HIGHLIGHTS AND STATISTICAL ANALYSIS OF EXAMINATION DATA FOR THE ACADEMIC YEAR OF 2013/2014
Special release of “Abiturient” journal
BAKU - 2014
CONTENT EDITORIAL COUNCIL
M.M.Abbaszade Introduction ...... 3 N.E.Babayev F.Sh.Badalbayli A.G.Abiyev Admissions for Undergraduate Education (including A.T.Amiraslanov majors requiring aptitude assessment exam)...... 4 A.M.Maharramov P.A.Naghiyev Scientific-methodical Assistance A.M.Pashayev (for applicants and content/item experts) ...... 5 EDITORIAL BOARD The Utilization of Open-Ended Test Items ...... 6 Т.А.Badalov (Editor in chief), R.G.Novruzov (Deputy of editor Organization of Examinations...... 6 in chief) Kh.S.Azimova Implementation of Student Admissions М.А.Akbarli V.О.Akbarov (for undergraduate programs)...... 7 N.L.Аliyev I.М.Allahverdiyev Descriptive Statistics (diagrams) and Analysis of Examination А.G.Bagirov and Admission Results 2013-2014 ...... 8 N.N.Bayramova G.М.Baladjanova А.G.Batieva Gender Analysis of The Admission examinations...... 14 А.Е.Habibov S.Т.Hasanzadeh Admission Examination for Graduate Education ...... 23 А.А.Gasimov N.Z.Huseynova Descriptive Diagrams of Data on the Graduate Admission G.R.Zeynalov Kh.Z.Karimova Examination ...... 24 N.I.Mammadova S.S.Mardanov Admission to Residency...... 29 J.F.Orujov Ch.I.Rustamov Admission for Vocational Education (including majors Ch.J.Khalilov requiring aptitude assessment exam) ...... 35 О.Е.Shelaginov
School-leaving Examinations...... 40
The Application of IRT (Item Response Theory) ...... 40
Application of ICT in the procedures of Examination and Admission ...... 56
Guaranteed Transparency of Admission Procedures ...... 57
Scientific-methodical Monitoring of Textbooks ...... 58
Strategically Important Engagements ...... 59
We ought to guarantee that science, knowledge and technology determine our country’s successful and long-lasting development in the future. Scientific and technological progress is the most significant factor in defining any country’s future. Especially, in the 21st century, the perspectives of states will ultimately depend on the level of education and knowledge obtained. For our children and youth to be well informed and visionary, they need to be aware of innovations leading in the world. Finally, the teaching personnel should as well ensure the high quality of education, gained.
H.E. Mr. Ilham Aliyev The President of the Republic of Azerbaijan
INTRODUCTION
By M.M.Abbaszade, T.A.Badalov, O.Y.Shelaginov
Youth policy of the country occupies a vital role within the widespread state programs of the administration of Azerbaijan Republic. The main objectives of the policy are implemented on the level of different State programs. Enabling the youth's active participation in the socio-economic, educational, cultural and other fields and providing employment for and solving their socio- economic problems of the local workforce are some of the main objectives of the policy. In our country, we experience both socio-economic progress and ongoing advancements, such as globalization and the creation of an information society1. These require the growth of a proficient workforce that is capable of providing high productivity for the Republic of Azerbaijan, including socio-economic, scientific, cultural, and other spheres. Taking all these important factors into account, the administration of Azerbaijan recognizes that the development of a strong educational system is paramount to our country’s growth. National education has been, and currently is one of the top priorities of national policymakers that carry out fundamental state programs for the Republic of Azerbaijan. The fundamental state programs approved by the President of the Republic of Azerbaijan, such as “National Education Development Strategy”, Development Concept “Azerbaijan 2020: Vision into the future”, “State Program on education of Azerbaijani youth abroad in 2007-2015”, Presidential Decree “On the application of the new financing mechanism in higher education”, Presidential Decree “On Development of National Strategy for Promoting Education in Azerbaijan for the 2011-2021 years” are implemented in order to form a ready platform for the qualified personnel corresponding to the tendencies and competitiveness of the market place in various fields of the prosperious country. The country’s top policymakers outline the phases of higher education development accordingly: Transition of the development to the innovation and creativity, development of competitive national economy and ensuring its dynamic progress and readiness of the workforce and meeting global standards on education. The current potential of the Azerbaijan Republic ought to ensure that education system grows into a significant factor of the economic progress through introduction of efficient opportunities for the advancement of a modern and innovative education model. The State Students Admission Commission (SSAC or Commission) regulary carries out systematic actions to achieve the tasks, assigned to the SSAC by the President of the Republic through various state programs, decrees and orders. To illustrate the statement, below is the
1 Information Society is a term for a society in which the creation, distribution, and manipulation of information has become the most significant economic and cultural activity.
- 3 - condensed summary of the strategically important activities, run by the SSAC in the academic year of 2013-2014 in Azerbaijan. The outline covers administration of all examinations, conducted by the SSAC, guiding assistance provided for the applicants and content experts, procedures, entry requirements, detailed program descriptions of the admission to undergraduate, graduate as well as to residency and VET (refers to secondary level of Vocational Education and Training only). The journal incorporates the descriptive statistics and a set of comparative analyses based on the results of national school-leaving exams and standardized admission examinations. A particular emphasis is given to the recommendations of each chapter, which describes the current state and quality of education in the country per high school and university. Additionally, there are charts on various regional performance indicators of high schools, diagrams of admission rates of all universities on each level of education and an annex of evidence-based assessment matrix2 with the responses, provided by the SSAC. At the end, an overview is provided on the monitoring of textbooks, a presentation of “Student-Graduate” data base system, a report on the increased performance of invigilators, a list of publically available issues, published by the “Abiturient” publishing house, and series of national and international events, where the SSAC had participated.
HIGHLIGHTS AND STATISTICAL ANALYSES OF EXAMINATION DATA FOR THE ACADEMIC YEAR OF 2013/2014
Admissions for Undergraduate Education (including majors requiring aptitude assessment exam)
In the beginning of each year until the end of academic year, the SSAC starts publishing a set of consecutive issues of “Abiturent” journal, which provides: A detailed description of admission programs3 for undergraduate degree programs; Admission programs to selective state-led schools4; Calls for applications and guidelines of online registration; Procedures and requirements of standardized examination and unified admission/contest; Samples of test items (including open-ended test items) with all levels of difficulty, utilized at the admission examinations; Correct answers, scoring and report of all applicants’ scores; List of undergraduate degree programs in public and private schools, established in the country5; Report of passing scores and the names of all admitted applicants for the next academic year; List of responses to frequently asked questions about the admission and examination; Tips for applicants and articles on career planning; Platform for high performing applicants to share the experience and success story. In order to make the online registration system considerably more effective, the SSAC joined the state interoffice automated information search system “Entrance-exit and registration”. Thus the applicants can easily fill out the “Online Application” page with the required information and submit it before the predetermined deadline, set out by the SSAC.
2 The assessment tool initiated by the World Bank and developed within the framework of the System Approach for Better Education Results (SABER). For more information, please visit the webpage: www.saber.worldbank.org 3 Admission programs for undergraduate education are based on the core curriculum of subjects, being assessed. 4 The state-led schools are the state funded academies of security, defense and other academic institutions of the Republic of Azerbaijan. 5 The list of majors for admission, the toll of enrolment openings and the names of education institutions taking part in the fulfillment of the state order/quota are annually presented as a prognosis.
- 4 - In order to provide scientific-methodical assistance6 to the applicant’s favoring majors, which require aptitudes, the SSAC issued such publications as “Fine Arts”, “Music Art”, “Architecture and Design”, “Theatre, Cinema and Choreography”, “Physical Education and Sport”. The applicants of aptitude-required majors can find compiled characteristics of aptitudes, requirements of each major, admission programs of aptitude examinations, assessment criteria of the juries and conduct of behaviors for applicants and jury members. Additionally, task samples, visual reproductions, pictures, tables, norms etc. are published in the journal. Selection rounds were held in Baku and other regional centers for applicants. In the selection round, the suitability of the applicants for the majors requiring high aptitudes was assessed and those who passed the selection stage successfully were reregistered online for the aptitude examinations.7
Scientific-methodical Assistance (for applicants and content/item experts)
The SSAC launches a series of events throughout the year in order to provide grounded methodical assistance to applicants preparing for the admission examinations as well for the experts developing test items for the examinations. As a result of utilized scientific-methodical grounds and engaged council of experts at the regular professional development seminars, conducted at the SSAC, a wide range of scientific methods are available for the use of applicants. These methods are: the admission programs on all subjects; methodical recommendations on ways of preparing for the examination; the commentary notes on inaccurate statements and incomplete themes, given in the school curricula, inappropriately covered in the textbooks; specialists’ comments on different themes reflected in the subject programs and other different methodical materials.
The package of materials has also been made available online. With the purpose to help the applicants to prepare independently for the admission examinations (without attending any tutors), test collections and teacher syllabus on all subjects have been reviewed and their updated versions have been published. To sustain the diversity in the discussion groups, the participation of considerably progressive and experienced teachers from regions have been encouraged by the regional branches of the SSAC. To spread the message of discussion groups to the wider public, the recommendations of all experts on examined subjects have been provided online on Youtube; the test items found to be difficult to answer by the applicants have been given explanation and typical errors committed by the applicants have been studied accordingly. In addition, the lectures covering themes of admission programs on all subjects have been presented at the second part of the “Video Lecture” project. The regional branches of the SSAC functioning in the cities of Nakhchevan, Ganja, Shaki, Lankaran, Guba, Goychay, Shirvan and Aghjabadi have helped considerably to decentralize the activities while sustaining the quantity and quality of their implementations. Due to the productive activity of the regional branches, the teaching personnel (working in the regions) not only have been engaged in the organizational events, but also in the scientific discussions and methodical support. Since 2011, the live streaming video connection between the SSAC headquarter and the regions is being conducted through the use of the internet software. Thus the participation of teachers and experts working in different regions is provided in the scientific and methodological seminars on subjects functioning within the SSAC.
6 A set of methodical procedures, which are based on the data analysis, provided each year. 7 Admission examinations were held for group III on July 14th, group I on July 21st, group IV on July 28th, and group II on August 3rd, in 2013.
- 5 - The Utilization of Open-Ended Test Items
Due to the application of open-ended test items, alongside with the traditional multiple choice test items in the exam, the new models of test items were presented with the carefully prescribed guidelines on how to code them in the answer sheet. For example, some samples of the test items were published in the journal, which were pre-tested in the mock examinations and later included into the test collections by grade levels. Moreover, the trial examinations have been structured in compliance with the technology of admission examinations. Total of 194904 perspective applicants took part in the trial examinations. Simultaneously, special online software has been regenerated and launched by the SSAC to enable the applicants to take the trial examinations in individual basis online whenever requested. In conclusion, open-ended test items have been included in the test blocks of only two subjects within each specialization group8. 5 out of 25 test items have been open-ended on: Mathematics and physics in the group I; Mathematics and geography in the group II; Mathematics and history in the group III; Mathematics and chemistry in the group IV. By the use of the open-ended test items, it became possible to thoroughly exposure applicants’ knowledge and skills, and to promote the skill to apply the acquired facts in practice. Particularly, the assessment of four levels – knowledge, comprehension, application and skills helped to distinguish the applicants with well-sustained preparedness whilst still conducting the complete assessment of all applicant population.
