Kisch-Appointed Examiner Rejects Minister's Claims on Test Reliability

A review commissioned by Education Minister Yoav Kisch has concluded that there is no factual basis to doubt the reliability of science test results administered by the National Authority for Measurement and Evaluation in Education (Ramah). Professor Ami Moyal, chairman of the Planning and Budgeting Committee of the Council for Higher Education, who was appointed to examine Kisch's claims against Ramah, found that the results of the "Tnu'fa" science exams, in which only 3% of students met the required standard, should not be retroactively altered. Moyal also dismissed the claim that informing students the score was not personal affected the tests' reliability.

However, Moyal did agree with Kisch that presenting the highest achievement level as meeting requirements is problematic. He sharply criticized the strained relationship between the Ministry of Education and Ramah, stating it hinders the ability to conduct regular evaluations of the education system. The dispute escalated when Kisch ordered Ramah not to publish the "Tnu'fa" science test results. Ramah's Director General, Gal Alon, revealed attempts by the ministry to distort findings, including a demand to delete results and a proposal to merge categories to falsely claim compliance.

Alon also disclosed that Kisch canceled a planned "Tnu'fa" test on 21st-century skills after two years of work and NIS 4 million had been invested. Kisch announced his intention to dismiss Alon, though this is outside his authority. Moyal's report emphasizes that Ramah is a professional body with unique expertise, operating with high standards, and found no factual basis to question the reliability of its tests. He recommended legislative action to formalize Ramah's status and establish an independent professional council and a joint steering committee with the Ministry of Education to develop joint work procedures.

In response, Kisch issued a statement claiming the report supported the ministry's central arguments, specifically regarding the problematic presentation of the highest achievement level. Moyal clarified that the definitions of achievement levels were developed by a joint professional committee including ministry representatives. He also affirmed Ramah's position that cutoff points, student classifications, and methodology should not be changed retroactively, especially when the ministry was a partner in establishing these standards.