on activities, project-based learning, and collaborative work became central features of this new approach.

Research from this era began to demonstrate that students learned more effectively when they were actively engaged in the learning process rather than passively receiving information. A landmark study conducted in the 1960s compared traditional lecture-based classrooms with those employing progressive methods. The results showed that students in progressive classrooms not only retained information better but also developed stronger problem-solving skills and greater enthusiasm for learning. However, implementing these reforms proved challenging, as they required significant teacher training and smaller class sizes, both of which demanded increased educational funding.

The late 20th and early 21st centuries have been marked by reforms focused on accountability and standardized testing. Concerned about declining academic performance relative to international competitors, many countries introduced national curricula and regular standardized tests to measure student achievement. The United States’ “No Child Left Behind” Act of 2001 exemplified this trend, requiring annual testing in reading and mathematics and imposing penalties on schools that failed to meet performance targets.

Proponents of these reforms argue that standardized testing provides objective measures of student learning and helps identify underperforming schools that need additional support. Furthermore, they contend that holding schools accountable for student outcomes motivates educators to improve their teaching practices. Critics, however, point out that an overemphasis on testing can lead to “teaching to the test,” where educators focus narrowly on test content at the expense of broader educational goals like creativity, critical thinking, and social-emotional development.

Recent years have seen growing interest in reforms that incorporate technology and personalized learning. Digital tools enable students to learn at their own pace, receiving immediate feedback and customized instruction based on their individual strengths and weaknesses. Adaptive learning platforms use algorithms to adjust the difficulty of problems based on student responses, ensuring that learners are appropriately challenged without becoming frustrated or bored.

Early research on these technology-driven reforms shows promising results. A 2019 study of schools using personalized learning platforms found that students made, on average, three additional months of progress in mathematics compared to peers in traditional classrooms. However, experts caution that technology is merely a tool, and its effectiveness depends on thoughtful implementation and continued teacher involvement. The most successful models combine technology with strong teacher-student relationships and well-designed curricula.

Sơ đồ minh họa các giai đoạn cải cách giáo dục từ thời kỳ cách mạng công nghiệp đến hiện đại

Questions 1-5: Multiple Choice

Choose the correct letter, A, B, C, or D.

1. According to the passage, education before the Industrial Revolution was primarily

• A) available to everyone regardless of social class
• B) focused on preparing students for factory work
• C) only accessible to wealthy people
• D) centered on technology and innovation

2. The Prussian educational model emphasized

• A) creativity and individual expression
• B) discipline and standardized approaches
• C) progressive child-centered learning
• D) technology integration

3. What did the progressive education movement of the mid-20th century prioritize?

• A) Standardized testing and accountability
• B) Factory-style efficiency
• C) Individual student needs and interests
• D) Strict age-based grouping

4. The “No Child Left Behind” Act is mentioned as an example of reforms focused on

• A) progressive education principles
• B) technology integration
• C) accountability through testing
• D) personalized learning platforms

5. According to the 2019 study, students using personalized learning platforms

• A) performed worse than those in traditional classrooms
• B) made three additional months of progress in mathematics
• C) showed no difference compared to their peers
• D) became frustrated and bored with the technology

Questions 6-9: True/False/Not Given

Do the following statements agree with the information given in the passage? Write:

• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

6. The Prussian educational system was the first to introduce the concept of mandatory schooling.

7. John Dewey was opposed to all forms of traditional education.

8. Progressive education methods require more financial investment than traditional approaches.

9. All schools that use technology-driven reforms have shown improved student performance.

Questions 10-13: Sentence Completion

Complete the sentences below. Choose NO MORE THAN THREE WORDS from the passage for each answer.

**10. Critics argue that standardized testing leads to __, where teachers focus only on test content.

**11. The effectiveness of technology in education depends on thoughtful implementation and continued __.

**12. Before the Industrial Revolution, education was considered a __ for the wealthy.

**13. Adaptive learning platforms use __ to adjust problem difficulty based on student responses.

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PASSAGE 2 – Measuring the Impact: Evidence from Global Education Reforms

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

Assessing the effectiveness of educational reforms presents significant methodological challenges for researchers. Unlike controlled laboratory experiments, educational interventions occur within complex social systems where numerous variables interact simultaneously. Students’ academic performance is influenced not only by pedagogical approaches but also by socioeconomic factors, family support, peer influences, and individual cognitive abilities. Disentangling the specific effects of a particular reform from these confounding variables requires sophisticated research designs and large-scale longitudinal studies.