Organization of Examinations
The organization of examinations requires the involvement of numerous representatives of different state institutions both in the planning and administration of examinations. Prior the planning of the examination, the materials related to the examination content are prepared in the Center - in Baku, following the multiplication of their copies, they are sent to the regional branches for further distribution. Therefore, there are more than 1 000 employees of schools, universities, education offices and Azerbaijan National Academy of Sciences (ANAS) engaged in the development and review of examination content. The planning of the examination starts in April and May both in the capital city and in the regions of the Republic, where more than 100 buildings considered for administration of examination are inspected, and their compliance with the requirements are identified. For example, the technical passports of each building have been examined. To exclude the identified shortcomings a number of regional and national authorities regionally have been partnered. Respectively, the updated information about the examination buildings has been included into the “database of examination venues”.
Quality assurance mechanism employed for the organization of examination
Long prior to the examinations, a series of workshops on the technology (a short video), conduct of behaviour, put in practice in the examination as well as the background of each procedure are being provided for all invigilators and examination managers in the head quarter as well as the regional branches in order to advance the performance of examination team members and provide updated procedures if any. For example, the local teachers were first trained, and then sent to administer a number of mock examinations. As a result of feedback, provided by the examination managers, after each trial examination, the invigilators were promoted to administer the admission examination. This way, invigilators and examination managers were kept accountable to the requirements and duties, signed between the SSAC and contractors. In particular, to maintain the security of the examination venues, all necessary steps were made with the Special State Security Service prior the final evaluation of the buildings. For
8 Groups classified based on the nature of the major, resulting in different admission programs per each group.
- 6 - instance, this year 5 000 teachers from the general education secondary school as invigilators and up to 500 specialists from different state agencies as examination managers took part in the process of examination. The personnel of the Special State Security Service provided the security of examination process at a high level. Additionally, the professional assistance provided by the personnel of the Ministry of Internal Affairs, “Azerbaijan Airlines” Closed Joint Stock Company, the Ministry of Health, the Ministry of Communication and Information Technology and the Ministry of Emergency Situations also contributed to the quality of organizing the examination. To ensure the convenience of applicants and parents (a few years ago, the examinations used to take place only in three cities), the SSAC conducted the admission examination in 11 regions of the country. Due to the localized organization of examinations, more than 50% of applicants were able to take the admission exam in their own regions. The transportation for applicants residing far away from the examination centers was carried out with the support of local authorities without any charge. The new initiative has fully been praised by parents and applicants in many “Thank letters” addressed to the Commission. The state standards of academic, security and disciplinary conduct were strictly followed in order to ensure the quality of the exam organization. If any complains are addressed, the SSAC is committed to respond with the sufficient degree of equity. After the examination, public awareness is continued through the live broadcast of “Space” TV channel at the end of each examination day. The responsible experts of the SSAC provided explanations to the questions of applicants and parents related to the content of test items used in the examinations. The correct answers of test items on sectors and variants, used in the admission examinations, were aired directly on television programs as well. Following the test examinations of the corresponding groups, aptitude examinations were held according to the schedule in Baku and in the regional centers. 9
Implementation of Student Admissions (undergraduate degree programs)
The SSAC has always maintained its focus on introducing the admission rules and the technology of admission examinations to the applicants and general public. In this direction, comprehensive guidelines reflecting information, admission strategies and some recommendations about the different aspects, approaches and stages of the student admission process have been published. The scores of applicants were announced online after the admission examinations on all major groups were held, aftermath, the SSAC issued a special publication titled “What should be paid attention to during the major selection?” for the applicants of each major group in order to help them in the selection of proper and correct major. Education forms/types (on the state scholarship and private funding basis), admission quotas on the contest of Azerbaijani and Russian sectors both separately and together, as well as the information on the distribution of scores of the applicants who gained the right to participate in the contest, by intervals were presented in the issue. The SSAC published manuals and made them available online for the applicants in order to ensure the applicants’ decisiveness while favoring a selection among the majors.10 The information on each major involves data regarding which educational institution provides the training of specialists on the considered major, the characteristics and definition of that major, the subjects taught to the bachelors trained on the considered major within the study period, as well as the knowledge and skills to be gained on the basis of these subjects, consequently, the appropriate information about the main spheres of their future career and perspective job placements were provided. The Commissions of Appeals were established within the SSAC to scrutinize and review files of the citizens following the admission examinations to the higher education institutions. Finally, the 11th issue of “Abiturient” journal has completely been dedicated to the high performing test-takers. For example, 102 top scoring applicants were awarded with the Presidential Scholarship on the basis of corresponding Presidential decree of Azerbaijan Republic, in addition to the state-funded education/scholarship.
9 Aptitude examinations were held for group III on 18-24th of July, group I on 25-30th of July, and group IV from 31st of July till 12th of August. 10 The applicants who obtained the right to participate in the contest for the higher education institutions made the major selection from 6th to 15th of August.
- 7 - Descriptive Statistics (diagrams) and Analysis of Examination and Admission Results 2013-2014
This year 96720 applicants sat in the admission examinations for higher education institutions.
PARTICIPATION AND ADMISSION RATES IN 2013
PARTICIPATED: ADMITTED:
TOTAL 96720 TOTAL 33880 - for Azerbaijani sector 88813 - for Azerbaijani sector 30205 - for Russian sector 7907 - for Russian sector 3675
42.98 % of those applicants scored 0-100 points, 21.99 % scored 100-200 points, 13.84 % scored 200-300 points, 15.65 % scored 300-500 points, and 5.55 % of them scored 500-700 points. (see Picture 1.)
THE SCORES OF APPLICANTS PARTICIPATING IN ADMISSION EXAMINATIONS
Picture 1.
THE SCORES OF THE ADMITTED APPLICANTS
Picture 2.
The results of 1617 applicants were higher than 600 points. The applicants with high scores represent almost all cities, regions including rural schools of the Republic.
- 8 -
THE ADMISSION RESULTS FOR THE ACADEMIC YEAR OF 2013-2014
Picture 3. Picture 4.
Table 1.
THE TOTAL NUMBER OF THE ADMITTED APPLICANTS TO UNIVERSITIES
a) FOR MAJOR GROUPS Admitted (including the recepients of state scholarships) % of Major group Quota № For Azerbaijani For Russian Total for two admission sector sector sectors Mathematics, physics, engineering, I 11593 9781 (3944) 1233 (490) 11014 (4434) 95.01 architecture and design specialities Economics, management, international II relations, regional studies, sociology and 10094 8305 (2275) 1341 (223) 9646 (2498) 95.56 geography specialities Humanities, pedagogics, arts and music III 10395 8830 (2403) 785 (135) 9615 (2538) 92.50 specialities Medicine, chemistry, biology, agrarian, IV 4402 3289 (1313) 316 (130) 3605 (1443) 81.89 psychology and sport specialities Total 36484 30205 (9935) 3675 (978) 33880 (10913) 92.86 The applicants with high performing applicants were: 371 people in group I; 301 applicants in group II; 542 applicants in group III; 403 applicants in group IV. 6 applicants scored the maximum score of 700 points. Of 6 applicants scoring 700 points, 4 were the applicant of group III and 2 applicants were from group IV. Table 2.
b) FOR UNIVERSITIES Admitted (including the recepients of state scholarships) UNIVERSITIES Quota % № For Azerbaijani For Russian Total for two sector sector sectors 1 Public 30245 25936 (9575) 2903 (956) 28839 (10531) 95.35 2 Private 6239 4269 (360) 772 (22) 5041 (382) 80.80 TOTAL 36484 30205 (9935) 3675 (978) 33880 (10913) 92.86
- 9 -
RESULTS OF STUDENTS ADMISSION BY UNIVERSITIES AND TYPES OF EDUCATION
Graphic 1.
- 10 -
THE AVERAGE SCORE OF THE ADMITTED APPLICANTS (TO UNIVERSITIES)
Graphic 2.
- 11 -
THE POINTS OF THE APPLICANTS THE POINTS OF THE APPLICANTS ADMITTED TO PUBLIC UNIVERSITIES ADMITTED TO PRIVATE UNIVERSITIES
Picture 5. Picture 6.
Gender balance of applicants is followed up as: 51.35% of registered applicants were males, while 48.65 applicants were females; 48.60% of all admitted applicants were males, while 51.40% of the applicants were females.
Table 3.
ADMISSION RESULTS OF APPLICANTS FROM MAJOR CITIES OF THE REPUBLIC OF AZERBAIJAN
a) in total CITY # of applicants Admitted % of admission Total Male Female Total Male Female Total Male Female 1 The Republic of 96720 49569 47151 33880 16467 17413 35.03 33.22 36.93 Azerbaijan 2 Baku 32905 16496 16409 13451 6339 7112 40.88 38.43 43.34 3 Sumgait 4946 2429 2517 1780 860 920 35.99 35.41 36.55 4 Ganja 3833 1829 2004 1183 557 626 30.86 30.45 31.24 5 Nakhchivan 1794 971 823 583 250 333 32.50 25.75 40.46 6 Mingachevir 1165 599 566 457 219 238 39.23 36.56 42.05 b) on the state scholarship № CITY # of applicants Admitted % of admission Total Male Female Total Male Female Total Male Female 1 The Republic of 96720 49569 47151 10913 5051 5862 11.28 10.19 12.43 Azerbaijan 2 Baku 32905 16496 16409 4285 1891 2394 13.02 11.46 14.59 3 Sumgait 4946 2429 2517 700 338 362 14.15 13.92 14.38 4 Ganja 3833 1829 2004 422 170 252 11.01 9.29 12.57 5 Nakhchivan 1794 971 823 201 83 118 11.20 8.55 14.34 6 Mingachevir 1165 599 566 172 76 96 14.76 12.69 16.96
- 12 - Pre-exam trials Administration of live and online trial examinations in different regions of the republic, have played an important role in the effective preparation of the applicants for the admission examinations. Table 4. CORRELATION COEFFICIENT BETWEEN THE RESULTS OF TRIAL AND ADMISSION EXMINATIONS
EXAMINATION SUBJECTS MAJOR Total # Native Mathe- History of Geogra- English GROUPs score Literature Physics Chemistry Biology History language matics Azerbaijan phy language Mathematics, physics, en- gineering, I 0.883 0.693 0.769 0.737 0.789 0.825 architecture and design specialities Economics, management, international relations, II regional 0.879 0.701 0.778 0.737 0.751 0.822 studies, sociology and geography specialities Humanities, pedagogics, III 0.898 0.780 0.766 0.810 0.792 0.837 arts and music specialities Medicine, chemistry, biology, IV agrarian, 0.945 0.820 0.891 0.865 0.899 0.863 psychology and sport specialities
As we see from the Table 4, there is a strong positive correlation between applicants’ results in trial and admission examination per each major group. The same correlation is true both between relative scores of examination subjects and the total score of the exam. Particularly high correlation is observed in the results of the applicants representing the major group IV. In this group, the degree of the correlation of overall scores of applicants in trial and admission examinations is very high – the correlation coefficient is equal to 0.945. It should be noted that such a strong positive correlation indicates a functional relation as the correlation coefficient is close to 1. In this major group, the correlation coefficient, illustrating the strength of linear relation between the relative scores of applicants achieved in trial and admission examinations on different examination subjects, vary from 0.820 (on native language subject) to 0.899 (on chemistry subject). Obviously, variation of correlation coefficient is low on subjects.
- 13 - Comparatively low correlation index is observed in the major group II. There is not such a strong correlation coefficient observed in geography subject (0.701) and the high positive correlation in English language subject (0.822). Positively correlated scatterplots, observed among the applicants’ scores in trial and admission examinations confirm the use of reliable test models applied in the examinations.
Gender Analysis of The Admission Examinations
DYNAMICS OF MALE AND FEMALE APPLICANTS FOR THE YEARS of 1993-2013
Picture 7.
Table 5.
