Abstract
The emergence of the ICT society has put education under pressure to modernise. The value of transferable knowledge, the importance of key competencies and transversal competences has risen. In Hungary, one of the most significant educational reforms after the 1989 political regime change occurred in 2005, with introducing the new two-tier school-leaving examination system. The examination system brought various innovations, especially in the subject of History, but not all the goals written in the regulatory documents are in line with how the exam tasks operate on the practical level. In this paper, I introduce the intermediate level history maturity exam and research where I examined the prevalence of the topics and distribution of tasks by subject (e.g. political history). In a hope to identify trends in these aspects of the examination regarding both exam sections. My intention is also to provide an impression of how the intermediate level history examination works, which I hope will be useful for history teachers, task writers and for others as well.
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