For the future-from the perspective of sustainability-

　In the center exams in recent years, for example, the problems themselves give suggestions for class improvement, such as expressing the two-dimensional figures that are familiar in textbooks in three dimensions and making them think, and giving questions that are essential and devised. So-called well-developed thinking-type problems were created.In addition, the common test trial test seemed to have more ingenuity toward the realization of the thinking type test.However, as I proceeded with the common test, I had to feel the limits of the questions.

　Based on the purpose of the country, it seems that the difficulty of continuing to create problems while ensuring the standard under the condition of the mark sheet method is extremely difficult.Is it really sustainable to create a question that asks thinking ability using the mark sheet method?I frankly feel the limit to continue to provide novel thinking-type problems.After creating a thinking-type problem through an unimaginable effort of the people concerned, each prep school immediately thinks about how to deal with it and creates a countermeasure problem.It's just a cat-and-mouse game.In addition, both high school and examinees deviate greatly from the original purpose when preparing for the exam.Thinking-type problems also change into patterned knowledge regeneration problems.In this cycle, it is obvious that the purpose of introducing the common test is defeated.

　In other countries, extremely polite university entrance examinations are conducted to maintain and prosper the nation.In many countries, descriptive exams are conducted in order to look at abilities that are not limited to the knowledge of the examinees.

　Further sincere discussion will be required on what is a valid thinking-type test that the examinees who entrust the future of Japan face.