MAJOR PREFERENCES OF AVERAGE STATISTICAL MALE AND FEMALE APPLICANTS ON MAJOR GROUPS
MALE APPLICANT FEMALE APPLICANT № Аzerbaijani sector Russian sector Аzerbaijani sector Russian sector Major Preference Major Preference (%) Major Preference Major Preference Groups (%) Groups Groups (%) Groups (%)
1 I 43.25 I 43.62 III 44.10 III 37.91
2 II 27.67 II 35.32 I 30.15 II 27.84
3 III 15.01 III 11.29 II 16.21 I 24.69
4 IV 14.07 IV 9.76 IV 9.54 IV 9.56
- 14 -
DISTRIBUTION OF MALE AND FEMALE APPLICANTS BY REGIONS
Balakәn PERCENTAGE OF MALE Xaçmaz Zaqatala APPLICANTS IN THE Qusar Qax Ağstafa OVERALL NUMBER OF Şabran Quba REGION’S APPLICANTS Qazax Şәki Oğuz Tovuz Siyәzәn Samux Qәbәlә Şәmkir İsmayıllı Mingәçevir Şamaxı Xızı Gәncә Sumqayıt Yevlax Göygöl Naftalan Ağdaş Göyçay Gәdәbәy Ağsu Qobustan Bakı Daşkәsәn Goranboy Ucar Bәrdә Abşeron Tәrtәr Zәrdab Kürdәmir Hacıqabul
Kәlbәcәr Ağdam Şirvan Ağcabәdi Sabirabad Xocalı İmişli Saatlı Beylәqan Laçın Sәdәrәk Şuşa Salyan Şәrur Füzuli Xocәvәnd Bilәsuvar Şahbuz Kәngәrli Qubadlı Neftçala Babәk Cәbrayıl Cәlilabad Naxçıvan ş. Culfa
Ordubad Zәngilan Masallı
Yardımlı Lәnkәran Lerik
Astara
Picture 8.
DYNAMICS OF THE NUMBERS OF MALE AND FEMALE APPLICANTS ADMITTED TO UNIVERSITIES DURING THE YEARS OF 1993-2013
Picture 9.
- 15 - Table 6.
DISTRIBUTION OF THE ADMITTED MALE AND FEMALE APPLICANTS FOR MAJOR GROUPS MALE APPLICANT FEMALE APPLICANT № Аzerbaijani sector Russian sector Аzerbaijani sector Russian sector Group Relative number Group Relative number Group Relative number Group Relative number of applicants of applicants of applicants of applicants 1 II 37.59 I 43.70 III 42.80 II 32.96 2 I 37.29 II 40.96 I 27.64 III 31.33 3 III 15.21 III 8.67 II 17.72 I 25.64 4 IV 9.91 IV 6.67 IV 11.84 IV 10.07
DISTRIBUTION DIAGRAM OF THE SCORES OF APPLICANTS WHO
PARTICIPATED IN ADMISSION EXAMINATIONS
AZERBAIJANI SECTOR
MALE APPLICANTS FEMALE APPLICANTS
Picture 10. Picture 11.
RUSSIAN SECTOR
MALE APPLICANTS FEMALE APPLICANTS
Picture 12. Picture 13.
- 16 -
ADMISSION RATES OF MALE AND FEMALE APPLICANTS (UNIVERSITIES)
Graphic 3.
- 17 -
Table 7.
MEAN SCORE OF CORRECT ANSWERS BY MALE AND FEMALE APPLICANTS ON SUBJECTS
Azerbaijani sector Russian sector SUBJECTS Male Female Male Female Total Total applicants applicants applicants applicants Native language 35.60 45.68 40.43 42.46 48.89 46.20 Literature 39.53 43.41 42.37 44.38 49.49 48.59 Mathematics (groups I, II) 25.31 23.68 24.70 29.73 27.97 28.89 Mathematics (groups III, IV) 22.23 25.63 24.39 25.64 29.46 28.55 Physics 25.57 31.33 27.82 31.52 35.64 33.46 Chemistry 25.00 31.79 27.64 31.43 35.84 33.51 Biology 22.75 41.54 30.14 26.13 44.76 36.93 History 39.68 35.13 36.35 38.88 31.55 32.84 History of Azerbaijan 33.92 31.06 32.92 31.75 29.18 30.41 Geography 35.72 30.64 33.95 37.93 32.67 35.18 English language (group I) 24.90 28.85 26.44 43.11 43.22 43.16 English language (groups II, 31.92 33.49 32.80 49.72 49.53 49.59 III) Average score 154.58 197.76 175.27 203.49 223.72 215.27
THE INTERVALS OF SCORES EARNED BY MALE AND FEMALE APPLICANTS
Score Male Female 500-600 scores Intervals applicants applicants
0-500 scores 47238 44118 500-600 scores 1572 2175 600-700 scores 759 858 600-700 scores TOTAL 49569 47151
Picture 14.
- 18 - THE ANALYSIS OF SECONDARY SCHOOL GRADUATES 2013
SECONDARY SCHOOL GRADUATES OF 2013
- PARTICIPATION AT THE ADMISSION EXAMINATIONS: 55033 graduates - ADMISSION TO UNIVERSITIES: 26341 graduates
THE POINTS OF GRADUATES OF 2013 THE POINTS OF THE ADMITTED PARTICIPATING IN ADMISSION GRADUATES OF 2013 EXAMINATIONS
Picture 15. Picture 16.
The comperative study of the grades of the graduates’ at school-leaving exams and the scores of the admission examinations indicates that regardless of the variety of grades, received in school- leaving exams, the applicants had gained diverse range of scores (0-700 scores) in the admission examinations (see picture 15 and 16). Such an inconsistency provided the grounds of a very weak association between these two indicators. For example, 23.6 % of the applicants whose average school-leaving exam grade is in the range of 4.0 – 4.5, earned scores in 0 – 100 interval, 25.7 % in 100 – 200 interval, 21.5 % in 200 – 300 interval, 24.2 % in 300 – 500 interval and 4.9 % of the applicants is in 500 – 700 interval (see picture 17 and 18). But, as per the opinion of the education experts, there should be a relative association of the certificate grades and admission scores of the applicants, as well as the distribution interval on the scores of the admission examination should be rather narrow. Ideally, 75 % of the applicants, whose average grade of school-leaving exam is in the range of 4.0 – 4.5 should score in the interval of 300 – 500 points, and the score of 25 % of these applicants should be in 500 – 700 interval. In reality, the stipulations in the grading policy, along with other factors, comes out from the fact that the learning outcomes of general secondary education are not provided in the same way. As a result of strict difference in grading criteria at different schools, the knowledge of the pupils with the same readiness is assessed as “excellent” in one school (district), and “satisfactory” in the other school (district).
- 19 - APPLICANTS ACCORDING TO HIGH SCHOOL-LEAVING CERTIFICATE GRADES AND ADMISSION EXAMINATION SCORES
Picture 17.
APPLICANTS WITH ”EXCELLENT” GRADES IN SUBJECTS IN THEIR SCHOOL LEAVING EXAM ACCORDING TO RELATIVE SCORE INTERVALS
(High school graduates of 2013)
Picture 18.
- 20 -
THE GRADUATES OF 2013
Picture 19.
The Analysis of IDP11 Status School Graduates (IDP-SSG)
The number of applicants, admitted to universities from the occupied territories increased from 246 persons in 1993 up to 3160 persons in 2013 (see Table 8). Table 8.
NUMBER OF IDP-SSG (PER REGIONS)
Number of applicants № R E G İ O N 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 1 Aghdam region 748 780 619 785 1064 1348 1459 1329 2214 2224 2089 2095 1900 2043 2 Fuzuli region 618 763 633 777 892 1252 1387 1293 1835 1766 1709 1718 1505 1584 3 Lachin region 526 610 440 553 789 961 1081 1072 1067 1088 915 1212 1187 1224 4 Kalbajar region 394 443 326 413 587 707 785 758 827 829 834 1153 1073 1125 5 Shusha city 344 341 240 441 443 503 544 497 493 458 462 524 556 580 6 Zangilan region 272 329 270 386 388 619 695 576 648 605 515 889 738 762 7 Gubadli region 270 369 220 334 344 527 563 585 655 721 661 1006 853 838 8 Jabrail region 305 346 313 400 462 714 812 783 745 740 741 1273 1050 1093 TOTAL 3477 3981 3061 4089 4969 6631 7326 6893 8484 8431 7926 9870 8862 9249
11 Internally displaced people as a result of the Armenian occupation of the Azerbaijani territories.
- 21 -
SHIFT DYNAMICS OF APPLICANTS BY REGIONS FOR THE YEARS of 1993-2013
Graphic 4.
Table 9.
ADMISSION RATE OF IDP-SSG (BY REGIONS)
Number of applicants № R E G İ O N 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 1 Aghdam region 153 167 194 215 245 280 271 254 485 510 435 516 533 708
2 Fuzuli region 148 151 180 218 167 228 224 245 370 397 358 430 413 508
3 Lachin region 123 142 133 161 183 224 207 189 208 197 188 274 340 431
4 Kalbajar region 108 96 95 124 112 144 146 167 183 202 196 335 326 393
5 Shusha city 75 60 64 104 67 87 89 80 75 90 83 102 160 179
6 Zangilan region 66 82 70 133 80 158 157 116 143 154 116 276 230 268
7 Gubadli region 78 95 70 97 71 121 123 116 142 167 154 256 260 296
8 Jabrail region 61 63 82 117 96 162 143 156 148 153 150 323 296 377
TOTAL 812 856 888 1169 1021 1404 1360 1323 1754 1870 1680 2512 2558 3160
- 22 -
TOTAL NUMBER OF IDP-SSG ADMITTED IN THE YEARS 1993-2013
Graphic 5.
Table 10.
NUMBER OF IDP-SSG, ADMITTED TO PRESTIGIOUS UNIVERSITIES BY YEARS
Number of applicants UNIVERSITY 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Baku State 107 145 126 150 197 217 154 222 217 184 243 299 410 University Azerbaijan Medical 57 57 82 57 62 64 44 51 52 39 62 62 80 University Azerbaijan State 100 81 150 105 132 150 152 203 250 151 263 269 324 Economic University Azerbaijan University of 27 46 50 52 63 64 85 119 127 82 115 186 203 Languages
Admission Examination for Graduate (Master) Education
The admission to graduate degree programs has been implemented for the public and private universities of the country. Graduate education in the Republic of Azerbaijan is funded either by state-provided scholarships or private funding of graduate students, according to the respective decree “On Application of the New Finance Mechanism within the Higher Education Institutions”. The state scholarships in graduate education are awarded for the major – whoever gains the highest scores applying for that major will be provided with the state scholarships. To guide the bachelor applicants through the process of examination and admission, the SSAC published the admission programs, admission rules and call for applications, recommendations and tables related to the major selection, test item samples, results of the contest,
- 23 - passing scores and other essential information in the issues of the “Magistr (Master degree)”. Furthermore, in 2013, the SSAC achieved to assess preparedness of applicants for first phase exam of the graduate admission. Initially, a trial examination was conducted to enable bachelor applicants to assess their readiness, become accustomed with the environment of the examinations and to release unnecessary stress of the examinations. The conduction of the trial examination took place in accordance with almost the same procedures and requirements of the admission examination. Total of 7398 perspective applicants participated in the trial examination, whereas the admission examination was implemented in the two phases later on: In the first phase of the examination, the logical thinking (quantitative, spatial and verbal reasoning), foreign language and computer science skills of the bachelor applicants were checked through the paper-based test examination conducted on March 3, 2013. Those who attained the terms of the admission contest gained the right to take the second phase of the examination. As a result, total of 21078 bachelors participated in the first phase of the admission examination. Consequently, total of 11274 bachelors who attained the requirements set forth by the SSAC participated in the bachelor program selection and preceded to the second phase of the examination. In the second phase of the examination, the specialty of the bachelors was assessed through the paper-based test examination on June 23, 2013. Some of bachelor applicants were provided with the response-constructed test items for the predefined majors of the admission programs. Total of 5432 undergraduate applicants were accepted to the graduate degree programs in result of the examination implemented in two phases.