One of the most comprehensive attempts to evaluate educational reform effectiveness comes from the Programme for International Student Assessment (PISA), administered by the Organisation for Economic Co-operation and Development (OECD). Since 2000, PISA has tested 15-year-old students in reading, mathematics, and science every three years across participating countries. This standardized assessment provides valuable cross-national comparisons, allowing researchers to identify which educational systems produce superior outcomes and investigate the policies and practices that contribute to their success. Tương tự như cách hệ thống giáo dục giải quyết vấn đề thiệt thòi văn hóa, nghiên cứu PISA cũng đánh giá tác động của các chính sách công bằng trong giáo dục.

Analysis of PISA data reveals several consistent patterns across high-performing educational systems. First, these systems typically invest heavily in teacher quality rather than simply reducing class sizes or increasing overall spending. Countries like Finland, Singapore, and South Korea recruit teachers from the top tier of university graduates, provide extensive pre-service training, and offer ongoing professional development throughout teachers’ careers. Research suggests that having an effective teacher can increase students’ learning by as much as one full year compared to having an ineffective instructor.

Second, high-performing systems tend to grant teachers considerable professional autonomy while simultaneously holding them accountable for student outcomes. Rather than prescribing rigid lesson plans or teaching scripts, these systems trust well-trained teachers to make pedagogical decisions appropriate for their students’ needs. However, this autonomy is balanced with accountability mechanisms such as peer reviews, student assessments, and regular professional evaluations. This combination of autonomy and accountability appears to foster both teacher job satisfaction and improved student performance.

A third characteristic of successful educational systems is their approach to student heterogeneity. Rather than tracking students into different educational pathways at an early age, high-performing countries tend to maintain comprehensive schooling until students are 15 or 16 years old. This approach is based on evidence suggesting that early tracking can exacerbate social inequalities by funneling disadvantaged students into less rigorous academic programs from which it becomes difficult to transfer. By delaying differentiation, these systems provide more opportunities for late bloomers to realize their academic potential.

Finland’s educational reforms illustrate these principles in practice. During the 1970s, Finland transformed its education system from one characterized by early tracking and high-stakes examinations to a comprehensive model emphasizing equity and teacher professionalism. The reforms eliminated standardized testing before university entrance, reduced class-size differences between schools, and increased support for students with learning difficulties. Teachers were required to hold master’s degrees and were given substantial autonomy in curriculum design and assessment methods.

The results have been remarkable. Finnish students consistently rank among the top performers in PISA assessments, but perhaps more impressively, Finland achieves these results with relatively low variation in performance between schools. This suggests that the Finnish system succeeds not only in producing high average achievement but also in ensuring that most students, regardless of their school’s location or their family’s socioeconomic status, receive a quality education. Critics note, however, that Finland’s success may be difficult to replicate in larger, more diverse countries, as its population of 5.5 million is relatively homogeneous in terms of language and culture.

Singapore offers a contrasting case study. Unlike Finland’s egalitarian approach, Singapore maintains a more stratified system with high-stakes examinations that determine students’ educational pathways. However, the Singaporean system also demonstrates several characteristics associated with high performance, particularly its emphasis on teacher quality and its systematic approach to curriculum development. Singapore’s Ministry of Education maintains a centralized research and development division that continuously studies pedagogical practices, develops instructional materials, and disseminates best practices to schools nationwide.

Moreover, Singapore has implemented reforms to address potential drawbacks of its examination-focused system. Recent initiatives have emphasized holistic education, reducing the weight of examination scores in school rankings and introducing more project-based learning and critical thinking activities. These reforms reflect recognition that while standardized assessments provide valuable information about student learning, an overemphasis on testing can narrow the curriculum and increase student stress.

Longitudinal studies tracking students over time provide additional insights into reform effectiveness. A particularly influential study followed students in Tennessee who were randomly assigned to different class sizes in kindergarten and tracked their academic and life outcomes into adulthood. The study found that students in smaller classes during their early elementary years not only performed better academically but also were more likely to attend college, earn higher incomes, and live in better neighborhoods as adults. Importantly, these benefits were most pronounced for students from low-income families and minority backgrounds, suggesting that class-size reduction may be an effective strategy for promoting educational equity.

However, other large-scale experiments have produced more ambiguous results. California’s class-size reduction initiative in the late 1990s, which aimed to reduce class sizes to 20 students or fewer in grades K-3, initially showed positive effects on student achievement. Yet these gains were unevenly distributed and diminished over time, partly because the rapid expansion necessitated hiring many uncertified teachers and converting non-classroom spaces into makeshift classrooms. This experience highlights the importance of implementation quality in determining reform success.

