The balance of assessments on matura examination

Splošna matura je bila in je ogledalo dela gimnazij. Rezultati na maturi bi morali biti primerno uravnoteženi tako na posameznem delu maturitetnega izpita kot med posameznimi predmeti, saj matura ocenjuje znanje celotne populacije, zato morajo veljati enaki kriteriji in pogoji za vse kandidate. V prvem delu magistrske naloge so v teoretičnem delu predstavljeni različni strokovni vidiki preverjanja in ocenjevanja v šolstvu. Narejen je celovit pregled splošne mature, s prikazom njene zgodovine, z navedbo zakonske osnove, z opisom njene strukture ter ciljev. Podrobno je prikazano ocenjevanje na splošni maturi, ločeno za interni del in eksterni del maturitetnega izpita. Ocenjevanje na maturi mora omogočiti objektivno, veljavno, zanesljivo in občutljivo merjenje. V drugem, empiričnem, delu naloge so obdelani primarni viri podatkov o dosežkih dijakov na gimnazijah v Sloveniji na splošni maturi za kandidate, ki so opravljali splošno maturo iz vseh petih maturitetnih predmetov v letih 2010, 2011, 2012, 2013 in 2014. Poleg običajnih statističnih prikazov je za primerjavo med podatki uporabljen graf ordinalne dominantnosti med dvema porazdelitvama (ODG) in izračunan količnik med petletnim povprečjem točkovnih ocen treh obveznih predmetov (materinščina, matematika in tuj jezik) in povprečno oceno izbirnega predmeta. Narejene so primerjave dosežkov internega in eksternega dela splošne mature po predmetih za spomladanski rok mature 2014 in sicer po šolah, ločeno za obvezne predmete (slovenščina, matematika, angleščina in nemščina) in izbirne predmete (fizika, biologija, kemija, geografija, zgodovina, sociologija, psihologija, filozofija), kjer je narejena tudi primerjava z zaključno oceno pri predmetu na šoli. Osrednji del naloge je namenjen primerjavi povprečja točkovnih ocen obveznih predmetov s povprečno oceno izbirnega predmeta, kjer je narejena primerjava med naravoslovnimi in družboslovnimi izbirnimi predmeti. Rezultati analiz so pokazali, da so dosežki interno ocenjenega dela na splošni maturi višji od eksterno ocenjenega dela, da obstajajo razlike med šolami pri porazdelitvi dosežkov internega in eksternega dela ter zaključno oceno pri predmetu na šoli. Obstajajo tudi razlike med izbirnimi predmeti glede primerjave povprečja točkovnih ocen treh obveznih maturitetnih predmetov s povprečno oceno izbirnega predmeta na splošni maturi. Dijaki, ki izbirajo naravoslovne izbirne predmete, dosegajo višje povprečje obveznih predmetov od dijakov, ki izbirajo družboslovne predmete.General Matura exam has always been a reflection of how well grammar schools do their job. Knowing that Matura exam assesses knowledge of the entire population and it is based on equal criteria and conditions for all candidates, the grades of separate parts of the Matura exam as well as of different subjects should be adequately comparable and balanced. The first part of my Master\u27s thesis is theoretical and presents various aspects of assessment procedures in schools. There is a complete overview of the General Matura, its history, the Matura Examination Act representing a legislative basis for its structure and objectives. There is a detailed outline of the assessment procedure in the general Matura, separately for the internal and external part of it. The assessment in Matura exam should be objective, valid, reliable as well as sensitive marking measurement. The second part is empirical. Based on data sources, the achievements of grammar school students in the general Matura for years 2010, 2011, 2012, 2013 and 2014 are presented. Besides regular statistical data, I have made a comparative analysis using ordinal dominance graph to show differences between two distributions (ODG) and a calculated quotient between five-year average score for three compulsory subjects (Mother tongue, Mathematics and foreign language) and average grade of the optional subject. The comparison of the results of the internal and external part of the Spring Matura 2014 is made for different subjects, as well as separately for the compulsory subjects (Slovene, Mathematics, English and German) and optional ones (Physics, Biology, Chemistry, Geography, History, Sociology, Psychology, Philosophy). The results of optional subjects are furthermore compared with the final grade in the same subject in school. The core part of my Master\u27s compares average score of compulsory subjects with average grade of the optional subject. A comparison of natural science subjects with humanities and social studies as optional subjects is made as well. The analyses have shown that score achieved in internal part of the general Matura exam is higher than that achieved in external matura exam. Furthemore there are differences among schools in score achieved in internal and external part and final grades in school. There are major differences among optional subjects if we compare average score of the three compulsory subjects with average grade of optional subject in matura exam. Studies have shown that students choosing natural science subjects have better average results of compulsory subjects than those choosing humanities and social studies as optional subjects