Abstract
The tests are usually successfuly passed by pupil, who has trained exam specifics, who hasn't got stage-fright, who doesn't work in stress and who has got perfect guess of situation. But does it mean that successful pupil understand better the topic? The paper presents results of pilot study of pupils at grammar school J.
Kainara in Hlučín. Two complex tasks supporting literacy, mathematics and science were tested in selected classes.
The tests were a mixture of open-ended and multiple-choice questions that were organised in groups based on a passage setting out a real-life situation. There were different types of tasks in tests: true-false tasks, multiple-choice tasks, short-answer tasks and close tasks.
As a proof of knowledge, argumentation was required in true-false tasks, not guess. Diagnostic analysis was made after testing.
Difficulty and sensitivity were determined.