Educational authorities across various regions have released the schedules for supplementary exams for students in grades 3 through 12 attending government and private schools following the Ministry of Education curriculum. These exams will commence on June 20 and run until June 25 for all educational tracks.
The supplementary exams are intended for those students who missed their end-of-year exams for valid reasons or encountered technical difficulties during the testing process. Their data has been collected via the IDH platform. Both paper-based and electronic tests will be administered, encompassing all targeted grades in public schools. Specifically, paper tests will be conducted for fifth and ninth grades across all tracks in public schools through in-person attendance, while private schools will implement both paper and electronic tests for the fifth grade (general track) and the ninth grade (general and advanced tracks) with students attending in person.
According to general guidelines for the supplementary exams, 12th-grade students enrolled in private schools will complete all of their exams in public general education schools, following certified schedules provided by school group supervisors.
The 12th graders in the “general,” “advanced,” and “elite” tracks will begin their exams with Islamic Education and Chemistry, with two sessions for the first subject; the first session will take place from 8:00 AM to 10:00 AM, and the second session will run from 10:00 AM to 12:00 PM. On June 23, students will take exams in English and Physics, followed by Mathematics and Arabic on June 24, and concluding with Social Studies and Biology on June 25.
In related news, 12th-grade students resumed the second and final week of their end-of-semester exams for the academic year 2024-2025 yesterday, with a Mathematics test in both public and private schools adhering to the Ministry of Education curriculum. Today, all students across educational tracks will take the Arabic language exam.
Advanced Skills
Students have expressed differing opinions regarding the Mathematics exam, with some describing the questions as difficult and requiring more time to solve, particularly in the written section. However, other students felt the test was appropriate in relation to the advanced skills covered in the curriculum during the third term.
Students Mohamed Salem, Abdullah Ali, and Mohamed Youssef remarked that the written Mathematics questions were more challenging than those on the electronic test, noting that a significant portion of the exam tested advanced thinking skills. On the other hand, they felt the electronic test was suitable for various academic levels, mentioning that this type of questioning can significantly impact exam results and differentiate between students’ performances.
Meanwhile, students Saeed Ahmed, Ali Hassan, and Ahmed Mohammed stated that the examination questions were accessible to all students and directly aligned with the practice models they had worked with prior to the exams. They emphasized that it is difficult to categorize the exam as easy or hard due to the varying skill levels required by the questions, which differ from one student to another.