Evaluation of comparative tests for ČJL
In the subject CJL the tests have been slightly modified by adding tasks on reading literacy and spelling, which students have the most problems with, and the tests also contain mainly questions from the material of the given year. The tests were always written by one year group on the same day.
The result of the 1st EM class is certainly alarming for the future, as we have never recorded an average of 4.2 in the first year. Unfortunately, the pupils in this class are also very deficient in their general academic aptitude. The results of classes 1.EE and 1.S are comparable to the results of previous years and in Czech they are classes with better study morale and preparation.
The test for the second year is traditionally harder as in previous years (a lot of literary information, groups and overviews), also in these tests there has been a modification - fewer questions on literature, added general assumptions. The results are much better than last year, with the best result for the 2nd ER class and a nice result for the 2nd EM class, who also show good work in class.
In the third year there is a change - we have only one class of standers, which confirmed its higher quality compared to last year's machine classes. The best result is in the 3rd ER, which has many good students (across subjects). Here too, there has been a modification of the tests and it is clear that working with texts and literacy methods in English classes is paying off, as the results in the third year are the best in 4 years of testing.
Evaluation of the comparative tests for AJ
For the subject AJ Based on the averages, it can be said that the two groups always achieve approximately comparable results, with Group 2 performing slightly better. In group 1, the range of marks is slightly smaller, but at the same time the highest average appears, which may indicate a weaker result for some students. The groups as a whole thus appear slightly less balanced. Overall, it can be summarised that Group 2 is slightly better off, although the difference is not significant.
Evaluation of comparative tests for MA
The test in the first half of the year mainly tested general assumptions and knowledge from the previous level of education. The results showed that most pupils entered the new year of mathematics with varying levels of prior knowledge - the average values ranged from 2.00 to 3.73.
For the tests in the second half of the year - in the first years, the deterioration of all grades is certainly interesting, even though most of the material in the first year is a repetition from primary school. On the other hand, there is an improvement in the results in the second years, which may indicate a better understanding of the material and the subject, also some mathematical tasks in vocational subjects are emerging. The best result was in class 2.S, which improved by almost one whole grade - this shows an improvement in the class overall. The best results are shown by the third year classes. Class 3.EM, which does not achieve such good results in lessons, also has a very good result. The tests contain only closed answers, so it is questionable whether the results are mainly guesswork or knowledge.
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