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THE NEW SYSTEMOF THE END OF SECONDARYEDUCATION–STATE MATURA EXAMINATIONDr. Shpresa PETRELADirector of National Assessment and Examination Center,Ministry of Education and ScienceTIRANA, ALBANIA1

Country background• Good progress on shift to marketeconomy and democratization sinceearly 1990s• GDP per capita estimate USD2,580 in2005.• However, poverty, unemployment,regional disparities, and weak rule oflaw remains as key issues.2

ThestructureofAlbanianEducation3

• Up to 2005, in Albania is implemented a mixedsystem of examination.• After the compulsory education, grade 8, thestudents take school leaving examination in twosubjects : mathematics (only written exam) andAlbanian language and reading. (written and oralexam).• The written examinations are developed by NAEC,while oral examination is ran by schools theirself.That means internal examination.• The procedures of administration are developedby NAEC, but test administration in test centers isran by teachers of their students as well as themarking of the scripts.• The same procedures are implemented forexaminations of the end of secondaryeducation.(up to 2005)4

State matura – a new system ofexaminationThe conception of state matura• Two compulsory external examinations(to receive matura diploma)• Two optional external examinations from apool of subjects (for entry to universities)5

Reasons for changes anddevelopment new examinations• Low quality assurance and quality control in all types of secondaryschool.• The high level of corruption for university admission.• Low reliability, validity and objectivity of mixed examinations system• Low reliability, validity, and objectivity of database of students ts results,used for information to policy makers and stakeholders.• The lack connection between secondary education and higher one.• Within two months the students took two examinations, one formaturity diploma and the other for universities admission.• The load of preparatory work for the senior students of secondaryschool. . In the old system, seniors were required to take 3 to 4maturity exams in written and oral form. Also, in the old system,university entrance exams mandated that for each major, studentsshould be prepared for two subjects related to their area ofconcentration and for six subjects to test their knowledge on generaleducation.• Approach and compatibility the Albanian education with EUeducational systems.6

Main principles of state matura• Fairness and equity to all students• Examinations are part of educationalprocess• Examinations are indicators of quality ofeducation• The connection between pre-universityeducation, tertiary and labor market.7

The aims of state maturaexamination• Certification (maturity diploma, which certifythat student has finished secondary education )• Selection ( selecting top students to enter touniversity- merit based)• Monitoring education standards ( ensuring thequality of education )• Informing the policy makers and stakeholdersfor the quality of secondary education andstudents performance.8

Types of the examinationsEXAMINATION NUMBER OF SUBJECTS RESPONSIBILITY CONDUCTINGState matura for the generalhigh school2 compulsory subjects :Literature,MathematicsStateExternalState matura for VETSchool matura for VET2 compulsory subjects:mathematics,vocational theoretical subjectsrelated to their profile.Practical examStateSchoolExternalinternalState matura for social andcultural educationSchool matura for social andcultural education2 compulsory subjects:literature,theoretical subjects related totheir profilepractical examStateschoolExternalinternalState matura examination forall types of schools(for universities entry)Two optional subjects from apool of subjects coveredin secondary school.( knowledge on society,Philosophy,appliedeconomics,history andgeography, biology andchemistry, physics,English,French,mathematics, literature.Stateexternal9

Technological and administrativeaspects of conducting of state maturaexamination• The results of the state matura examination are used for two mainpurposes: certification and selection for universities.• Each compulsory subject is assessed by one examination of 2.5hours.• Selected subject is assessed of 2 hours.• The maximum possible score vary from subject to subject, but willnot exceed 100.• The compulsory subjects are taken by all students (ca. 28,000)representing the full range of ability. Selected subject are taken by23.435 students.• Three types of tests were used in compulsory subject: MC, shortanswer and open-ended ended questions. While in selected subject wereused only MC with 100 score.• Curriculum and assessment syllabuses were prepared by Curriculuminstitution and delivered to the students and teachers.• The test items were developed by SWG, teachers, pedagogue ofuniversities, led by assessment specialists.10

• A database of test participants in whole country was created and eachtest takers was supplied with admission ticket and ID.• The regulation of state matura was developed and was signed by Ministerof Education and Science.• The training of test administrators, markers and instructors wasconducted.• It was prepared manuals, guide and methodological materials on state smatura examination.• Test administration was carried out by the teachers of not that school.• It was used bar-code secrecy system for anonymous of scripts.• The scripts of compulsory subjects were marked by two markers, while woptional subjects were marked by OMR.• It was set up security system for print out the examination materials.• It was conducted PR campaign• Traditionally, results are reported on a scale of 4-104with 5 being theminimum passing grade.• Certificates were printed and the relevant scores passed to universities.• Universities applied the agreed formula to produce aggregated scores forselection purposes.11

Reporting internal and externalassessment of students enteringuniversity• The system of university admission takes into accountaspects of students’ dedication to learning and theirperformance over all four years in high school and more.However, this accounts for 20% in the overallassessment of the student for admission purposes.Obviously, this weight is not determinant since itessentially represents an internal assessment (teacher’sassessment in class). In view of current conditions in thecountry, this type of assessment lacks reliability,usefulness and objectivity for the following reasons:12

• Lack of national standards for achievement andassessment of learning. Consequently, assessment isunreliable and biased. On a national level, students areassessed on different difficulty scales and not for thesame curricula aspects.• Lack of external monitoring system on continuous bases.This would strengthen the reliability of internalassessments.• Lack of teachers training in matters of assessingstudents performance and knowledge.• The number of teachers with inappropriate education,mostly in the rural area.• State matura is valid only for public universities whichare state financed.13

• State matura was viewed as the only alternativeto provide fair and equal bases for assessinguniversity admission. This decision was urged bythe minister of Education and Science and itfound support in most of the students, teachers,universities and other stakeholders.• In the end, state matura was carried out in fullsuccess and is considered part of theanticorruption reform.• Public reaction to the new examinationprocedures was not notably hostile that indicatean acceptable level of satisfaction.• The number of appeals were unconsiderable.• Nevertheless, it still needs improvements withregards to reaching superior professionalstandards based on evaluation of matura 2006.14

NAEC• The process of state matura is ran by theNational Assessment and Examination Center asthe only technical and professional institution inAlbania.• This institution is established under the WorldBank project “Albanian Education Reform” since2001.• This institution has ran activities such as nationalschool leaving examination of grade 8th ofcompulsory education, national maturaexamination, first national assessment ofstudent fourth grade of elementary school inmathematics, Albanian language and reading.15

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