Report Finds 'Tnuafa' Test Results Presentation Potentially Misleading
Translated & summarized from Now 14 by baba
A report by Professor Ami Moyal found that the presentation of student achievement in the "Tnuafa for Tomorrow" tests could have been misleading, supporting some claims by the Ministry of Education. The review, ordered by Minister Yoav Kisch after initial low results caused controversy, did not find fault with the exams' reliability but criticized how data was shown. Moyal recommended improvements to test scope and result delivery, and Minister Kisch stated he would make decisions based on the findings.
The story in 6 lines · by baba
- Professor Ami Moyal's report found the presentation of "Tnuafa" test results potentially misleading.
- The report supports some claims by the Ministry of Education regarding student performance data.
- Minister of Education Yoav Kisch commissioned the review following controversy over low initial scores.
- The report did not find the exams themselves unreliable but criticized data presentation methods.
- Recommendations include expanding English assessments and improving result delivery times.
- A trust crisis between the Education Ministry and NITE was also highlighted in the findings.
A review of the "Tnuafa for Tomorrow" educational assessments, conducted by Professor Ami Moyal, has concluded that the way student achievement was presented could have created a misleading impression. Commissioned by Minister of Education Yoav Kisch following controversy over the test results, the report largely supports the Ministry of Education's claims regarding the presentation of student performance.
The controversy erupted in May 2026 when initial data showed low achievement levels, with only 22% of ninth graders reaching the highest English proficiency, 38% in their mother tongue, 31% of sixth graders in mathematics, and a mere 3% of ninth graders in science. Minister Kisch subsequently halted the results' publication and appointed Moyal to conduct an independent review.
Moyal's report states that a student not reaching the highest performance level should not automatically be considered as not meeting curriculum requirements, differentiating between excellence and basic knowledge. However, the report also emphasizes that the original measurement methods and cut-off points, approved by a joint professional committee, should not be retroactively altered. The review did not determine the actual percentage of students meeting curriculum standards.
Regarding the English test, Moyal accepted the Education Ministry's argument that a test focused solely on reading cannot reflect all necessary skills. He recommended expanding assessments to include writing, listening comprehension, and speaking, and clarifying what is actually being measured. The report also criticized the significant delay in receiving results, hindering their use for educational improvement, and recommended shortening the time between exams and publication, integrating digital technologies and AI.
Despite the criticisms of data presentation, the report found no factual basis to question the reliability of the exams themselves. It also revealed a deep trust crisis between the Ministry of Education and the National Institute for Testing and Evaluation (NITE), along with disputes over authority, data transfer, and publication. The report includes 20 recommendations to regulate the measurement and evaluation system, including legislative grounding for NITE's status, establishing joint coordination mechanisms, and ensuring its professional independence.
Minister Kisch praised Moyal's work, stating it confirms the Ministry's professional claims and necessitates a thorough examination. He affirmed the importance of accurate result presentation for student benefit and pledged to study the report's recommendations and make decisions soon.
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