Regarding the protests that have been expressed publicly about the results of students in the written assessment of the first quarter, the Ministry of Education, Sports and Youth (MESY) communicates the following:
Taking into account representations and concerns expressed by the Pancyprian Confederation of Public Secondary School Parents' Associations Federations from the first days of the examinations and even before corrections were made and results were available, the Ministry undertook, as the President of the Confederation was informed, to pay special attention to the whole process. In particular, there was an evaluation of the examination papers and then a thorough study of the results. The relevant inspectors, their advisers and the Planning Office were involved in this matter. While the results were scientifically processed and examined by experts, mathematicians and statisticians.
Through this investigation and verification, no claims that anything unusual was happening or that any particular problem was observed were confirmed.
The results, from any point of view, do not justify claims made in public. Indeed, the results of the written assessments in high schools in particular appear to be better than expected.
With regard to the 3rd grade Mathematics Orientation exam, about which the Confederation had raised an issue, the analysis of the results shows that:
- The average score is practically the same as last year (9.5/20 versus 9.6/20) and compares favourably with the last comparable Pancyprian exams (8.3/20).
- The distribution of scores follows a curve almost identical to last year's - approximating to some extent the smooth distribution (as shown in the attached graph).
- The percentage of students scoring above the "base", i.e. 10/20 to 20/20, is higher this year than last year (48.5% compared to 46.8%). It compares favourably with the results of the last Pancyprian Examinations. The percentage of those who scored below "basic" this year is relatively lower.
- While the percentage of students with top scores, 18-20/20, is about the same in this year's and last year's examination, around 8%.
Therefore, the claim that the examination essay was particularly difficult or that the students were underperforming does not seem to be borne out.
The Parents' Confederation has even been informed in writing about this matter a few days ago, along with the assurance that on the basis of the results recorded, no discussion of any action is warranted.
It should be noted that a similar picture is recorded with regard to the performance of seniors in Modern Greek, which, as shown in the data attached in a table, is improved compared to the previous year.
Similar and comparable to previous years is the performance recorded in the other grades of the Lyceum.
In addition, it is noted that the results of the assessments in the Gymnasium are also considered quite good, which were also given special attention, since it was the first time that students of those ages had the experience of a central written assessment (which are also recorded in general terms in the attached Table).
Specifically, in Grade 1, 70% of students scored above 10/20 in Modern Greek, while 28% scored 15-20/20. In Mathematics, 58.5% had a score above 10/20 and 29.5% were rated 15-20/20. In History, with an average score of 13.8/20, 83% had a score above 10/20, while the corresponding results were recorded in Biology, with 80% scoring above 10/20 and 54% between 15 and 20/20.
In Secondary School, 54% had a score above 10/20 in Mathematics and 28% scored 15-20/20, while in Greek 70% scored above 10/20 and 35% scored 15-20/20. Similarly, in 3rd grade, 59% had scores above 10/20 in Modern Greek and 29% between 15 and 20/20, while in Mathematics, 46% and 19% had similar scores.
However, these satisfactory performances recorded at secondary school confirm the need for assessment and evaluation, precisely for cases where any shortcomings or weaknesses that need to be addressed are identified. Reliable and structured assessment is beneficial both for each of the pupils and teachers who see the results of the teaching, and for each school and the Ministry as a whole.
The data itself does not justify any particular complaints, nor does it follow that there was any problem with the reliability of the assessments in the first quarter and certainly in no way can there be any question of 'cancellation', as is being suggested.
The attempt by some to discredit the assessment process, in which all teachers are active in various ways, either as teachers, subject teachers and correctors, or as consultants and inspectors, is tantamount to discrediting the school as a whole. When some people question the work of teachers and the Ministry in terms of assessment, do they realise that they are also questioning the teaching done by them?
Parents in particular are the first people who should be asking schools for their children to be taught as much as possible and for reliable assessment procedures to be in place so that it can be established that proficiency/success indicators and learning outcomes are being achieved. There is nothing to substantiate that the logic of vague repetitive demands for "curriculum reduction" and the abolition of examinations will be of benefit to education and children.
Attached Summary Table of Results, as well as the related Graphic Chart showing the distribution of performance in Grade 3 Guidance Mathematics[/URL].
IP
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