Descriptive Diagrams of Data on the Graduate Admission Examination
ADMISSION QUOTA FOR GRADUATE EDUCATION AND THE NUMBER OF APPLICANTS
Picture 20.
- 24 - Table 11.
NUMBER OF UNDERGRADUATE APPLICANTS ADMITTED TO UNIVERSITIES
Admission Admitted (including the recepients of state TYPE OF UNIVERSITIES For scholarships) % of No. Azerbaijani For Russian admission Total sectorplan sector 1 Public 5780 4132 (1750) 642 (213) 4774 (1963) 82.60 2 Private 1014 591 (123) 67 (1) 658 (124) 64.89 TOTAL 6794 4723 (1873) 709 (214) 5432 (2087*) 79.95
ADMISSION QUOTA FOR GRADUATE EDUCATION FOR THE ACADEMIC YEAR 2013-2014
Picture 21. Picture 22.
RESULTS OF GRADUATE ADMISSION EXAMINATION FOR THE ACADEMIC YEAR 2013- 2014
Picture 23. Picture 24.
* 2 bachelors were admitted out of competition (based on different international awards).
- 25 -
ADMISSION RATES OF GRADUATE EDUCATION (UNIVERSITIES AND EDUCATION FORMS)
Graphic 6.
- 26 -
Table 12.
RESULTS OF UNDERGRADUATE APPLICANTS ON GRADUATE ADMISSION EXAMINATION
Admitted applicants
Total Bachelors Applicants passed number No. university participating in the the second stage including to the including to other of second stage number % same universities universities bachelors
number % number % number % number % Baku State 1 3550 2271 63.97 1904 53.63 1125 31.69 487 43.29 638 56.71 University Azerbaijan State 2 Economic 2375 1478 62.23 1286 54.15 873 36.76 615 70.45 258 29.55 University Azerbaijan State 3 Pedagogical 1642 986 60.05 768 46.77 405 24.67 131 32.35 274 67.65 University Azerbaijan State 4 1466 912 62.21 735 50.14 441 30.08 222 50.34 219 49.66 Oil Academy Azerbaijan 5 Technical 1028 516 50.19 409 39.79 261 25.39 164 62.84 97 37.16 University Ganja State 6 983 419 42.62 315 32.04 166 16.89 84 50.60 82 49.40 University Azerbaijan 7 University of 980 632 64.49 488 49.80 356 36.33 107 30.06 249 69.94 Languages Azerbaijan 8 921 398 43.21 326 35.40 118 12.81 15 12.71 103 87.29 Teachers Institute Azerbaijan University of 9 795 419 52.70 316 39.75 202 25.41 142 70.30 60 29.70 Architecture and Construction Azerbaijan State 10 Agrarian 647 292 45.13 240 37.09 149 23.03 93 62.42 56 37.58 University Sumgait State 11 596 304 51.01 220 36.91 126 21.14 42 33.33 84 66.67 University Baku Slavic 12 569 247 43.41 166 29.17 104 18.28 45 43.27 59 56.73 University Nakhchivan State 13 470 216 45.96 158 33.62 111 23.62 79 71.17 32 28.83 University Azerbaijan 14 Cooperation 398 127 31.91 80 20.10 48 12.06 6 12.50 42 87.50 University 15 Qafqaz University 369 225 60.98 172 46.61 103 27.91 33 32.04 70 67.96 Azerbaijan State 16 University of 288 110 38.19 91 31.60 49 17.01 31 63.27 18 36.73 Culture and Art Azerbaijan 17 University of 281 104 37.01 81 28.83 72 25.62 28 38.89 44 61.11 Technology Lankaran State 18 270 110 40.74 78 28.89 38 14.07 13 34.21 25 65.79 University
- 27 - Admitted applicants
Total Bachelors Applicants passed number No. university participating in the the second stage including to the including to other of second stage number % same universities universities bachelors
number % number % number % number % Academy of Public Administration 19 under the President 229 170 74.24 161 70.31 104 45.41 20 19.23 84 80.77 of the Republic of Azerbaijan National Aviation 20 222 115 51.80 88 39.64 51 22.97 35 68.63 16 31.37 Academy 21 Western University 196 84 42.86 58 29.59 34 17.35 2 5.88 32 94.12 "Odlar Yurdu" 22 193 70 36.27 48 24.87 28 14.51 4 14.29 24 85.71 University Azerbaijan State Academy of 23 179 63 35.20 56 31.28 51 28.49 50 98.04 1 1.96 Physical Culture and Sports “Azerbaijan” 24 165 56 33.94 32 19.39 20 12.12 2 10.00 18 90.00 University 25 Khazar University 158 63 39.87 43 27.22 28 17.72 5 17.86 23 82.14 Mingachevir 26 Polytechnic 158 63 39.87 47 29.75 22 13.92 0 0.00 22 100.00 Institute Azerbaijan 27 156 110 70.51 88 56.41 43 27.56 18 41.86 25 58.14 Tourism Institute Baku Girls 28 153 49 32.03 35 22.88 17 11.11 0 0.00 17 100.00 University Azerbaijan State 29 143 80 55.94 78 54.55 42 29.37 32 76.19 10 23.81 Academy of Art Azerbaijan 30 International 133 40 30.08 31 23.31 9 6.77 0 0.00 9 100.00 University Baku Business 31 131 65 49.62 40 30.53 33 25.19 17 51.52 16 48.48 University Baku Musical 32 121 86 71.07 86 71.07 43 35.54 25 58.14 18 41.86 Academy Centre of Science and Education 33 119 35 29.41 25 21.01 17 14.29 0 0.00 17 100.00 “Tafaccur” University Baku Eurasia 34 118 41 34.75 19 16.10 8 6.78 0 0.00 8 100.00 University Azerbaijan Socio- 35 115 21 18.26 12 10.43 9 7.83 0 0.00 9 100.00 Political University Nakhchivan 36 110 30 27.27 23 20.91 18 16.36 0 0.00 18 100.00 Private University Nakhchivan 37 102 32 31.37 28 27.45 13 12.75 7 53.85 6 46.15 Teachers Institute Azerbaijan Marine 38 87 28 32.18 21 24.14 16 18.39 14 87.50 2 12.50 Academy Baku Branch of the 39 Moscow State 86 43 50.00 34 39.53 10 11.63 0* 0.00 10 100.00 University
* Admission of 28 graduates of Baku Branch of Moscow State University to the master’s level of that higher education institution is not displayed in this table because the second stage of admission to the master’s level was carried out by the institution itself after the first stage of the examination held by the SSAC.
- 28 - Admitted applicants
Total Bachelors Applicants passed number No. university participating in the the second stage including to the including to other of second stage number % same universities universities bachelors
number % number % number % number % Azerbaijan Labour and Social 40 84 34 40.48 24 28.57 13 15.48 0 0.00 13 100.00 Relations Academy Baku "Asia” 41 79 23 29.11 11 13.92 7 8.86 0 0.00 7 100.00 University Azerbaijan 42 National 74 33 44.59 31 41.89 18 24.32 14 77.78 4 22.22 Conservatoire Azerbaijan 43 55 36 65.45 22 40.00 14 25.45 10 71.43 4 28.57 Medical University Higher schools of 44 Republic of 38 24 63.16 19 50.00 9 23.68 0 0.00 9 100.00 Turkey Baku Islam 45 10 1 10.00 0 0.00 0 0.00 ------University Higher schools of other states 46 9 4 44.44 4 44.44 4 44.44 0 0.00 4 100.00 (universities, academies, etc.) Higher schools of 47 8 3 37.50 3 37.50 1 12.50 0 0.00 1 100.00 Russian Federation Higher schools of 48 Republic of 6 0 0.00 0 0.00 0 0.00 ------Georgia 49 Police Academy 5 4 80.00 4 80.00 2 40.00 0 0.00 2 100.00 Ganja Science and 50 3 1 33.33 0 0.00 0 0.00 ------Education Centre Higher Military 51 School named after 2 1 50.00 1 50.00 1 50.00 0 0.00 1 100.00 H.Aliyev Azerbaijan Branch of the Academic Center of San 52 Marino 2 0 0.00 0 0.00 0 0.00 ------International Academy of Scien ces Independent 53 Azerbaijan 1 0 0.00 0 0.00 0 0.00 ------University
Admission to Residency
The unified admission to the residency has been implemented by the SSAC with the paper- based test in compliance with the Order #156 of the President of the Azerbaijan Republic of September 5, 2009, on implementation of the “Law on Education” and guided by the decree of the Cabinet of Ministers of the Azerbaijan Republic on “The Approval of the Rules on the Content and Implementation of the Residency Education” of March 18, 2009. The SSAC has implemented several arrangements on organizational and scientific- methodical preparation towards the admission to the residency, cooperating with the Ministry of
- 29 - Health, the Azerbaijan Medical University and with other relevant organizational bodies. Provided the participation, the experts of the relevant departments of the Azerbaijan Medical University developed the admission examination programs on the base of required major subjects. Later on, the programs were published in the “Rezidentura” journal in Azerbaijani and Russian on March 11, 2013. Also, the SSAC presented to the public attention “the rules on admission to residency” in the journal. During the preliminary stage to the admission examination, the preparation of the materials related to the content of the examinations (admission examination programs and list of literature references), the outline and review of the test items and the formation of the test item bank was preceded. Additionally, the experts conducted and provided video lectures on subjects online. The second issue of the “Rezidentura” journal of June 9, 2013 covered the admission announcement to the residency, majors open to admission, toll of the enrolment openings, samples of test items on the base and major subjects, explanation of some test items found implicate by the candidates and recommendations. Moreover, one of the preparatory events was the conduction of the mock examinations to enable bachelors to assess their knowledge, to become accustomed with the technology of the examinations and to adjust psychologically to the examinations. The trial examinations took place in accordance with the technology of the admission examinations. Total of 680 perspective applicants participated in the trial examinations. The electronic application to the residency was implemented from 14 to 23 of August 2003 and 1297 candidates filled out applications to participate in the examination. The toll of enrolment openings numbered 528 offerings. The admission took place in two phases: In the first phase, the base knowledge of the candidates in the direction of the higher medical education; In the second phase, the knowledge of specialty was assessed. The first and the second phase of the examination respectively were conducted on September 9 and September 10. 831 residency applicants gained the right guiding them to the admission contest; however, only 764 applicants participated in the contest. Consequently, of the total number, 506 candidates were accepted to the residency (for more see Table 13, 14, 15). The results were brought to the public attention online and in the “Rezidentura” journal, as soon as the major selection finalized.
Descriptive statistics on the Residency Admission Table 13. Admission Number of applications The state of Direction Plan/quota Azerbaijani Russian Admission Total sector sector Contest Medical business, pediatrics 450 932 133 1065 2.4 Dentistry 35 105 24 129 3.7 Medical biology 36 35 5 40 1.1 Medical prevention 77 52 11 63 0.8 TOTAL 528 1124 173 1297 2.5
Joint competition was held for 1 place (on the major of Genetics) in the direction of Medical business, pediatrics and medical biology, for 11 places (on the major of Social hygiene and organization of public health) in the directions of Medical business, pediatrics, dentistry and medical prevention, for 12 places (on the major of Microbiology) in the directions of Medical business, pediatrics, medical biology and medical prevention and for 23 places (on the major of Laboratory work) in the directions of Medical biology and medical prevention.
- 30 -
SCORES OF CANDIDATES PARTICIPATING AT ADMISSION EXAMINATIONS
Picture 25.