Biểu đồ so sánh thành tích học sinh các nước qua chương trình đánh giá PISA

Questions 14-18: Yes/No/Not Given

Do the following statements agree with the views of the writer in the passage? Write:

• YES if the statement agrees with the views of the writer
• NO if the statement contradicts the views of the writer
• NOT GIVEN if it is impossible to say what the writer thinks about this

14. Educational research faces difficulties because it cannot be conducted in controlled environments.

15. Reducing class sizes is more important than improving teacher quality for student achievement.

16. Early tracking of students into different educational pathways helps disadvantaged students reach their potential.

17. Finland’s educational success can easily be replicated in any country.

18. The Tennessee class-size study showed that smaller classes benefit all students equally.

Questions 19-23: Matching Headings

The passage has nine paragraphs labeled A-I. Choose the correct heading for paragraphs B-F from the list of headings below.

List of Headings:
i. The challenge of isolating reform effects
ii. Singapore’s examination-focused approach and recent adjustments
iii. Teacher quality as a key factor in successful systems
iv. The importance of delaying student differentiation
v. Finland’s comprehensive educational transformation
vi. The mixed results of California’s reform efforts
vii. Professional autonomy balanced with accountability
viii. Long-term benefits revealed through tracking studies
ix. PISA’s role in international education assessment

19. Paragraph B
20. Paragraph C
21. Paragraph D
22. Paragraph E
23. Paragraph F

Questions 24-26: Summary Completion

Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer.

High-performing educational systems share several common features. They prioritize recruiting teachers from top graduates and providing extensive 24. __. These systems give teachers significant 25. __ decisions while maintaining accountability through assessments and evaluations. Additionally, successful countries avoid early 26. __ of students into different educational tracks, maintaining comprehensive schooling longer to promote equity.

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PASSAGE 3 – The Neuroscience of Learning and Implications for Educational Reform

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The advent of neuroimaging technologies such as functional magnetic resonance imaging (fMRI) and positron emission tomography (PET) has revolutionized our understanding of how the brain learns, offering profound implications for educational reform. Contemporary neuroscientific research challenges several long-held assumptions about learning and development, suggesting that many traditional educational practices may be inconsistent with the brain’s natural learning mechanisms. This emerging field of educational neuroscience, while still in its nascent stages, provides compelling evidence for reimagining how we structure educational experiences to optimize student learning and development.

One of the most significant discoveries in developmental neuroscience concerns the protracted maturation of the prefrontal cortex, the brain region responsible for executive functions including planning, impulse control, and abstract reasoning. Contrary to earlier beliefs that brain development was largely complete by early childhood, neuroimaging studies reveal that the prefrontal cortex continues developing well into the mid-twenties. This protracted development has important implications for educational policy, particularly regarding the timing of high-stakes assessments and the appropriateness of expecting adolescents to make irrevocable decisions about their educational and career trajectories. Điều này cũng liên quan mật thiết đến sự khác biệt văn hóa trong phong cách nuôi dạy con và giáo dục, nơi các chuẩn mực phát triển được hiểu khác nhau giữa các nền văn hóa.

Research on neuroplasticity—the brain’s capacity to reorganize itself by forming new neural connections throughout life—further challenges traditional educational models. While plasticity is indeed greatest during critical periods in early development, the brain retains remarkable capacity for change across the lifespan. This finding contradicts the notion that intelligence or academic ability is fixed, supporting instead a “growth mindset” perspective articulated by psychologist Carol Dweck. Students who believe their abilities can be developed through effort and appropriate strategies demonstrate greater resilience in the face of academic challenges and achieve higher levels of performance than those who view intelligence as an immutable trait. Educational interventions designed to cultivate growth mindsets have shown promising results, though researchers caution that simply teaching students about neuroplasticity without accompanying changes in instructional practices and assessment approaches may produce limited benefits.

The study of memory consolidation processes offers additional insights relevant to educational reform. Neuroscientific evidence indicates that memory consolidation—the process by which short-term memories are transformed into long-term storage—occurs primarily during sleep. Sleep deprivation significantly impairs this consolidation process, leading to reduced learning and retention. Yet many secondary schools begin classes at times that conflict with adolescents’ circadian rhythms, which naturally shift toward later sleep and wake times during puberty. This chronobiological mismatch between school schedules and teenagers’ biological clocks has been termed “social jetlag” by researchers.

Several school districts have experimented with later start times for adolescents, and the results have been striking. A study of more than 9,000 high school students found that delaying school start times by one hour was associated with a two-percentage-point increase in standardized test scores in mathematics and a one-percentage-point increase in English. Students also reported better mental health, reduced daytime sleepiness, and fewer car accidents. Despite these compelling findings, implementing later start times faces practical obstacles including scheduling conflicts with extracurricular activities, transportation logistics, and parents’ work schedules. These implementation challenges illustrate a broader tension in educational reform: the difficulty of translating neuroscientific insights into scalable policy changes within existing institutional constraints.

