Differentiation in the assessment between different groups of students: are experience and maturity more important than learning time?

In this paper, we examine the results when the same test is applied in the assessment of two different groups of students (a group of graduate students in a post-graduate programme and a group of non-graduate students in a post-secondary programme) who were taught exactly the same content. It is noted that none of the groups required prerequisites for the acquisition of the content in question, and they had the same relative weight in their courses. The results show that students had very different results, so we can conclude that the assessment should be differentiated in order to differentiate the instruments of assessment, as well as the objects of evaluation.