The quality of public education is largely determined by the effectiveness of the
teaching andlearning processes, which is closely related to internal and external
evaluation systems. Competenceassessments contribute significantly to evaluating education
systems, tracking learning outcomes,and identifying their strengths and weaknesses.This
paper presents a competence assessment study conducted among Hungarian-speakingstudents
in Berehove, Ukraine. The research specifically examines the competencies of fourth-gradestudents
in logical-mathematical tasks. According to our results, the parents’ educationalbackground
and the father’s employment abroad significantly influence students’ achievements.The
competence measurement of Hungarian students in Transcarpathia provides insights intothe
effectiveness of the «New Ukrainian School» educational reform and may contribute
to thefurther development of local educational practices.In our research, we conducted
an assessment of reading comprehension, mathematical, andscience competencies among
fourth-grade students from Hungarian-language schools in Berehove,focusing specifically
on how various sociodemographic factors influence academic achievement.Particular
emphasis was placed on identifying how parental educational attainment, preschooleducation,
parental involvement, private tutoring, and fathers’ employment status (includingworking
abroad) affect student performance.In addition to bivariate analyses, we applied multivariate
regression models to evaluate theseinfluences more comprehensively. Our findings confirmed
our first two hypotheses, indicating thatboth preschool education and parental educational
attainment significantly affect students’performance. Active parental involvement,
such as helping with homework and regularly discussingschool activities, was also
positively associated with better academic outcomes.Keywords: assessment, mathematical
competence, elementary school students.