Research on attention and cognitive load similarly offers guidance for instructional design. The brain’s attentional capacity is fundamentally limited—we can consciously attend to only a small fraction of the sensory information constantly bombarding our perceptual systems. Cognitive load theory, grounded in this understanding of attentional limitations, distinguishes between intrinsic load (the inherent difficulty of the material being learned), extraneous load (demands imposed by how information is presented), and germane load (the mental effort devoted to schema construction and automation of knowledge).

Effective instruction should minimize extraneous load while managing intrinsic load appropriately and promoting germane load. Multimedia learning research, conducted extensively by Richard Mayer and colleagues, has identified several principles consistent with cognitive load theory. For instance, students learn more effectively when visual and verbal information are presented simultaneously rather than sequentially, when redundant information is eliminated, and when complex material is segmented into manageable portions with opportunities for practice between segments. These principles, derived from controlled experimental studies, provide concrete guidance for designing educational materials and digital learning environments. Để hiểu rõ hơn về những thách thức trong việc áp dụng công nghệ, hãy tham khảo tác động của khoảng cách kỹ thuật số đến công bằng giáo dục.

The neuroscience of motivation and reward processing adds further complexity to educational reform discussions. Dopaminergic pathways in the brain, particularly connections between the ventral tegmental area and the nucleus accumbens, play crucial roles in reward anticipation and motivated behavior. Neuroscientific studies reveal that unpredictable rewards generate stronger dopaminergic responses than predictable ones, and that the anticipation of reward often produces greater neural activation than reward receipt itself. These findings have implications for how we structure feedback, grades, and other reward systems in education.

Some researchers argue that traditional grading systems may actually undermine intrinsic motivation by making rewards (grades) too salient and predictable, shifting students’ focus from the inherent satisfaction of learning to extrinsic outcomes. This concern resonates with self-determination theory, which posits that intrinsic motivation flourishes when three basic psychological needs are satisfied: autonomy (feeling in control of one’s behavior), competence (experiencing mastery), and relatedness (feeling connected to others). Educational reforms that provide students with meaningful choices, appropriately challenging tasks with supportive feedback, and opportunities for collaborative learning may thus promote not only achievement but also sustained engagement and well-being.

However, translating neuroscientific findings into educational practice requires methodological caution. Critics of educational neuroscience point out that most neuroimaging studies involve small samples tested under artificial laboratory conditions that differ markedly from actual classroom environments. The ecological validity of these findings—their applicability to real-world educational settings—remains uncertain in many cases. Moreover, brain imaging studies typically identify correlations between brain activity patterns and behavioral outcomes, but correlation does not establish causation. Just because particular brain regions activate during a learning task does not necessarily mean that targeting those regions will improve learning.

Furthermore, there is a risk of neurobiological reductionism—the tendency to explain complex educational phenomena solely in terms of brain mechanisms while neglecting social, cultural, and institutional factors that profoundly shape learning. Education occurs within social contexts that cannot be fully understood through neuroscience alone. The most productive approach likely involves interdisciplinary collaboration, where neuroscientists, psychologists, educators, and policymakers work together to develop reforms that are both neurobiologically informed and pedagogically sound, practically feasible, and socially equitable. Một ví dụ về tầm quan trọng của sự hợp tác xã hội này được thể hiện qua vai trò của cố vấn học sinh trong hiểu biết đa văn hóa.

The integration of neuroscience into educational reform also raises ethical considerations. As neuroimaging technologies become more sophisticated and accessible, questions arise about their appropriate use in educational settings. Should schools use brain imaging to identify students with learning difficulties or predict academic potential? Such applications raise concerns about stigmatization, privacy, and the potential for neurobiological determinism—the belief that brain characteristics immutably determine educational outcomes. Establishing appropriate ethical guidelines for the application of neuroscience in education represents an important challenge as the field matures.

Hình ảnh minh họa các vùng não bộ liên quan đến quá trình học tập và trí nhớ

Questions 27-31: Multiple Choice

Choose the correct letter, A, B, C, or D.

