Cancellation of Assessment Exams Sparks Debate Over Student Proficiency

Dr. Sami Mahajneh, a lecturer in education and psychology at the Arab Academic College "Beit Berl," has voiced concerns over the Israeli Ministry of Education's decision to suspend assessment exams, known as "Tnuva" (formerly "Meitzav"), and halt the work of the Measurement and Evaluation in Education (RAMA) authority. Mahajneh stated that these exams are crucial for evaluating the education system's performance and identifying strengths and weaknesses, warning that their suspension deprives educational institutions of vital data for improvement. The decision, made by Minister of Education Yoav Kisch, comes amid disputes between the minister and RAMA regarding the exams' results and reliability, and shortly before elections.

Mahajneh questioned the professional basis and timing of the decision. He noted that a professional report by Professor Ami Moyal, commissioned by the minister, found no grounds to doubt the exams' reliability. The report recommended strengthening cooperation between RAMA and the ministry and organizing their work mechanisms. Mahajneh emphasized that measurement and evaluation are not merely administrative procedures but necessities for any institution seeking development, as they provide tools to assess performance and facilitate improvement.

The assessment exams, Mahajneh explained, go beyond academic achievement in core subjects like language, math, science, and English. They also assess life and digital skills, as well as indicators of the school climate and learning environment, including student feelings of belonging, bullying, and violence. He stressed that school success cannot be reduced to grades alone and that recent years have seen improvements in evaluation mechanisms to align with international standards, advocating for their continued enhancement rather than abandonment.

Mahajneh differentiated between local assessment exams and international comparative tests like PISA. While international tests offer data for cross-country comparisons, local exams help evaluate schools and educational communities within Israel, identifying disparities. He rejected the notion that assessment exams are solely about grades, arguing that results must be viewed within a broader context of academic knowledge, digital and social skills, and the school environment. The core question, he stated, is whether students possess necessary knowledge and skills and if schools provide a supportive environment for their development.

Mahajneh highlighted that concerning data, including international test results, indicate that approximately only 30% of students meet the required cognitive standards. This alarming statistic, he argued, makes measurement and evaluation even more urgent. He concluded that any education system requires professional tools to measure performance and identify shortcomings, improve quality, and inform decisions with clear data, rather than relying on impressions or grades alone.