ADMISSION RATE Table 14. Admission Number of admitted candidates % of Direction plan Azerbaijani Russian admission Total sector sector Medical business, pediatrics 426 361 55 416 97.65 including civil 406 351 55 406 100.0 including military 20 10 0 10 50.00 Dentistry 32 21 11 32 100.00 Medical biology 20 17 3 20 100.00 Medical prevention 50 31 7 38 76.00 TOTAL 528* 430 76 506 95.83
Number of admitted male and female applicants Table 15. Applicants Admitted Direction male candidates female candidates male candidates female candidates # % # % # % # % Medical business, pediatrics 255 23.94 810 76.06 101 24.28 315 75.72 Dentistry 73 56.59 56 43.41 15 46.88 17 53.13 Medical biology 14 35.00 26 65.00 5 25.00 15 75.00 Medical prevention 13 20.63 50 79.37 9 23.68 29 76.32 TOTAL 355 27.37 942 72.63 130 25.69 376 74.31
* Taking into consideration the distribution of the admitted candidates on specialities over which joint competition was held, the admission plans for medical directions were specified.
- 31 - Admission Rate to Residency Education (medical institutions and clinics) Table 16. Number of admitted candidates Admis- For Azerbaijani % of Total No. Medical institutions sion sector admis- plan fe- fe- fe- sion male total male total male total male male male 1 Azerbaijan Medical University 147 24 90 114 4 26 30 28 116 144 97.96 National Ophthalmology Centre 2 named after academician Zarifa 10 0 9 9 1 0 1 1 9 10 100.0 Aliyeva Azerbaijan State Doctors 3 Improvement Institute named 43 12 26 38 1 4 5 13 30 43 100.0 after A. Aliyev 4 National Oncology Centre 12 2 6 8 1 3 4 3 9 12 100.0 Scientific Surgical Centre named 5 12 4 6 10 2 0 2 6 6 12 100.0 after M. Topchubashov Scientific Research Institute of 6 Hematology and Transfusiology 9 3 6 9 0 0 0 3 6 9 100.0 named after B.Eyvazov Baku City Clinical Medical 7 21 3 14 17 1 3 4 4 17 21 100.0 Centre Forensic Medical Examination 8 2 1 1 2 0 0 0 1 1 2 100.0 and Pathological Anatomy Union Scientific-Research Obstetric and 9 10 0 9 9 0 1 1 0 10 10 100.0 Gynecology Institute Scientific-Research Pediatrics 10 7 0 7 7 0 0 0 0 7 7 100.0 Institute named after K. Farajova Military Medical Faculty of 11 20 9 1 10 0 0 0 9 1 10 50.00 Azerbaijan Medical University 12 Neurosurgery Hospital 8 3 4 7 0 1 1 3 5 8 100.0 Scientific-Research Lung 13 11 5 5 10 0 1 1 5 6 11 100.0 Diseases Institute 14 Central Hospital of Oil Workers 22 6 14 20 0 2 2 6 16 22 100.0 Republican Clinical Urology 15 Hospital named after 8 3 3 6 2 0 2 5 3 8 100.0 academician M.Javadzade Scientific-Research Institute of 16 Cardiology named after 7 0 7 7 0 0 0 0 7 7 100.0 academician J. M. Abdullayev Scientific-Research Institute of 17 9 9 0 9 0 0 0 9 0 9 100.0 Traumatology and Orthopedics Republican Clinical Hospital 18 named after academician Mir- 13 2 9 11 0 2 2 2 11 13 100.0 Gasimov Republican Endocrinology 19 6 0 6 6 0 0 0 0 6 6 100.0 Centre 20 Republican Narcological Centre 4 1 1 2 0 2 2 1 3 4 100.0 Republican Hygiene 21 24 6 7 13 0 2 2 6 9 15 62.50 and Epidemiology Centre
- 32 - Number of admitted candidates Admis- For Azerbaijani % of Total No. Medical institutions sion sector admis- plan fe- fe- fe- sion male total male total male total male male male Clinical 22 Hospital for Children No. 2 13 0 13 13 0 0 0 0 13 13 100.0 named after A. Garayev 23 Republican Thalassemia Centre 4 0 4 4 0 0 0 0 4 4 100.0 24 Central Clinic Hospital 17 2 13 15 0 2 2 2 15 17 100.0 25 Republican Diagnostic Centre 12 4 5 9 0 3 3 4 8 12 100.0 Scientific-Research 26 Institute of Medical 4 0 4 4 0 0 0 0 4 4 100.0 Rehabilitation Republic Psychiatric Hospital 27 8 0 8 8 0 0 0 0 8 8 100.0 No.1 Republican Dermatovenereologic 28 4 1 3 4 0 0 0 1 3 4 100.0 Dispensary 29 Baku City Clinical Hospital No.3 14 4 8 12 2 0 2 6 8 14 100.0 Baku City Clinical Hospital No.4 30 6 3 2 5 0 1 1 3 3 6 100.0 named after F.Afandiyev 31 Baku City Clinical Hospital No.5 11 3 5 8 1 2 3 4 7 11 100.0 Social Medicine and 32 4 1 1 2 1 1 2 2 2 4 100.0 Reformations Centre Clinical Hospital for Children 33 2 0 2 2 0 0 0 0 2 2 100.0 No.3 Clinical Hospital for Children 34 6 0 5 5 0 1 1 0 6 6 100.0 No.6 Republican Clinical Hospital for 35 2 0 2 2 0 0 0 0 2 2 100.0 Children Neurological Hospital for 36 4 0 3 3 0 1 1 0 4 4 100.0 Children 37 Mental Health Centre 4 2 2 4 0 0 0 2 2 4 100.0 38 Nakhchivan Statet University 8 1 5 6 0 2 2 1 7 8 100.0 TOTAL 528 114 316 430 16 60 76 130 376 506 95.83
POINTS OF THE ADMITTED CANDIDATES
Picture 26.
- 33 - Average scores of candidates admitted to Residency Education
(on medical institutions)
Graphic 7.
- 34 - Admission for Vocational Education and Training (VET) Institutions (including majors requiring aptitude assessment exam)
Originally, the SSAC conducted the unified admission to vocational schools on the basis of general secondary education certificate/attestat in 1995-1998; however, the vocational schools were allowed to administer the admission process separately from 1999 to 2004. Nevertheless, the SSAC was reassigned to conduct the admission examinations to the VET schools12 based on the general and complete secondary education certificate. The student admission to the vocational schools on the basis of complete secondary education in the academic years of 2013-2014 was implemented on the basis of the points scored in the examinations to the undergraduate admission, relevant to the “Admission Rules”. The admission rules were published in the first issue of the “Abiturient” journal on January in 2013. A call for the admission, the list of majors open to admission and the toll of the enrolment openings were covered within the fifth issue of the “Abiturient” journal published on June 26. The major selection in the vocational schools within the general education base was executed in the period of 18-22 of August, after the results of the admission examinations to the higher education institutions were announced, in the same period when applications to the vacant openings occurred. The applicants had an opportunity to apply for the majors of both, the vacant openings in the higher education institutions and specialized secondary education institutions. The applicants instructed the codes of the sequence of 20 possible openings from the two education stages in the electronic applications. It should be pointed out that primary additional contest was carried primarily out for the vacant openings of the vocational schools in the complete general education base from 9thto 12th of September. The applicants were limited to inscribe sequence of codes of up to 20 openings of the vocational schools in the electronic application. The total number of 7854 applicants enrolled in the vocational schools in the result of the contest. The SSAC addressed to the Commission on Education under the President of the Azerbaijan Republic in regard with increasing the tolls of the enrolment openings for the academic years of 2013-2014, taking into account that there was a steep rise in the number of the applications, compared to the previous years, forwarded to the specialized secondary education of the general education phase. Taking into consideration the address, The Commission on Education increased the toll of enrolment openings subject to the admission on paid basis to the vocational schools within the general secondary education stage (9-year) by 63.06%. Also, an additional contest for the vacant openings to the VET programs based on the general secondary education certificate emerged from 9 and 12 of September. Consequently, 13180 (extra 2741) perspective applicants in contrast of previously accepted 10439 applicants enrolled in vocational schools, which led to the deep appreciation by the parents. The online registration of applications for the admission examinations to the vocational schools based on the general secondary education occurred from July 17 to August 15. The 4th issue of the “Abiturient” journal covered the admission rules, call for applications, and list of the majors open to admission and the toll of enrolment openings. The confirmation of the applications occurred in two modes, depending on the sufficiency of information on applicants. Each applicant was enabled to ensue up to 12 major codes from the various education institutions on paid and state basis. Abide by rules, the sequence of the major choices of the applicants was regarded as a legal guideline and the applicant enrolled in the succession of the first openings if she/he qualified in the contest elimination. The applicants who chose the majors requiring aptitude assessment test registered for the initial selection rounds and engaged in the selection rounds for checking their aptitude, before filling out and receiving confirmation for the electronic application form. The assessment was carried out on the basis of “eligible” and “non-eligible” and only those who graded as “eligible” qualified to select the relevant majors with aptitude. In accordance with the rules, the applicants were provided to make selection on the additional majors, alongside with the majors with aptitude.
12 Applicants are admitted to vocational schools based both on the general and complete education certificates/attestats.
- 35 -
ADMISSION QUOTA AND APPLICATIONS
Picture 27.
MAJOR GROUPS: major group I - technical, economic, law, pedagogical specialities, design and physical training specialities demanding a specific ability; major group II - chemical technology and medical specialities; major group III - humanities, arts and music specialities demanding a specific ability.
Table 17.
THE APPLICANTS ADMITTED TO VET INSTITUTIONS ON THE BASIS OF COMPLETE SECONDARY EDUCATION (PUBLIC AND PRIVATE EDUCATION TYPES)
ADMISSION QUOTA APPLICATIONS Joint Applicants of Applicants competition Azerbai- № EDUCATION FORM Russian Azerbaijani of Russian of the Total jani Total sector sector sector applicants of sector both sectors 1 Public (state-financed) 3070 --- 512 3582 7502 577 8079
2 Public (paid) 3932 --- 894 4826 7796 598 8394
3 Private 605 ------605 2104 ------
TOTAL 7607 --- 1406 9013 9167 648 9815
- 36 - Table 18.
APPLICANTS ADMITTED TO VET INSTITUTIONS ON THE BASIS OF COMPLETE SECONDARY EDUCATION (PUBLIC AND PRIVATE EDUCATION TYPES)
a) MAJOR GROUPS
Quota Admitted Joint Applicants Major Applicants competition % of of Azerbaijan Russian group of Russian of the Total Total admission Azerbaijani i sector sector sector applicants of sector both sectors I 5767 --- 491 6258 5273 247 5520 88.21 II 1006 --- 756 1762 1522 108 1630 92.51 III 834 --- 159 993 690 14 704 70.90 TOTAL 7607 --- 1406 9013 7485 369 7854 87.14
b) EDUCATION TYPE
Admitted % of EDUCATION FORM Quota Azerbaijani Total for two № Russian sector admission sector sectors 1 Public (state-financed) 3582 3200 129 3329 92.94 2 Public (paid) 4826 3764 240 4004 82.97 3 Private 605 521 0 521 86.12 TOTAL 9013 7485 369 7854 87.14
POINTS OF THE ADMITTED APPLICANTS
Picture 28.
The interest of our youth in VET institutions has increased a lot in recent years. Nowadays, the applicants who failed to pass the competative admission contest even by scoring more than 400 points for medical and economic specialities of higher education institutions prefer VET colleges.
- 37 -
TAM ADMISSION RESULTS ON VET INSTITUTIONS AND EDUCATION TYPES ON THE BASIS OF COMPLETE SECONDARY EDUCATION
Graphic 8.
