Greece: National diagnostic examinations
The national diagnostic examinations in Modern Greek Language and Mathematics (4823/2021) in the 6th grade of Primary Education and the 3rd grade of Lower Secondary Education were implemented for the first time in the educational system in 2022, in the context of educational policies for upgrading the quality of education provided in Greece.
The examinations above were conducted in their pilot phase in May 18, 2022 in a stratified sample of 300 Primary Schools and 300 Lower Secondary schools and a total of 6,000 Primary and 6,000 Secondary School students.
Modern Greek Language and Maths national examinations are to be carried out simultaneously in the selected school units. On the day of examination, the Scientific Committee conducts an electronic draw to select the topics. The topics are sent electronically and, under the responsibility of the school unit’s Principal, they are distributed in printed form to the students. The students’ answers are marked anonymously in specially formatted answer sheets.
The Institute of Educational Policy (IEP) has created a special platform for communication with the sample schools, as well as for the transmission of the topics. http://iep.edu.gr/el/arxiki-eedx
The purpose of the National Diagnostic Examinations (relevant Ministerial Decision) is to draw conclusions about the implementation of the Curricula, and the achievement of the expected learning outcomes at national level. In addition, it is stressed that "The results of the exams are anonymous and are not taken into account by the teachers when evaluating the performance of students..." Moreover, the results of diagnostic tests are used for informed decision-making on improvement interventions in the curricula; educational materials, teaching and learning approaches; inclusive/compensatory education practices and, finally, for the development of educational activities focused on the difficulties faced by students.
In order to achieve the objectives above, multiple-choice diagnostic items are designed offering the potential to:
(a) highlight which of the pursued education goals are achieved to a higher degree by students, (b) identify which of the goals are more difficult to achieve, and (c) guide research on the potential causes of the identified difficulties in achieving the intended learning and development goals.
Data processing at the level of Regional Directorates will provide valuable information for the identification and orientation of the interventions that must follow, especially in relation to the ways of managing and overcoming the causes of difficulties in learning and development in language, knowledge and thought.
Results reports on the first implementation have already been drawn up by the Scientific Committee for Primary and Lower Secondary levels of education, and have been published on IEP’s website (http://iep.edu.gr/el/apotelesmata-eedx/1699-2021-2022 ).
Source: Eurydice Unit Greece