A comparative analysis of Slovenian national mathematic assessments (year 9) from the periods 2002–2005 and 2006–2010
Zlatan Magajna and Amalija Žakelj

Summary:   : In the comparative analysis, we consider the Slovenian national assessments of mathematical knowledge for pupils at the end of compulsory education (Year 9) from the periods of 2002-2005 and 2006-2010. In the first period, the pupils’ assessment results were included in their final school grades and also served as criteria for enrolment into secondary schools, while in the second period the results had, above all, an informative function for both pupils and stakeholders. The average assessment results in the second period were significantly lower than those in the first period. In the analysis, we demonstrate that the assessment results for the whole period the structure of the pupils’ mathematical knowledge of pupils had not changed. Furthermore, we argue that the reason for the lower achievement during the second period was not a decrease in pupils’ level of mathematical knowledge but the increased difficulty of the assessment tasks given in the second period.

* Full text article is only available in Slovenian language.
Journal of Contemporary Educational Studies is
published with support of Slovenian Research Agency.