Disruptive behavior could be defined as the behavior that interrupts the educational process and causes stress to teachers or other students. In this research an anonymous questionnaire containing 30 disruptive behaviors was given to a group of students (N=251) and professors (N=49) at the University of Applied Sciences VERN' (Zagreb, Croatia). Participants had to appraise: a) to what extent those behaviors occur in the classroom and b) how disturbing they are. Results have shown that disruptive behaviors occur to a moderate extent in general as well as that there are no significant differences in the perception of their occurrence among participants. However, professors find these behaviors significantly more disturbing. Within participant groups some gender and age differences were also found. Younger students and younger professors notice more disruptive behaviors. Furthermore, female students and female professors find these behaviors more disturbing, while female students also notice them more. Results and practical implications are discussed in relation to previous research.

This paper analyzes the results of initial test intended for checking the ability to implement knowledge of standard Croatian language by 1st year students of the School of Economics in Zagreb. The test is conducted each year at the beginning of the studying process as a part of the Business Croatian Language Course. Such a test promptly settles any concerns about the ability of students to participate in the course and diminishes possible reluctance to learning while at the same time strengthening their persistence, motivation and cooperation. The goal was to identify the average literacy level in order to define students' language competence and establish the starting linguistic platform of teaching. This paper represents the first part of a research that will include the analysis of final test results done with two groups of students: one group that attended the course taking into consideration results of initial tests and another one that attended the course without being submitted to checking of students' initial knowledge and was not adapted accordingly. By doing so we wanted to justify the aim and effects of initial tests.Key words: Croatia; initial test; interactive teaching; language competence.---Sažetak U radu se raščlanjuju rezultati inicijalnoga testa, provedenoga među studentima prve godine ekonomskog usmjerenja visokoškolske ustanove u Zagrebu. Provjeravala se razina znanja iz standardnoga hrvatskog jezika koja su, prema programu, učenici trebali usvojiti do kraja srednjoškolskog obrazovanja. Test je proveden na početku svake godine u sklopu nastave Poslovnog hrvatskog jezika jer takvo testiranje odmah na početku rješava dvojbe o spremnosti studenata za praćenje nastave, smanjuje pojavu mogućih otpora u učenju i izbjegavanje rada, istodobno pojačavajući perzistentnost, motiviranost za rad i suradnju s predavačem. Cilj je bio propitati prosječnu razinu pismenosti kako bi se utvrdile jezične kompetencije studenata te odredila polazna platforma za izvođenje nastave. U radu je prikazan prvi dio istraživanja koje će obuhvatiti i raščlambu rezultata testiranja na završnim testovima, i to u studentskim grupama koje su izvodile nastavu, a uzimajući u obzir rezultate inicijalnih testova, i onih koje su nastavu izvodile prema planu koji nije uključio provjeru i djelomično prilagođavanje početnom znanju studenata, kako bi se provjerila svrha i učinak predtestiranja.Ključne riječi: hrvatski jezik; inicijalni test; interaktivna nastava; pismenost.

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