27. According to the passage, the prefrontal cortex is responsible for

• A) memory consolidation during sleep
• B) processing visual and verbal information
• C) executive functions like planning and impulse control
• D) establishing circadian rhythms

28. Research on neuroplasticity suggests that

• A) intelligence is determined at birth and cannot change
• B) the brain can form new connections throughout life
• C) critical periods are the only times when learning occurs
• D) academic ability is fixed after early childhood

29. The term “social jetlag” refers to

• A) students traveling between different time zones
• B) the conflict between school schedules and adolescent biology
• C) sleep deprivation caused by excessive homework
• D) jet lag experienced by teachers commuting to work

30. According to cognitive load theory, effective instruction should

• A) maximize all types of cognitive load
• B) present information sequentially rather than simultaneously
• C) minimize extraneous load while promoting germane load
• D) increase intrinsic load as much as possible

31. Critics of educational neuroscience argue that

• A) all neuroimaging studies should be conducted in classrooms
• B) brain research has no relevance to education
• C) most studies involve small samples in artificial settings
• D) neuroscience has definitively solved all educational problems

Questions 32-36: Matching Features

Match each researcher or theory (32-36) with the correct description (A-H).

Researchers/Theories:
32. Carol Dweck
33. Richard Mayer
34. Self-determination theory
35. Cognitive load theory
36. Educational neuroscience

Descriptions:
A. Focuses on three psychological needs: autonomy, competence, and relatedness
B. Distinguishes between intrinsic, extraneous, and germane cognitive demands
C. Studies the timing of memory consolidation processes
D. Proposes that abilities can be developed through effort
E. Researches multimedia learning and information presentation
F. Combines neuroscience with educational practice
G. Investigates dopaminergic pathways in motivation
H. Examines prefrontal cortex development exclusively

Questions 37-40: Short-answer Questions

Answer the questions below. Choose NO MORE THAN THREE WORDS from the passage for each answer.

37. What type of imaging technology has revolutionized understanding of brain learning processes?

38. During which period does memory consolidation primarily occur?

39. What did a study find was the increase in mathematics test scores when school start times were delayed by one hour?

40. What kind of collaboration does the passage suggest is most productive for educational reform?

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Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. C
2. B
3. C
4. C
5. B
6. TRUE
7. NOT GIVEN
8. TRUE
9. FALSE
10. teaching to the test
11. teacher involvement
12. privilege
13. algorithms

PASSAGE 2: Questions 14-26

14. YES
15. NO
16. NO
17. NO
18. NO
19. ix
20. iii
21. vii
22. iv
23. v
24. pre-service training / professional development
25. pedagogical
26. tracking

PASSAGE 3: Questions 27-40

27. C
28. B
29. B
30. C
31. C
32. D
33. E
34. A
35. B
36. F
37. neuroimaging technologies / fMRI / functional magnetic resonance imaging
38. sleep / during sleep
39. two percentage points / two-percentage-point
40. interdisciplinary collaboration

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Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: education before Industrial Revolution, primarily
• Vị trí trong bài: Đoạn 2, dòng 3-4
• Giải thích: Câu trong bài viết “Before this period, education was largely a privilege reserved for the wealthy elite” được paraphrase thành “only accessible to wealthy people” trong đáp án C. Từ “privilege reserved for the wealthy elite” = “only accessible to wealthy people”.

Câu 2: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Prussian educational model, emphasized
• Vị trí trong bài: Đoạn 3, dòng 1-2
• Giải thích: Bài viết nói rõ “This Prussian model, which emphasized discipline, efficiency, and standardization” khớp hoàn toàn với đáp án B “discipline and standardized approaches”.

Câu 6: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Prussian educational system, first, mandatory schooling
• Vị trí trong bài: Đoạn 2, dòng 5-6
• Giải thích: Bài viết khẳng định “Countries like Prussia…pioneered the concept of compulsory education”. Từ “pioneered” = “first to introduce”, “compulsory education” = “mandatory schooling”.

Câu 8: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Progressive education methods, financial investment
• Vị trí trong bài: Đoạn 5, dòng cuối
• Giải thích: Bài viết nói rõ “implementing these reforms proved challenging, as they required significant teacher training and smaller class sizes, both of which demanded increased educational funding” – điều này chứng minh progressive education cần nhiều đầu tư tài chính hơn.

Câu 10: teaching to the test

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Critics argue, standardized testing leads to
• Vị trí trong bài: Đoạn 7, dòng 3-4
• Giải thích: Câu trong bài: “Critics…point out that an overemphasis on testing can lead to ‘teaching to the test'”. Cụm từ này được trích nguyên văn.

Passage 2 – Giải Thích

Câu 14: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: Educational research, difficulties, controlled environments
• Vị trí trong bài: Đoạn A, dòng 1-2
• Giải thích: Tác giả khẳng định “Unlike controlled laboratory experiments, educational interventions occur within complex social systems” – điều này thể hiện quan điểm rằng nghiên cứu giáo dục gặp khó khăn vì không thể thực hiện trong môi trường kiểm soát.

