With regard to comments, statements and publications concerning the first quarter assessment in Lyceums/Technical Schools and because incorrect impressions are deliberately created, the Ministry of Education, Culture, Sports and Youth (MPEAN) wishes to communicate the following:
1. [1]
1.1.1. Comparing indicatively the performance in Modern Greek, it appears that both the average score and the standard deviation in the 2021-22 results are not substantially different from the two previous school years (for which a comparison can be made). Specifically, the 2021-22 average in the first grade was 11.93 compared to 11.66 in 2020-21. For junior high was 11.80 in 2021-22 versus 11.29 in 2020-21, and for senior high was 11.00 versus 11.07. Specifically, for B and C, performance compared to both 2019-20 (for C compared to final exams) was slightly higher this year.
3. More specifically, in grade A, this year's performance (on average) was slightly higher in five of the ten subjects tested, slightly lower in four of the ten subjects tested, and exactly the same in the tenth subject. In upper secondary school the average performance this year was higher in 19 out of 35 subjects tested, lower in 12 out of 35 and the same in four. In the third grade it was higher in 21 of the 30 subjects tested, lower in five of the 30 and the same in four others.
4. As for the distribution of results, it appears that in the vast majority of the subjects tested it follows a normal curve, as would be expected. After all, as is well known, with its positive deviation, oral assessment leads to significantly higher final scores for all students.
5. There was also misinformation about high-scoring students, with inaccurate references to students who were expected to participate in the school's carpools and allegedly scored a failing grade. In particular, 9.3 % of pupils in the third grade had a score between 17 and 20/20 in Modern Greek, while the corresponding percentage in Mathematics (standard) was 13.2 %, Physics (standard) 18.1 %, Economics 15.9 %, History (standard) 11.1 %, Computer Science 49.5 %, Biology (standard) 19.7 %, Chemistry (standard) 29.3 % and English (standard) 38.8 %. Therefore, a large number of students were assessed with the highest scores in the various subjects and what was either reported in articles or otherwise how was inaccurate
6. The Ministry of Education undertakes a systematic analysis of all assessments, utilizing scientific mathematical/statistical methods, and data is recorded, examined and evaluated using criteria beyond simple numerical averaging. Scientific studies of statistical processing, through which the degree of difficulty, internal structure and grading of the tests on the basis of the results are validly assessed, are also submitted to the relevant parliamentary committee for better information.
7. For the first time, quarterly written assessments provide students with sound indications of their personal progress and possible needs for targeted improvement, as well as providing teachers with valid evidence of learning outcomes, which they should take into account when adjusting their practice where necessary. At the same time, the Ministry can also base its policies and practices on reliable evidence in order to ensure continuous monitoring and improvement of school planning and pedagogical practice.
Our aim is for policies to be based on reliable evidence and not just beliefs or impressions.
IP
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