- 38 -
AVERAGE SCORE INDICATORS OF THE ADMITTED APPLICANTS (ON VET EDUCATION INSTITUTIONS ON THE BASIS OF COMPLETE SECONDARY EDUCATION)
Graphic 9.
- 39 - School-leaving Examinations
The SSAC implemented the final school leaving examinations of the pupils graduating from the general secondary education institutions of the general secondary (9-year) and the complete secondary (11-years) education empowered by the order #611 of the President of the Azerbaijan Republic on the amendment dated 19th of Aril 2012 to “The Charter of the State Students Admission Commission of the Azerbaijan Republic” which had been approved by the order #211 of the President of the Azerbaijan Republic of April 6, 2005. The 9th and 11th graders respectively took the examinations in the first half and the second half of the examination day. The school-leaving examination was paper-based test on the subjects of the native language and math. The pupils received 30 test items from each subject (60 test items overall). In addition, the pupils composed essays on given topics. The total duration of the examination was determined 2 hours (testing –1.5 hours and essay – 30 minutes). Each test item was graded with 1 point and incorrect test items did not impact the overall results. The evaluation of the essays did not occur with points, since the essays were considered as additional indicators on condition the exceptional situations occurred.
The Application of IRT (Item Response Theory)
Analysis of Admission Examination Data
IRT is based on mathematical models, identifying the probability of test takers’ ability to correctly answer test items indicating with one-parameter (difficulty level of test item), two- parameter (difficulty and discrimination level of a test item) and three-parameter (difficulty, discrimination and prediction power of a test item) logistic curve. During the last years, the SSAC is taking a number of actions on parameterization of Item banks. With this purpose, pre-testing the test items and then, processing the results – calibration of test items are conducted. Parameterization of test items is developed on the basis of two models - Rasch and OPLM (One-Parameter Logistic Model) models. In Rasch model, all test items have the same discrimination (distinguishing) indicators. In fact, this is very strict speculation and it is rarely supplied in practice. OPLM is formally two-parameter model, but discrimination parameters are defined till calibration process and participate as a constant in the model. In this case, although each test items is characterized by one parameter, they have different layers of discriminating power. OPLM model has been proposed by the Dutch National Institute for Educational Measurement (CITO) and is widely applied in practice. This model’s superiority over Rasch model consists in its better coordination level with empirical information. Certainly, in practice not all test items fit with
- 40 - mathematical model and while the model is used, unfitted test items are left out. Mainly such events are resulted from the existence of various defects, for instance, dominant distracter or very weak discrimination properties. Motivation level of the trial examination participants should be taken into consideration, in other words, a participant in the trial examination should be interested in achieving a possible highest result. Therefore, when test items are parameterized, applicants refusing to complete the majority of items are removed from the trial examination participants’ sample. Using parameterized items in new test exams enables adding new test items to the scale of ability on the subject being tested. Thus, after calibration, here emerges a possibility to compare the results of various test items with different items. This method has been applied this year while preparing test examination on native language and mathematics subjects which allowed us to scientifically compare the ability levels of applicants taking the examination in all major groups. The test items applied by the SSAC in various major groups don’t have the same structure and they allow revealing and checking the ability of various contingents of the corresponding groups precisely as far as possible. Variety in the structures of test items obviously show themselves clearly in the graphics normalized for the number of test items used in analyzing process and their information functions. Presented information functions (see graphics 10a and 11a) allow to define the average amount of information falling on one test item while the applicants with relevant ability are examined. The more the information is, the fewer the mistakes in measurement of ability will be. Looking at the applicants with corresponding ability, who take the examination, it is obvious from the graphics that all information functions have one maximum point, which indicates minimal degree of making mistakes. For instance, the lowest measurement mistake in the test of the Azerbaijani language is provided for applicants with ability, equal to 0.00 logit in all major groups (see graphics 10a). Looking at the information functions of a test item in the Azerbaijani language for all major groups, we can also observe that there is no such a significant difference among the curves. Interestingly enough, the ability level of applicants in major group III is higher than the ability levels of applicants distributed across all major groups (see graphics 10b, 10c, 10d and 10e). Such a result implies that the difficulty level of test items utilized in major group III was lower (simple), than expected. In the case of mathematics, the curves provide a completely different picture. As 1.4a graphic indicates, the infromation functions across all major groups are asymmetric. The curves of major group I and II illustrate the fact that test items of these groups are targeted to assess applicants with a higher level of abilities, but the curves of major group III and IV display the inability of test items to distinguish high performing applicants, due to assessment of lower applicants, who are less prepared and placed on the left side of the scale.
- 41 -
INFORMATION FUNCTIONS OF THE ITEM IN AZERBAIJANI LANGUAGE SUBJECT ON MAJOR GROUPS AND DISTRIBUTION OF APPLICANTS ACCORDING TO THEIR LEVELS OF ABILITY
I group II group III group IV group
a) Relative information amount
Ability
I group b) Number of applicantsNumber of
Ability
II group c) Number of applicantsNumber of
Ability
III group
d) Number of applicantsNumber of
Ability
IV group e) Number of applicantsNumber of
Ability Graphic 10.
- 42 -
INFORMATION FUNCTIONS OF THE TEST IN MATHEMATICS ON MAJOR GROUPS AND DISTRIBUTION OF APPLICANTS ACCORDING TO LEVELS OF ABILITY
I group II group III group IV group a) Relative information amount amount information Relative
Ability
I group b) Number of applicants of applicants Number
Ability
II group c) Number of applicants of applicants Number
Ability
III group d) Number of applicants applicants of Number
Ability
IV group e) Number of applicants applicants of Number
Ability
Graphic 11.
- 43 -
Comparing the information functions of individual groups with distribution histograms of applicants’ ability (graphics 10b, 10c, 10d, 10e and 11b, 11c, 11d, 11e) indicates that the ability of the applicants on the right side of the histogram are assessed more accurately than the abilities of applicants on the left side. Thus, if the applicants with a higher ability in the Azerbaijani language subject are observed more in major group III, then the value of information function in the Azerbaijani language test of major group III is maximum in relative interval. Distribution curves based on applicants’ abilities in mathematics in major group II and comparative analysis of information function of test items in mathematics subject in that group yields the same results. It should also be noted that quite a lot of high information is needed in the border (cut score) point reflecting competitive conditions. As it is known, relative score limitation, equal to 10, is applied in Azerbaijani and mathematics subjects in admission examinations. For example, ability indicators of those who scored 10 points in the Azerbaijani language subject in major group III are within (-0.4; -0.5) logit interval. As the indicator of applicants’ ability (argument) changes in this interval, the rate of information function will vary from 2.3 to 8.3, which would potentially enable us to conduct higher preciseness in the measurement of abilities. Because the purpose of admission examination is about ranking the applicants, so its highest measurement accuracy should be in the interval of points, scored mainly by the applicants competitive in the admission contest. For example, ability indicator on mathematics of the main segment of sample participating in admission contest in major group I is within (-0.15; 0.6) logit interval. At this point, the average rate of information falling to one test item is within (2.7; 4.8) interval; thus, high measurement accuracy is provided. Composition on major groups of applicants with high abilities in the Azerbaijani language according to subsamples which constitute 5, 10, and 15 % of complete sample is provided in a diagram in picture 29. As it is presented in the diagram, majority of these applicants represents major group III: 56.82 % in the sub-sample of 5%, 51.55 % in the sub-sample of 10%, and 48.11 % in sub-sample of 15%. Along with group III, the applicants with advanced abilities in the Azerbaijani language subject are also represented in other major groups. These applicants of other major groups could potentially become strong competitors to the applicants of group III in the hypothetical admission contest, if they had received a necessary training. If we consider distribution of applicants according to major groups from Azerbaijani sector (37.08 % in group I, 22.34 % in group II, 28.91 % in group III, and 11.67 % in group IV), then we can obviously observe polarization of preferences of applicants with high abilities in the Azerbaijani language from specialty groups I and III. So, while applicants of group I constitute only 14.54 % in the sub-sample of 5%, the applicants of major group III amount 56.82%. Relative weight in the sub-sample of 5% of the applicants representing other major groups is comparable with their weight in the sample. In comparison with the results of last year, the ratio of applicants with high abilities in Azerbaijani language is decreased in major group II and IV (from 27.35% to 17.84% and from 15.53% to 10.81% respectively). However, in major group III, an increase was observed in the ratio of applicants with exceptional abilities responding Azerbaijani language (from 43.41% to 56.82%). Absolutely different pattern is observed in mathematics subject (see diagram in picture 30). Here the highest number of the applicants in the sub-sample of 5% belongs to applicants of major group I (48.24%), and the lowest one - to the applicants of major group III (4.48%). The ratio weight of applicants of major group I (48.24%) is comparable with their relative weight in the complete sample (36.72%). This is because the ratio of the applicants in major group I, proficient in math is more, while in major group III, the pattern is opposite. Interestingly enough, the preferences of applicants proficient in math have changed in terms of major group selection while in 2012, 50.91% of these applicants preferred major group II, and 37.20% preferred major group I, in 2013, they have changed the preferences respectively, 36.64% and 48.24%. This highlights the slope of applicants, proficient in math toward major group I.
- 44 - DISTRIBUTION OF APPLICANTS WITH A HIGH LEVEL OF ABILITY IN the AZERBAIJANI LANGUAGE SUBJECT ACCORDING TO MAJOR GROUPS
From complete sample Subsample of applicants with high abilities abilities high with applicants of Subsample
I Group II Group III Group IV Group
Picture 29.
DISTRIBUTION OF APPLICANTS WITH A HIGH LEVEL OF ABILITY IN MATHEMATICS SUBJECT ACCORDING TO MAJOR GROUPS
From complete sample Subsample of applicants with high abilities abilities high with applicants of Subsample
I Group II Group III Group IV Group
Picture 30.
Separate comparison of histograms reflecting distribution of ability levels of boys and girls (see graphics 12 and 13) has obviously shown the superiority of female applicants in the Azerbaijani language, and of male applicants in mathematics.
- 45 - Comparison of histograms reflecting distribution of ability levels in the Azerbaijani language demonstrate the fact that although the number of male and female applicants is nearly equal, female applicants prevail in relatively higher ability interval starting from - 0.00 logit and male applicants prevail in lower ability interval to the left from - 0.00 logit. According to the estimations, if the ability of 47-48 female applicants out of 100 is higher than - 0.00 logit, then only 29-30 male applicants out of 100 have the ability in this interval. Therefore, the difference in this interval makes only 18 %.
DISTRIBUTION OF FEMALE AND MALE APPLICANTS ACCORDING TO THEIR LEVELS OF ABILITY IN the AZERBAIJANI LANGUAGE SUBJECT
Male Female applicants applicants mean value standard deviation mode median
Male applicants Number of applicants of applicants Number Female applicants
Ability
Graphic 12.
DISTRIBUTION OF FEMALE AND MALE APPLICANTS ACCORDING TO THEIR LEVELS OF ABILITY IN MATHEMATICS
Male Female applicants applicants mean value standard deviation mode median
Number of applicants applicants of Number Male applicants Female applicants
Ability
Graphic 13.