Câu 15: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: Reducing class sizes, more important, teacher quality
• Vị trí trong bài: Đoạn C, dòng 2-3
• Giải thích: Bài viết nói rõ “these systems typically invest heavily in teacher quality rather than simply reducing class sizes” – từ “rather than” cho thấy tác giả cho rằng teacher quality quan trọng hơn, trái ngược với statement.

Câu 16: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: Early tracking, helps disadvantaged students
• Vị trí trong bài: Đoạn E, dòng 3-5
• Giải thích: Bài viết khẳng định “early tracking can exacerbate social inequalities by funneling disadvantaged students into less rigorous academic programs” – hoàn toàn trái ngược với statement.

Câu 19: ix (PISA’s role in international education assessment)

• Dạng câu hỏi: Matching Headings
• Vị trí: Đoạn B
• Giải thích: Toàn bộ đoạn B nói về PISA – Programme for International Student Assessment, vai trò của nó trong việc đánh giá và so sánh giáo dục quốc tế.

Câu 24: pre-service training hoặc professional development

• Dạng câu hỏi: Summary Completion
• Từ khóa: extensive, teacher recruitment
• Vị trí trong bài: Đoạn C, dòng 2-3
• Giải thích: Bài viết nói “provide extensive pre-service training and offer ongoing professional development” – cả hai cụm từ đều đúng.

Passage 3 – Giải Thích

Câu 27: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: prefrontal cortex, responsible for
• Vị trí trong bài: Đoạn B, dòng 2-3
• Giải thích: Bài viết nói rõ “the prefrontal cortex, the brain region responsible for executive functions including planning, impulse control, and abstract reasoning” khớp với đáp án C.

Câu 28: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: neuroplasticity suggests
• Vị trí trong bài: Đoạn C, dòng 1-2
• Giải thích: “Neuroplasticity—the brain’s capacity to reorganize itself by forming new neural connections throughout life” được paraphrase thành đáp án B.

Câu 29: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: social jetlag, refers to
• Vị trí trong bài: Đoạn D, dòng cuối
• Giải thích: Bài viết giải thích “This chronobiological mismatch between school schedules and teenagers’ biological clocks has been termed ‘social jetlag'” – sự xung đột giữa lịch học và sinh học của thanh thiếu niên.

Câu 37: neuroimaging technologies

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: imaging technology, revolutionized understanding
• Vị trí trong bài: Đoạn A, dòng 1
• Giải thích: Câu đầu tiên nói “The advent of neuroimaging technologies such as functional magnetic resonance imaging (fMRI)…” Có thể trả lời là “neuroimaging technologies”, “fMRI”, hoặc “functional magnetic resonance imaging”.

Câu 38: sleep / during sleep

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: memory consolidation, primarily occur
• Vị trí trong bài: Đoạn D, dòng 2-3
• Giải thích: Bài viết nói rõ “memory consolidation…occurs primarily during sleep”.

Câu 40: interdisciplinary collaboration

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: most productive, educational reform
• Vị trí trong bài: Đoạn I, dòng 4-5
• Giải thích: Bài viết kết luận “The most productive approach likely involves interdisciplinary collaboration” – đúng nguyên văn trong bài.

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Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
cornerstone	n	/ˈkɔːnəstəʊn/	nền tảng, trụ cột	Educational reform has been a cornerstone of societal development	cornerstone of development
trajectory	n	/trəˈdʒektəri/	quỹ đạo, đường đi	the historical trajectory of educational reforms	historical trajectory
compulsory	adj	/kəmˈpʌlsəri/	bắt buộc	compulsory education	compulsory education/attendance
standardized curriculum	n phrase	/ˈstændədaɪzd kəˈrɪkjələm/	chương trình giáo dục chuẩn hóa	followed a standardized curriculum	implement/follow a standardized curriculum
child-centered learning	n phrase	/tʃaɪld ˈsentəd ˈlɜːnɪŋ/	học tập lấy trẻ em làm trung tâm	advocated for child-centered learning	promote child-centered learning
hands-on activities	n phrase	/hændz ɒn ækˈtɪvɪtiz/	hoạt động thực hành	Hands-on activities became central features	engage in hands-on activities
retain information	v phrase	/rɪˈteɪn ˌɪnfəˈmeɪʃn/	ghi nhớ thông tin	students retained information better	retain/absorb information
accountability	n	/əˌkaʊntəˈbɪləti/	trách nhiệm giải trình	reforms focused on accountability	educational accountability
standardized testing	n phrase	/ˈstændədaɪzd ˈtestɪŋ/	kiểm tra chuẩn hóa	an overemphasis on standardized testing	conduct standardized testing
teaching to the test	idiom	/ˈtiːtʃɪŋ tuː ðə test/	dạy nhằm vượt qua bài kiểm tra	can lead to teaching to the test	avoid teaching to the test
personalized learning	n phrase	/ˈpɜːsənəlaɪzd ˈlɜːnɪŋ/	học tập cá nhân hóa	reforms that incorporate personalized learning	implement personalized learning
adaptive learning platforms	n phrase	/əˈdæptɪv ˈlɜːnɪŋ ˈplætfɔːmz/	nền tảng học tập thích ứng	Adaptive learning platforms use algorithms	utilize adaptive learning platforms

