Az értékelés és a vizsga motiváló ereje

Abstract

This study compares the performance of two classes in a secondary school in the county of Pest taking the school-leaving exam in Hungarian language and literature in two subsequent years. The starting point of the investigation was the institutional pedagogical practice which measured student performance with the central taskheets of the intermediate-level school-leaving exam. The study presents what given opportunities the author has used in the test preparation training and what she has modified, based on the needs of the class. The aim of the survey is to show how children can be motivated in various ways to achieve a better result (1) with more frequent testing, (2) with regular textual evaluation of exams after finishing a topic and (3) with modifying the work at a first-language class. The study also touches upon the issue of how achieving the original objective was affected by the new teaching conditions after March 2020.