- 46 -
However, another situation is encountered in mathematics. Here male applicants prevail in relatively higher abilities interval starting from - 0.15 logit and female applicants prevail in lower abilities interval below the - 0.15 logit. But, unlike the Azerbaijani language, the difference between distribution of ability levels of male and female in mathematics subject is lower. Male applicants make 41.36% of total selection in the interval above -0.15 logit, while female applicants make 36.71% of total selection (the difference is 4.65%). The same result is received while comparing the difference of average ability levels, expressed in the numbers of standard deviations. Let’s calculate the difference, considering that standard deviation of total distribution on the Azerbaijani language equals σa=0.281:
0.041 0.072 0.40 0.281 a
Let’s calculate the difference, considering that standard deviation of general distribution on mathematics equals σm=0.299:
0.145 0.175 0.10 0.299 r
Thus, the difference between ability levels of male and female applicants amounts to 40 % of relative standard deviation in the Azerbaijani language, and 10 % in mathematics. Comparing with the last years, we can observe the tendency in decrease of gender gap between male and female applicants, where female applicants are gradually performing better every year. The pictures of # 31 and 32 demonstrate the diagrams (in %) of high performing applicants in consideration with the gender equality in the sub-samples of 5, 10, 15% of the total sample for the Azerbaijani language as well as mathematics. The diagrams indicate that of every 100 applicants in the sub-sample of 5% are 67 females and 33 males in the Azerbaijani language, whereas in mathematics of every 100 applicants in the same scale are 59 males and 41 female applicants. As we see from the diagrams, 67% of every 100% applicants in the sub-sample of 5% with the highest abilities in the Azerbaijani language are female applicants, but 33% are male applicants, while 59% of every 100% of applicants in the sub-sample of 5% with the highest abilities in mathematics are male applicants, but 41 are female applicants. According to the diagram when sub-samples are broadened, the difference in both Azerbaijani language and mathematics is lowering. For example, in the sub-sample of 15% male applicants in Azerbaijani language are 37%, whereas female applicants are 63%, but in mathematics, if male applicants consists of 56%, female applicants are 44%. The difference between male and female applicants rapidly decreases while the subsamples widen and approximates to the content in total sample.
- 47 - DISTRIBUTION OF MALE AND FEMALE APPLICANTS WITH A HIGH LEVEL OF ABILITY IN the AZERBAIJANI LANGUAGE SUBJECT
From complete Subsample of applicants with high abilities
Male applicants Female applicants
Picture 31.
DISTRIBUTION OF MALE AND FEMALE APPLICANTS WITH A HIGH LEVEL OF ABILITY IN MATHEMATICS
From complete Subsample of applicantswith high abilities
Male applicants Female applicants
Picture 32.
- 48 - The analysis of the compositions according to major groups of boy and girl applicants with high abilities (see tables 19 and 20) shows that the preference of male applicants with high abilities in Azerbaijani language in choosing major group III prevails over the preference of average male applicants representing total sample in choosing the same group. Indeed, in the sub-sample of 15%, the ratio number of male applicants of major group III has increased by 2.72 times with regard to the total sample. Such tendency in sub-sample of female applicants is observed in major groups III and IV. Here the preference of female applicants in 5-percent subsample level is more by 1.47 and 1.25 times with regard to complete sample. On the other hand, it should be noted that the probability of applicants with a high level of ability in the Azerbaijani language subject to choose the majors of group I is lower by 2.10 times with regard to the complete sample.
DISTRIBUTION OF MALE AND FEMALE APPLICANTS WITH HIGHER ABILITY IN THE AZERBAIJANI LANGUAGE SUBJECT ACCORDING TO MAJOR GROUPS Table 19.
Male applicants Female applicants
From total Distribution according to Distribution according to major Sub-sample Sub-sample sample major groups groups proportion proportion I II III IV I II III IV
5% 39.82 23.76 33.96 32.81 9.46 60.18 15.10 13.50 54.56 16.84
10% 40.11 22.22 40.81 28.90 8.07 59.89 16.42 16.96 50.30 16.31
15% 39.45 22.44 41.30 28.19 8.07 60.55 17.36 16.32 49.76 16.56
Distribution of 50.38 37.50 32.22 16.65 13.62 49.62 26.30 16.46 43.39 13.86 applications
DISTRIBUTION OF MALE AND FEMALE APPLICANTS WITH A HIGH LEVEL OF ABILITY IN MATHEMATICS ACCORDING TO MAJOR GROUPS Table 20.
Male applicants Female applicants
From total Distribution according to Distribution according to major Sub-sample Sub-sample sample major groups groups portion portion I II III IV I II III IV
5% 63.40 39.97 44.16 8.44 7.43 36.60 39.42 26.08 13.57 20.94
10% 60.37 37.99 45.16 8.05 8.79 39.63 36.01 24.28 16.13 23.58
15% 57.94 37.71 45.95 8.06 8.28 42.06 34.52 24.64 17.23 23.62
Distribution of 50.38 37.50 32.22 16.65 13.62 49.62 26.30 16.46 43.39 13.86 applications
- 49 - Major groups I and II are mostly preferred by male applicants with an exceptional ability in mathematics. Male applicants with a high ability in mathematics prefer majors of groups I and II. If the preference of an average applicant representing the Azerbaijani sector in this major group amounts 43.55 and 28.48%, then, the preference of applicants with the highest abilities in mathematics constituting 5 % of the complete sample amounts 51.53 and 28.48 %. In contrast, female applicants with a high performance in mathematics prefer major groups I and II along with the specialty group IV. Their relative numbers in sub-samples of applicants with the highest ability are respectively 1.47, 1.82 and 1.86 times more in regard to the complete sample. Despite of the fact that 14.66% of male applicants and 43.53% of female applicants prefer majors of groups III in the total sample of applicants, in the subsample such applicants with a high ability in mathematics constituting 5% of the total sample make only 2.60 and 7.23% respectively. The comparative analysis of tables 19 and 20 shows that while there are applicants with enough high level of ability/performance in the Azerbaijani language subject (30.20% of male and 11.62% of female applicants) in the sample of applicants preferring major group II where exact subjects prevail, in major group III representing the humanities the number of applicants with a high level of ability in mathematics (2.60% of male and 7.23% of female applicants) is very low.
The Analysis of School-leaving Examination
The SSAC has projected the content of the test items that are represented to the students within the school leaving examinations in such a way that the learning outcome asessment of the students attaining lower and average skill levels be provided with the maximal precision. If we compare the information curvature of the school leaving and the admission examinations’ test items, we find that the test items differ in terms of the difficulty and structure. As an illustration, the maximal information capacity of the Azerbaijani language test items represented within the school leaving examinations are adherent to the students having -0.20 to -0.15 skill level, whereas the test items given within the admission examinations target students whose skill level vary between 0.00 and 0.005 (see graphics 14 and 15). Additionally, the admission examinations’ test items enable to implement a more even accute assessment within average and higher skill level diaposon. The above mentioned criterion also emerge and are applied to the mathematics test items. As shown in graphic 16, the amount of the relative information attaining higher skill level interval (θ>0.25) is low within the school leaving examinations’ test items (lower than 2). The amount of the ratio indicator bound to the same interval reach to 5 in the admission examinations’ test items (see graphic 17). Logically, it ensures to conduct a quality assesment of students’ knowledge and skills who are adherent to higher skill level. The peak of the mathematics test items’ information indicator vary beween -0.35 and -0.30 logits. However, these numbers drastically change in the admission examinations and fluctuate between -0.20 and 0.05. As seen, more precise information on the students with lower skill level in terms of the mathematics test items is vacillated in the school leaving examinations, whereas identification of the students with average and higher level skill is carried out more accurately in the admission examination.
- 50 - INFORMATION FUNCTIONS OF TEST ITEMS IN THE AZERBAIJANI LANGUAGE BASED ON THE SCHOOL-LEAVING EXAMS IN REGIONAL ZONES
I region II region III region IV region relative value of information information of value relative
Ability
Graphic 14.
INFORMATION FUNCTIONS OF TEST ITEMS IN THE AZERBAIJANI LANGUAGE BASED ON THE GROUPS OF MAJORS
I group II group III group IV group relative value of information of information value relative
Ability
Graphic 15.
- 51 - INFORMATION FUNCTIONS OF TEST ITEMS IN MATHEMATICS BASED ON THE SCHOOL-LEAVING EXAMS IN REGIONAL ZONES
I region II region III region IV region relative value of information
Ability
Graphic 16.
INFORMATION FUNCTIONS OF TEST ITEMS IN MATHEMATICS BASED ON THE GROUPS OF MAJORS
I group II group III group IV group relative value of information
Ability
Graphic 17.
- 52 - The school leaving and admission examination results of the same student has been investigated in order to define the character of the stochastic relation between the results. The correlation coefficients calculated upon the number of the correct tests and the skill indicators defined on the basis of the modern OPLM test theory model are shown in graphic 16.
CORRELATION COEFFICIENTS OF THE SCHOOL-LEAVING AND ADMISSION EXAMS’ RESULTS Table 21. Groups of majors Azerbaijani langauge Math All subjects I 0.754 (0.767) 0.716 (0.768) 0.797 (0.834) II 0.799 (0.804) 0.744 (0.785) 0.832 (0.860) III 0.827 (0.826) 0.702 (0.736) 0.830 (0.860) IV 0.808 (0.811) 0.790 (0.809) 0.845 (0.868) TOTAL 0.798 (0.805) 0.719 (0.779) 0.813 (0.852)
The graphic elucidates a sound statistical relation between the school leaving and admission examination results. After the application of the OPLM model’s proximity operation, the correlation coefficient goes up (In average, 0.005 for the Azerbaijani language, 0.041 for mathematics and for all subjects up to 0.031). A question emerges if these correlation coffecients are taken into account: Can the results of the same test be used both in the final attestation and in the admission examinations? In our opinion, such a use is in no way relevant. If we go back to the comparison of the information function of the two test items, we will find that these test items are designed to fit the solution of the different issues. Thus, the test items provided within the admission examinations do not enable to sustan the precision when it comes to lower skill level interval. In return, the school leaving examinations’ test items are ineffective at identification of average and higher skill level. Therefore, in case the admission examinations’ test items are represented in the school leaving examinations, most students will not score high points and the quality of the assesment will be of the low values. The identical conclusion will be observed when the case is reversed and the school leaving examinations’ test items will be given at the admission examinations. For the differentiation of average and higher skill level students will be conducted poorly which will create grounds for the emerge of such tendency as of the interest of the youth in education will fall steeply. In general, this can lead to the downfall in the quality of education. It must considered that the quality exertion of the admission examination system is one of the major incentives leading to the rise in the quality of education. The graphic 18 demonstrates the dissimination of the school leaving examinations results’ correct responses of the students taking the admission examinations and eventually qualifying for the admission contest. As seen, the school leaving examinations’ test items do not provide to differentiate the applicants with well preparedness. Thus, the dissemination of the scores accumulated through such an assesment tend to have a left-side assymetry. As known, the dissemination should attain right side assymetry in order to differentiate the applicants will high preparedness. That is, as the number of the correct responses increase, the number of the applicants scoring high points should decrease.
- 53 - THE DISTRIBUTION OF CORRECT ANSWERS OF THE APPLICANTS TAKING UNIVERSITY ADMISSION EXAMS AND THEIR SCHOOL-LEAVING EXAMS
Native language
Mathematics
number of test items, repsonded correctly
Graphic 18.
In order to shed more light on this issue, we should take a look (see graphic 19) at the dissemination diagram of the skill differentiation indicators (Δ=θb-θq) accumulated by the same student in the subjects of the native language and mathematics in the school leaving and admission examinations (calculated on the basis of the OPLM model).
DISTRIBUTION OF DIFFERENCES IN THE PERFORMANCE RESULTS OF SCHOOL-LEAVING AND ADMISSION EXAMS (THE AZERBAIJANI LANGUAGE AND MATHEMATICS)
Native Mathematics language
Native language Mathematics mean value standard deviation median minimum value maximum value Number of participants
Graphic 19.