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
methodological challenges	n phrase	/ˌmeθədəˈlɒdʒɪkl ˈtʃælɪndʒɪz/	thách thức về phương pháp luận	presents significant methodological challenges	face methodological challenges
confounding variables	n phrase	/kənˈfaʊndɪŋ ˈveəriəblz/	biến số gây nhiễu	Disentangling effects from confounding variables	control for confounding variables
cross-national comparisons	n phrase	/krɒs ˈnæʃənl kəmˈpærɪsnz/	so sánh liên quốc gia	provides valuable cross-national comparisons	conduct cross-national comparisons
professional autonomy	n phrase	/prəˈfeʃənl ɔːˈtɒnəmi/	quyền tự chủ nghề nghiệp	grant teachers professional autonomy	promote professional autonomy
accountability mechanisms	n phrase	/əˌkaʊntəˈbɪləti ˈmekənɪzəmz/	cơ chế trách nhiệm giải trình	balanced with accountability mechanisms	establish accountability mechanisms
heterogeneity	n	/ˌhetərədʒəˈniːəti/	tính không đồng nhất	approach to student heterogeneity	address heterogeneity
tracking students	v phrase	/ˈtrækɪŋ ˈstjuːdnts/	phân luồng học sinh	Rather than tracking students into different pathways	avoid early tracking
exacerbate	v	/ɪɡˈzæsəbeɪt/	làm trầm trọng thêm	early tracking can exacerbate social inequalities	exacerbate inequalities/problems
high-stakes examinations	n phrase	/haɪ steɪks ɪɡˌzæmɪˈneɪʃnz/	kỳ thi có tầm quan trọng cao	characterized by high-stakes examinations	prepare for high-stakes examinations
egalitarian	adj	/ɪˌɡælɪˈteəriən/	bình đẳng	Finland’s egalitarian approach	egalitarian approach/system
longitudinal studies	n phrase	/ˌlɒndʒɪˈtjuːdɪnl ˈstʌdiz/	nghiên cứu theo chiều dọc	Longitudinal studies tracking students over time	conduct longitudinal studies
ambiguous results	n phrase	/æmˈbɪɡjuəs rɪˈzʌlts/	kết quả mơ hồ	have produced more ambiguous results	yield ambiguous results
unevenly distributed	adj phrase	/ʌnˈiːvnli dɪˈstrɪbjuːtɪd/	phân bố không đều	gains were unevenly distributed	benefits unevenly distributed
implementation quality	n phrase	/ˌɪmplɪmenˈteɪʃn ˈkwɒləti/	chất lượng triển khai	importance of implementation quality	ensure implementation quality

