In the subject Czech language and literature the results are quite expected, especially in the 2nd and 3rd year. Class results correspond to the overall grades in the subject. The surprise is certainly the result of the EM 1 class, as otherwise the class rank in the subject is much worse. The question for the next year is whether not to write these tests at the same time for all classes in the year. The worse results of the second years are due to the harder test. All tests are designed as didactic tests for the final exam (closed problems predominate, 2 A/N answer problems and 5 open problems). The questions are prepared from the material covered in the given year. Across the grades, the students have problems with the vocabulary, which they should have mastered without problems from primary school, as it was in the JSP. The test confirmed lower reading literacy (again in all grades), with pupils misreading a question, making up a text that does not appear. All problems are dealt with in the CJL lessons.
Test with Mathematics is written at the beginning of the second semester with the content of the first semester. Students have several versions of closed-book tests. The tests are designed as graduation tests. Students are graded with a grade. Before the actual test, students take a practice test with the teacher, which is similar to the actual test. In most classes, the results correspond to the knowledge and performance of the class. Classes 3.EA and 3.EB achieved above average results. Since the first half of the year, there has been a more significant deterioration in class 1.EM. Conversely, there has been an improvement in all second year classes.
In the subject English language the tests are prepared from the teaching material of the lessons of each year, but they are not only tick-box options, but the vast majority of questions are designed as supplementary, which some students had more problems with than the "multiple choice" option. This means focusing more on open-ended answers, sentence formation, etc. in future years rather than simply selecting one of the already prepared answers. There were noticeable problems with certain grammatical phenomena in each year (present simple x continuous, use of articles, modal verbs, differences in the past and pre-present, conditional clauses) which need to be addressed subsequently. The tests were the same for all classes in a given grade, but were not counted in the assessment. The reason for this was to avoid copying and identifying correct answers from other classes, which served its purpose. From next year we will try to add some questions on knowledge of technical terminology to Year 3. The biggest differences appear to be between the groups in the 1EM and 3SA classes.
English 
Czech