Graduates today staged another protest in front of the Ministry of Education and submitted a draft with 10 main points. They said they would leave the institution to take the decision by midnight today. "If there is no response, there will be other protests that will escalate," said representatives.
Meanwhile, the draft points, provided by News24 , can be found below.
?[...] This material comes as a result of an analysis of the exam thesis by us, as well as supported by arguments of various specialists, who have expressed publicly and with full will their opinion on the format of the drafting of exam thesis.
1. The content of the test and its severity did not correspond to the time available, as the relevant time, calculated for each question was not sufficient. We graduates were forced to constantly return to the questions (most of them), as the possibility of understanding the question and the difficulty of choosing an alternative were against the challenge with test time. This is confirmed by the need that students generally had to continue with the test solution even after the end of the official two-hour schedule.
2. Second, we graduates faced a test that assessed peripheral knowledge rather than the curriculum implemented in the 2019-2020 school year. Concrete questions that prove this finding are: the question about finding the function of using children's images presented in an advertisement (park), the question about finding the right instruments to illustrate an article about the largest caves in the world, the question which required finding the information to be provided to the source, the question on comparing the two information obtained from two different sources, the question which required finding the information implied in an article on children and the time they spend in front of the TV.
3. Third, the test contained questions, the alternatives of which did not test our knowledge, but the logic and concentration at the time of completing the test. We find it appropriate to add that the pressure that the testing process has on each graduate (rightly) lowers the current concentration level and complicates the thesis, not in terms of context, but in terms of the purpose of the test questions themselves. To all this situation is added the time factor. Concrete questions are: the question which required finding the next action of the character of a short illustrative paragraph which is identified with the name Turi, the question which required finding the thesis of a paragraph illustrating the dilemma between writing short stories or novels, the question of finding the right instruments to illustrate an article about the largest caves in the world, the question of finding the function of using children's images presented in an advertisement, the question of the roofs or stages of Ptroklik's death in the Iliad fragment, the question of determining the situation presented in the Iliad fragment whether it was dramatic, heroic, sarcastic or realistic.
4. Furthermore, we conclude that contrary to what has been said in the media and quoted in the official material published on 13.05.2020, with Protocol No. 1552, in the second column SPECIFIC TEST that the Albanian language test would have only two part and not three, that in these two parts would be tested respectively the achievements in the field of Albanian language and the achievements in the field of Albanian and world literature, in the test we were faced with theoretical questions on the ability to write. Removing the essay and bringing it back to the theoretical level does not measure the competencies of expressing correctly and accurately in the Albanian language of students of any level. This includes questions such as: find the appropriate and effective thesis for a persuasive essay, find Tur's next action in the same style of action (genuine linguistic competencies, cinematic in nature), find the appropriate introduction to a narrative essay, choose an appropriate thesis on the topic: "Choose a group to which you belong and explain why inclusion is important to you."
5. In the testing sector which contained questions on the structural and linguistic analysis of non-literary texts, we found that the questions were not clear in terms of communication and did not lead us to a specific request, but to move around similar approaches. Added to this is the fact that short texts, or more precisely, paragraphs with information deficiencies made it difficult to find the correct answer to the limits of the impossible. It is worth mentioning that contrary to what we have been oriented for three years of work in the gymnasium and a period of several weeks of consultations, this part of the testing comes to us in a completely untreated format, therefore penalizing. Illustrative questions: find words or phrases that indicate the source of the message, express the given title of the passage with a sentence without verbs, what sentence should be added at the end of the article to increase the readers' interest in the city of Saranda, where details should be added for the reliability of the text, find the message conveyed by the photo, which of the sentences of the paragraph expresses the author's attitude towards his friend's interest in nature, find the organizational model with which the general structure of the paragraph is constructed, which is the thesis of the fragment on the dilemma of writing short stories or novels.
6. We express our indignation at the disrespect of the test system which was presented to us in the model test of the State Matura 2020, published by QSHA on 25.05.2020, which changes completely in terms of the nature of the questions from the national exam test dated 11.06.2020 . The model test focused on the practical application of our knowledge by identifying in real texts features of non-literary texts, not in the theoretical test with fragments of 3-4 sentences maximum. Moreover, the model test respected the equality between prose and poetic literary texts, while the national exam contained only two poetic literary texts which consequently increases the difficulty of the test above the average level.
7. Grammar questions have aimed more at putting us in position, confusing us, than testing our level and achievements in the field of Albanian language. Illustration: the question of defining the conjunction "therefore", the question of the function of the words preceded by the participle, the question: "Which sentence is constructed correctly according to the syntactic relations of its limbs?"
8. To move to the literature sector, the choice of the poem "Light of Secret" by Lasgush Poradec, is considered by us not at all appropriate. This is because this poem has a very high philosophical-poetic character, as assessed by teacher Marsela Neni on an online website. Listed in one of the poetic writings, previously unanalyzed by students in schools (this not necessarily, but for ethical professionalism) this poetry has shown real problems in its perception by us graduates. We often hear it articulated as poetry which i fits the level of a literary critic. Moreover, the publication "Star of the heart" is a book that has not been included in textbooks for a long time, bringing out issues of adaptation by the teachers themselves. We testify that in the materials accessible by the students there is no appropriate analysis, comment or writing for the level of high school students as supplementary material.
9. Without leaving the poetic text of Lasgush Poradec, the alternatives of this text were of a very high level, not respecting the levels of achievements and competencies of the students. Illustrations: where does the essence of eternity in poetry come from, what is the meaning of the word dlirnja, find the typical lasgushian epithet created according to the organic spirit of the Albanian language, find the verse in contrast to the infinite harmony that "unfolds verses" (caution: error in compiling question), find the symbolic approach of the last two verses of the first stanza of sounds and words, find the verse built on the basis of the paradox, find the main motif of the poem, find the symbolism of the hidden light. Meanwhile, the alternatives to the other literary text also had patterns of abnormal approach above the question level. Illustration: what drives the inversion in the third verse, what are the peaks through which Patroclus' death takes place, starting from the passage which are the features of the heroes of the Greek epic (here: Patroclus).
10. The concern remains the incorrect or prolonged formulation of questions that reduces the performance of the concentration of each graduate or the person tested and misleads quite erroneously on the way to finding the correct alternative. Illustrations: what is the appropriate thesis for the essay: "Choose a group to which you belong and explain why inclusion is important to you", what is the function of the group of words preceded by the participle, which of the articles contains information to be shown the source, which of the sentences is an example of a given meaning in the passage about the attitude of the children, ie the television, what message the photo conveys, what words or phrases indicate the source of the communication.
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