Achievements of students with mild intellectual disability on combined trial test

Abstract

A combined trial test represents a prelude into the process of taking the final exam at the end of the eighth grade. For students with mild intellectual disability this process is adapted according to their capabilities. Each school that educates students with disabilities has the right to develop its own final test. The aim of this paper is to determine the achievements of eighth grade students with mild intellectual disability on the combined trial test. Thirty eighth-graders with mild intellectual disability from Belgrade grammar schools took the aforementioned test which examines competences in the following subjects: Biology, Geography, History, Physics and Chemistry. The results show that 34.90% of the examinees successfully solved the combined trial test, 11.40% of eighth-graders with mild intellectual disability gave partially accurate answers, whereas 53.70% of the examinees did not give correct answers on the combined trial test. Students with mild intellectual disability achieved the lowest score in resolving chemistry problems (95% unsuccessful), while the best results are achieved in resolving geography problems (65.56% successful).

Probni kombinovani test predstavlja uvertiru u proces polaganja završnog ispita na kraju osmog razreda. Za učenike s lakom intelektualnom ometenošću ovaj proces je prilagođen njihovim mogućnostima. Svaka škola koja obrazuje učenike s ometenošću ima pravo da konstruiše interne testove za polaganje završnog ispita. Cilj rada je utvrđivanje postignuća učenika osmog razreda s la­kom intelektualnom ometenošću na probnom kombinovanom testu. Trideset učenika osmog razreda s lakom intelektualnom ometenošću beogradskih osnovnih škola rešavalo je navedeni test koji ispituje kompetencije za nastavne predmete Biologija, Geografija, Istorija, Fizika i Hemija. Rezultati ukazuju da 34,90% ispitanika s uspešnošću rešava probni kombinovani test, 11,40% učenika osmog razreda s lakom intelektualnom ometenošću samo delimično tačno rešava zadatke testa, dok čak 53,70% ispitanika osmog razreda ne daje tačne odgovore na probnom kombinovanom testu. Najlošija postignuća učenici s lakom intelektualnom ometenošću pokazuju rešavajući zadatke iz hemije (95% neuspešnih), dok najbolja postignuća ostvaruju pri rešavanju zahteva iz geografije (65,56% uspešnih).