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Investigation into Discrepancies in Dutch Transition Test Results

Concerns are mounting over the significant disparities in results among the eight different transition tests used in the Netherlands to determine secondary school placement for students. These tests, administered at the end of group 8 (the final year of primary school), heavily influence the level of secondary education a student can access and also factor into the Education Inspectorate’s evaluation of primary schools.

Despite assurances from State Secretary Paul that the specific test taken should not impact a student’s outcome, recurring differences in scores, mirroring those observed last year, are raising questions about the fairness and reliability of the testing system. The College for Tests and Examinations (CvTE) was tasked with investigating these discrepancies, yet progress appears limited.

Members of Parliament are expressing frustration and accusing the State Secretary of misleading the House regarding the depth and progress of investigations into the matter. Allegations include that promised research into the differences between paper and digital tests has been delayed, and that claims of studying the “influence of the student population” on test selection are inaccurate.

While the Ministry of Education insists on a broad “research agenda” with investigations in various stages, details remain unclear, and the CvTE continues to maintain the validity of its standardization system, despite evidence suggesting otherwise. This ongoing debate highlights a growing lack of confidence in the current approach to transition testing and its potential impact on student opportunities.