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SCHOOL-BASED ASSESSMENT AND STATE MATRICULATION EXAMS / הערכת הישגים בית-ספרית ובחינות הבגרות

שלמה בן-אליהו and Shlomo Ben-Eliyahu
Studies in Education / עיונים בחינוך
New Series / סדרה חדשה‎, כרך‎ 3, H. 1, EVALUATION AND MEASUREMENT IN EDUCATION / הערכה ומדידה בחינוך‎ (תשנ"ח), pp. 105-118
Stable URL: http://www.jstor.org/stable/23393751
Page Count: 14
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SCHOOL-BASED ASSESSMENT AND STATE MATRICULATION EXAMS / הערכת הישגים בית-ספרית ובחינות הבגרות
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Abstract

במאמר זה תוצגנה שתי המערכות של הערכת ההישגים הנהוגות בחטיבה העליונה של בתי-הספר העל-יסודיים בישראל: בחינות הבגרות החיצוניות, והערכת ההישגים הבית-ספרית. ייבחנו זיקות הגומלין שבין שתי המערכות האלה, תיסקרנה תכניות בנוגע לחיזוק מעמדה של הערכת ההישגים הבית-ספרית ויובהרו כיווני ההתפתחות הצפויים בעתיד בתחום הערכת ההישגים. The two systems of assessing students' achievements in Israeli high schools, state matriculation exams and school-based assessment, are presented. Inter-connections between these two systems are examined, plans concerning the stregthening of school-based assessment are reviewed, and directions of future developments are depicted. State matriculation exams have prevailed in Israeli and pre-state high schools for 65 years. Mainly, these exams are developed by official examiners. However, the final grade for each project, which is recorded on the student's certificate is averaged from the matriculation exam grade and the teacher's grade. The matriculation grade has precedence since the teacher's grade is supposed to accord maximally with it. Two different viewpoints are presented: that of those educators and lay persons who support reinforcement of the current system of state marticulation exams, and that of people striving for an alternative school-based assessment. An experimental project in which the final grades of the matriculation were school-based was conducted at 22 high schools. This project is reviewed.

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