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
neuroimaging technologies	n phrase	/ˌnjʊərəʊˈɪmɪdʒɪŋ tekˈnɒlədʒiz/	công nghệ chụp hình não	advent of neuroimaging technologies	utilize neuroimaging technologies
functional magnetic resonance imaging	n phrase	/ˈfʌŋkʃənl mæɡˌnetɪk ˈrezənəns ˈɪmɪdʒɪŋ/	chụp cộng hưởng từ chức năng	functional magnetic resonance imaging (fMRI)	conduct fMRI scans
protracted maturation	n phrase	/prəˈtræktɪd ˌmætʃuˈreɪʃn/	sự trưởng thành kéo dài	protracted maturation of the prefrontal cortex	undergo protracted maturation
executive functions	n phrase	/ɪɡˈzekjʊtɪv ˈfʌŋkʃnz/	chức năng điều hành	responsible for executive functions	develop executive functions
neuroplasticity	n	/ˌnjʊərəʊplæˈstɪsəti/	tính dẻo thần kinh	Research on neuroplasticity	demonstrate neuroplasticity
growth mindset	n phrase	/ɡrəʊθ ˈmaɪndset/	tư duy phát triển	supporting a growth mindset perspective	cultivate/develop a growth mindset
immutable trait	n phrase	/ɪˈmjuːtəbl treɪt/	đặc điểm bất biến	view intelligence as an immutable trait	possess immutable traits
memory consolidation	n phrase	/ˈmeməri kənˌsɒlɪˈdeɪʃn/	củng cố trí nhớ	study of memory consolidation processes	facilitate memory consolidation
circadian rhythms	n phrase	/sɜːˈkeɪdiən ˈrɪðəmz/	nhịp sinh học	conflict with adolescents’ circadian rhythms	disrupt circadian rhythms
social jetlag	n phrase	/ˈsəʊʃl ˈdʒetlæɡ/	mất nhịp sinh học xã hội	chronobiological mismatch termed social jetlag	experience social jetlag
cognitive load theory	n phrase	/ˈkɒɡnətɪv ləʊd ˈθɪəri/	lý thuyết tải nhận thức	Cognitive load theory grounded in understanding	apply cognitive load theory
intrinsic load	n phrase	/ɪnˈtrɪnsɪk ləʊd/	tải nội tại	intrinsic load (inherent difficulty)	manage intrinsic load
extraneous load	n phrase	/ɪkˈstreɪniəs ləʊd/	tải ngoại sinh	minimize extraneous load	reduce extraneous load
dopaminergic pathways	n phrase	/ˌdəʊpəmɪˈnɜːdʒɪk ˈpɑːθweɪz/	con đường dopamine	Dopaminergic pathways in the brain	activate dopaminergic pathways
ecological validity	n phrase	/ˌiːkəˈlɒdʒɪkl vəˈlɪdəti/	tính giá trị sinh thái	ecological validity of findings	question ecological validity
neurobiological reductionism	n phrase	/ˌnjʊərəʊbaɪəˈlɒdʒɪkl rɪˈdʌkʃənɪzəm/	chủ nghĩa rút gọn thần kinh sinh học	risk of neurobiological reductionism	avoid neurobiological reductionism
interdisciplinary collaboration	n phrase	/ˌɪntədɪsɪˈplɪnəri kəˌlæbəˈreɪʃn/	hợp tác liên ngành	involves interdisciplinary collaboration	foster interdisciplinary collaboration
ethical guidelines	n phrase	/ˈeθɪkl ˈɡaɪdlaɪnz/	nguyên tắc đạo đức	establishing appropriate ethical guidelines	follow ethical guidelines

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Kết bài

Chủ đề về tác động của cải cách giáo dục đến thành tích học sinh là một trong những đề tài quan trọng và thường xuyên xuất hiện trong IELTS Reading. Bộ đề thi mẫu này đã cung cấp cho bạn ba passages với độ khó tăng dần từ Easy đến Hard, phản ánh đúng cấu trúc của bài thi thật. Passage 1 giới thiệu bối cảnh lịch sử các cuộc cải cách giáo dục, Passage 2 phân tích bằng chứng từ các nghiên cứu toàn cầu, và Passage 3 đi sâu vào khía cạnh khoa học thần kinh – ba góc độ khác nhau giúp bạn làm quen với cách IELTS xây dựng đề thi theo chủ đề.

Với 40 câu hỏi bao gồm 7 dạng bài khác nhau, bạn đã có cơ hội thực hành toàn diện các kỹ năng cần thiết: từ việc xác định thông tin chi tiết (True/False/Not Given), hiểu ý chính của đoạn văn (Matching Headings), đến phân tích và tổng hợp thông tin (Summary Completion). Phần đáp án chi tiết không chỉ cho bạn biết câu trả lời đúng mà còn giải thích rõ ràng vị trí thông tin, cách paraphrase, và lý do tại sao các đáp án khác không đúng.

Bộ từ vựng học thuật được tổng hợp từ ba passages bao gồm hơn 40 từ và cụm từ quan trọng, đều là những vocabulary items thường xuất hiện trong các bài thi IELTS Reading thực tế. Hãy dành thời gian học thuộc những từ này kèm theo collocations để nâng cao vốn từ vựng học thuật của bạn. Khi nhìn thấy xếp hạng giáo dục toàn cầu ảnh hưởng đến nhận thức văn hóa như thế nào, bạn sẽ thấy được tầm quan trọng của việc hiểu sâu về các chủ đề giáo dục này.

Để đạt hiệu quả cao nhất, hãy luyện tập bộ đề này nhiều lần: lần đầu làm theo đúng thời gian quy định, lần sau phân tích kỹ từng câu sai, và lần cuối học thuộc tất cả từ vựng mới. Chúc bạn ôn tập hiệu quả và đạt được band điểm mong muốn trong kỳ thi IELTS sắp tới!