- 54 - It was validated that out of the 39.43 % selection on the Azerbaijani language and 34.71% on mathematics, the differentiation of the skill indicators of the same students accumulated over the two examinations is not more than 0.5 logits, respectively, for the selections of 59.29% and 53.48%, it is not more than 0.1 logit. However, it should be noted that the differentiation is far more important for the rest of the 40-46% selection. That is, the same student demostrated relatively varying results in the school leaving and admission results. This is expained with the precision of the calculations undergone in every examination. It should be taken under consideration that the measurement precision of an arbitrary test item changes in respect of the various skill indicators and is determined with the amount of relevant information incorporated into the information curvature (see graphics 14-17). Therefore, it is cleared that overlapping of the school leaving and admission examinations is observed in the average skill levels within the school leaving and admission examinations where the test items are amply informative. The analysis of the subject test items’ information curvature show that the school leaving examinations’ test items provide a more precise assesment in lower skill level, whereas, the same precision is achieved with the assignment of the admission examinations’ test items for higher skill level. To provide more grounds, the standard deviation of Δ variable in ability intervals is presented (see the Table 22 and 23). The lower the Standard Deviation (SD) is, the lower spread of Δ would be observed and the results would be supporting/rejecting the argument of associations. Within the mid of ability interval, SD for the Azerbaijani language and mathematics is 0.117 and 0.125 respectively, whereas the maximum is 0.220 and 0.213 respectively.
Table 22. Standard Deviation of Intervals based on Performance Results Subject (-∞;-0.3) [-0.3;-0.2) [-0.2;-0.1) [-0.1;0.0) [0.0;0.1) [0.1;0.2) [0.2;0.3) [0.3;+∞) Azerbaijani 0.168 0.126 0.120 0.117 0.119 0.133 0.151 0.220 language
Table 23. Standard Deviation of Intervals based on Performance Results Subject (-∞;- [-0.4;- [-0.2;0.0) [0.0;0.2) [0.2;0.4) [0.4;0.6) [0.6;0.8) [0.8;+∞) 0.4) 0.2) Math 0.165 0.127 0.125 0.144 0.180 0.178 0.167 0.213
- 55 - Application of ICT in the procedures of Examination and Admission
Application of Information and Communication Technology (ICT) in the organization of examinations and admissions is one of the steps in providing high quality work for the public as well as milestone of the modernization. As a result, several new projects have been implemented in this direction. ICT was applied to all stages of admission from secondary school to undergraduate, graduate and residency levels of education, as well as to the VET schools. As a result of 12 electronic services, provided by the SSAC in 2013, more than 3.5 million operations were employed by users. For instance, the information on the results of the contest and placement in the higher education institutions was brought to the attention of public both through “Abiturient” journal and online, as well as through mobile company services of “Azercell”, “Bakcell” and “Nar Mobile”. It should be noted that the successful application of modern information technologies to the admission process is aimed at not only increasing the transparency of the SSAC’s activity, but also at the sufficient use of time and financial means of people and providing their convenience. This process also has become a valuable contribution to the realization of the program “Electronic government” in our country; therefore hundreds of thousands of youth have been served just according to the requirements of this program. Besides, the continuous application of ICT to the admission process gave rather an effective stimulus for the youth, specially living in the rural areas, to learn and apply the ICT. The SSAC has implemented the following events to serve the purpose of constructing the information society in 2013 which was previously announced as “the ICT Year”:
Registration for mock examinations online; Administration of online trial examinations; Online registration of applications to higher and specialized secondary education institutions; Dissemination of the examination results to the students via text message and online; Providing online major selection for higher and specialized secondary education institutions; Registration for admission to the majors requiring aptitudes and processing of the results of aptitude examinations online; Obtaining “Examination Participation Permit” sheets online; Organization of video-lectures on major subjects with the purpose of helping applicants; Participation of the regional education personnel at the meetings of the SSAC through live video streaming connection established in the administrative buildings of the Commission; Purchase of the SSAC “Payment cards” for registration for trial and admission examinations via text message and online; Statistical analysis of the results of admission examinations held in 1994-2013 of the graduates of all general education schools of the Republic in the “My School” website; Proceeding the application of the state electronic information system “Student-Graduate”; Enabling the applicants of residency and master’s levels to confirm their applications, on condition possessing the certificate of electronic signature, without attending the commissions on registration of documents; Application of the novice software developed in a short period of time for the use at all stages of final assessment in the general secondary education institutions; Placement of graphic images of bachelors’ and masters’ answer sheets on the applicants’ individual pages, while announcing their scores; Placement of final assessment of graduates signed with the “Electronic Signature” in the pages of the “Student-Graduate” system belonging to the respective education institutions by the general education institutions;
- 56 - Application of the text message system to provide informative service for citizens; Introduction of the service enabling the graduates to review information concerning their activity through the use of the SSAC’s “Student-Graduate” system; Sale of the publications of the SSAC online and sale of the PDF versions of the publications of the SSAC commenced due to the profound interest of the general public.
Guaranteed Transparency of Admission Procedures
The Commission paid reasonable importance to inform the public completely and provide the transparency at all stages of the admission process. A short description of the measures carried out in this direction may be abstracted thus: Availability of the examination content: admission programs on subjects, explanation of difficult test items, samples of test models, test booklets used in the trial examinations, collections of test items, their electronic versions and other necessary methodical materials have been prepared and presented to the use of applicants; Regular coverage of all processes and difficult stages of the admission campaign online and through mass media means; Press conferences and briefings held every week for the mass media representatives at the Commission; Regular coverage of issues interesting for the public in the press and on TV programs by the SSAC leadership and representatives during the admission campaign; Observation and coverage of each conducted examination by up to 50 mass media representatives; Display of the examination process flow in the SSAC’s website; Placement of special maps with indicators showing the addresses of examination buildings to help applicants to find the venues of examination buildings in the special issue of the “Abiturient” journal as well as in the Commission’s website; Enabling the applicants to take the test booklets out of the examination building at the end of the admission examination with themselves in order to review their notes, to check their answers and to calculate their approximate scores till the announcement of examination results, by allowing them to take their own test booklets out of the examination building at the end of admission examination; Placement of up-to-date information on all urgent issues of admission campaign regularly in the issues of the “Abiturient” journal and in the Commission’s website in Azerbaijani, Russian and English; Ensuring the information exchange service in the Commission’s website and on Facebook social networking site for the purpose of answering instantly questions of citizens concerning admission examination; Distribution of the admission and trial examinations results to the applicants through the Commission’s website and the SMS services; Placement of graphic images of the answer sheets on the personal accounts of applicants; Regular expansion of the application of Internet as the most optimal variant of the interaction for the information exchange with the public.
Consequently, these measures have been implemented with the purpose of presenting those who entered the higher education institutions with high scores to the public, and investigating and publicizing their practice as in the previous years.
- 57 -
Scientific-methodical Monitoring of Textbooks
The order of the President of the Azerbaijan Republic of April 19, 2012 assigned the monitoring of general education textbooks, teaching manuals and other teaching methods to the SSAC. A department consisting of two sectors emerged within the Commission with the purpose of the implementation of the order. Approximately 10 000 notifications and recommendations have been accepted so far on the textbooks of the 1th-11th grades. In order to realize the monitoring, the methodology was initiated covering directions below: Training of experts from the numbers of specialists, who are not textbook authors; Collection of information on textbooks provided by the representatives of the pedagogical community; Initial inspection of textbooks by the experts who are not textbook authors; Comparison of the results of the 2nd and the 3rd stages of the monitoring (on behalf of the comments by the community and the experts); Public discussion of the results of the comparative analysis; Dispatching the opinions, the critical remarks and the recommendations articulated within the discussions to the textbook authors and to the Ministry of Education; Analysis of the textbook authors’ comments by the independent experts.
Primarily, reference to the pedagogical community on the reception of opinions on the 1st-11th form textbooks was addressed in October of 2012 and supplementary web page (http://www.derslik.edu.az) was created. The SSAC developed scientific methodical seminars to enable open discussions of the textbooks. The seminars have held 233 consecutive sessions so far. With the aim of the participation in the open discussions of the textbooks, The SSAC conveyed the correspondence with the stakeholders of the field: The Ministry of Education, the Institute of the Educational Problems, the Baku Education Department, the ANAS and the higher education institutions, and invited experts of the relevant fields to engage in the seminars. The active teachers from Baku and Sumgayit, the Methodists, the ANAS experts on the relevant fields, the teachers of the higher education institutions, the representatives of the Ministry of Education and the Curriculum Center of the Institution on the Educational Problems, the Chairperson and the experts of the Textbook Evaluation Council and the textbook authors have so far participated in the open discussions within the scientific methodical seminars. Simultaneously, the regional teachers and Methodists have also contributed their notifications and recommendations provided with the video connection to the Nakhchivan, Ganja, Shaki, Lankaran, Guba and Aghjabadi regional branches. The video record of the open discussions was led, and the discussions on the several subjects were made public online. Consequently, the final commentary was extorted in the result of the open discussions. The representatives of the National Academy of Sciences, the experts of the methodical departments of the higher education institutions, the teachers of the general education institutions and early childhood development psychologists were involved in the
- 58 - formation of the commentary, along with the experts. The final commentary was forwarded to the Commission on Education under the President of the Azerbaijan Republic and the Ministry of Education, and was uploaded to the official website. The below is the descriptive information on the online usage of the website:
Retrived on 09 April 2014
# of users # of visits Comments
Textbook Textbook Monitoring Monitoring portal portal
643 3698 41215 51 127
Total: 44913 Total: 178
Moreover, the discussion on the 36 textbooks on the 7th-10th forms was held and the final commentary was dispatched to the Ministry of Education, and uploaded to the SSAC website. The activity on the scientific methodical monitoring of the textbooks and teaching manuals is proceeding with the due course.
Strategically Important Engagements
In the beginning of the year, a group of the SSAC staff joined the conference of Innovations in Testing 2013 organized by Association of Test Publishers in Ft. Lauderdale, Florida, USA. The theme of the conference was on the raising awareness of the e-government. In the same month, the chairwoman of the SSAC had received the Medal of Honor by the president of the Republic of Azerbaijan, H.E. Mr. Ilham Aliyev for the hard work on the successful implementation of modern assessment practices in the country. The delegation, led by the chairwoman also took part in the 39th International Association for Educational Assessment Annual Conference, organized by the National Institute for Testing and Evaluation in Tel Aviv, Israel on 20-25th of October 2013. The theme of the conference was on Technology in Educational Assessment. To spread the materials of the international conferences, there are a regular chain of meetings and seminars, organized by the conference participants for the staff of the SSAC and wider public. For example, at the annual Teachers’ Congress on 14th of December 2013, the chairwoman made a speech addressing the key trends of the assessment practices in the world and links on the National Education Development Strategy, adopted by the President of Republic of Azerbaijan on 23rd of October 2013. At the end of the year, the SSAC joined the assessment initiative of the World Bank, developed within the framework of the System Approach for Better Education Results (SABER). As a result, a matrix of questions was responded based on the practices, employed by the SSAC.
- 59 -
Translated from Azerbaijani into English by V.M.Huseynov
Edited by M.F.Aghamirzayev
Computer makeup and design: M.A.Badalov, I.I.Jafarov
The journal has been prepared on the basis of the official materials of the State Students Admission Commission.
Address of the editorial office: AZ1078, 17, Academician Hasan Aliyev Street, Baku city.
Phone: (+99412) 440-30-09 (SSAC) (+99412) 441-52-20 (editorial office) E-mail: [email protected] Web: abiturient.az
The journal was registered at the Ministry of Press and Information of the Republic of Azerbaijan (License B 171, February18, 1999).
©SSAC – “Abiturient” Republication of the journal or any of its part, as well as its distribution, electronic or mechanical copy without official agreement of the State Students Admission Commission is strongly PROHIBITED!