[see 3.2.3]
Assessment is a common feature of classroom life in Germany. However, until recently, there was no standardised system of assessment at national or Land level. The Standing Conference of Ministers has recently begun the process of introducing common educational standards at particular points in students' schooling in specific subject areas. In December 2003, it finalised an agreement to introduce standards for the mittlerer Schulabschluß (the lower secondary qualification usually taken at the end of Year 10) in the subject areas of German, mathematics and the first foreign language (usually English or French). These common standards began to be introduced in the 2004/05 school year. Standards for the mittlerer Schulabschluß in physics, chemistry and biology also began to be introduced in the 2005/06 school year. Additional standards for the Hauptschulabschluß (the lower secondary qualification which is usually taken at the end of Year 9) are also to be introduced in German, mathematics and the first foreign language (usually English or French). An independent institute for quality assurance, the Institut fuer Qualitaetsentwicklung (IQB) was established in 2004 to ensure that all Länder comply with these standards.166
The Realschule and Hauptschule leaving certificates (the mittlerer Schulabschluß and the Hauptschulabschluß respectively) grant access to various forms of upper secondary education.12
Various institutional bodies, such as the Standing Conference of the Ministers of Education and Cultural Affairs of the 16 Länder and the Federal Länder Commissions, are responsible for maintaining comparable school leaving certificates in all the German Länder. The aim of these and other bodies is to ensure a minimum degree of similarity (comparability) in educational developments in the individual Länder.42 The Standing Conference has, for example, reached an overarching agreement which guarantees a uniform basic structure of the school system in Germany, covering among others the description of the national six-point marking system (see 6.3.6) (used for school reports etc.) and the recognition of leaving certificates and teaching qualifications.12
To measure student achievement to date and to identify student need and inform decisions on teaching and learning
The educational and formative task of the school, in addition to transmitting knowledge, abilities and skills is to record these in order to determine progress and to accredit performance. The assessment of student performance therefore has to be taken into account as an integral part of teaching work when planning lessons.45
The purpose of assessing a student's achievement is, first of all, to obtain information about the student's learning process and to serve as a basis for giving the student further assistance.23 The results of the various written assessment assignments undertaken also provide teachers with feedback on the success of their teaching and a basis for proceeding further.45
In many Länder, the first and second years of lower secondary education (usually Years 5 and 6 of compulsory education, students aged 10-12 years) are a period of trial (Erprobungsstufe). During this period, teachers observe and test the knowledge, proficiency and ability or talent of the students with the purpose of ensuring that the decision (taken at the end of the Grundschule) on their allocation to the lower secondary school type most suited to their aptitudes was correct. During the Erprobungsstufe, students move automatically from Year 5 to Year 6 without any formal transfer procedure.32
To grant access to the next phase of education - leaving certificates
Hauptschulabschluß
The first general qualification which can be obtained on completion of Year 9 of Secondary I Hauptschule courses - the Hauptschulabschluß (Hauptschule leaving certificate) - is primarily used as a basis for entry to vocational training in the dual system (work experience combined with in-school education). In addition, under certain circumstances it is the requirement for admission to Berufsfachschulen and to the Berufsgrundbildungsjahr (basic vocational training year). It is, moreover, the requirement for later admission to certain Fachschulen and to institutions offering secondary education for adults, in day or evening classes, leading to university entrance qualifications.12
Mittlerer Schulabschluß/Realschulabschluß
The mittlerer Schulabschluß, entitles the holder to proceed to further full-time courses in upper secondary education e.g. special Berufsfachschulen and the Fachoberschule. It is usually received at the end of Year 10 of compulsory, full-time lower secondary education, provided students have achieved a sufficient standard in all subjects at the end of this Year. The mittlerer Schulabschluß can either be obtained on completion of the Realschule (then called the Realschulabschluß), or at the end of Year 10 at other lower secondary schools and, given appropriate records and marks, at the Berufsschule.12 Students in the Hauptschule, for example, can attend for a further 10th year once they have received the Hauptschulabschluß (on completion of Year 9), with a view to receiving the mittlerer Schulabschluß.13
Students in Gymnasien (or students in Gesamtschulen who have followed a Gymnasium-type course) are entitled to proceed to the gymnasiale Oberstufe if they attain a certain standard in all subjects at the end of Year 10 of the Gymnasium (or, in two of the Länder, at the end of Year 9 of the Gymnasium) (or of the Gesamtschule). An entrance qualification required for transfer to the gymnasiale Oberstufe can also be obtained by way of a mittlerer Schulabschluß (Realschulabschluß) of a certain merit, or via qualifications from Berufsfachschulen (full-time vocational schools) or Fachschulen (technical/vocational schools).12
Continuous monitoring/assessment throughout the school year is compulsory for all students in all types of compulsory schools and at all levels.45
Continuous assessment
Performance in all school years is assessed on the basis of ongoing observation of learning processes and applying oral, written and subject-based learning checks. Assessment covers all the work performed by the student, in particular written work, oral contributions and practical performance.25 Oral assessments are based on assessment of student contributions in lessons, and practical tests/assessments take place mostly in subjects such as sport, music and art. Written work and tests are set at regular intervals throughout the school year, and the level and content of such tests correspond to the appropriate syllabuses and curricula.19 Assessment also includes homework in the form of written or oral work.45 Summaries of achievement are provided in mid-year and year-end reports.12 In principle, the assessment covers all the subject areas of the curriculum.45
The number and duration of written class tests are laid down in Länder school legislation. These vary depending on the school type at lower secondary level and the Land in question. Students in Grade 6 in the Realschule in North Rhine-Westphalia, for example, aged 11-12, must take six written examinations, each lasting one hour, in each of the subjects of German, mathematics and a foreign language. These tests must be evenly distributed over the school year.96
Final examinations/tests
The final examinations required to successfully complete Realschule and Hauptschule in some Länder comprise written and/or oral tests. There is provision for practical examinations only in the subjects of art, music and sport, but not in the sciences.25
In the Land of Baden-Württemberg, for example, students are required to take central examinations at Land level in order to obtain the leaving certificate. Students in the Realschule, for example, take written examinations in German, mathematics and a foreign language. The time allocated for the examination in German is three hours (minimum) to four hours (maximum) and, for the individual examinations in mathematics and a foreign language it is two hours (minimum) to three hours (maximum). Students must also take oral examinations in up to three optional subjects in addition. These oral examinations can last anywhere between 10 and 90 minutes each, depending on the subject.96
In other Länder students receive a leaving certificate providing they have successfully completed Years 9 or 10; success is determined by continuous teacher assessment and not by central (Land) examination.96
Introduction of common educational standards
The Standing Conference of Ministers has, over recent years, been considering and preparing for the introduction of common educational standards at particular points in students' schooling in specific subject areas. In December 2003, it finalised an agreement to introduce standards for the mittlerer Schulabschluß (the lower secondary qualification usually taken at the end of Year 10) in the subject areas of German, mathematics and the first foreign language (usually English or French). Introduction of these standards nationwide began in the 2004/05 school year. Standards for the mittlerer Schulabschluß in physics, chemistry and biology also began to be introduced in the 2005/06 school year. Additional standards for the Hauptschulabschluß (the lower secondary qualification which is usually taken at the end of Year 9) are also to be introduced in German, mathematics and the first foreign language (usually English or French). An independent institute for quality assurance, the Institut fuer Qualitaetsentwicklung (IQB) was established in 2004 to ensure that all Länder comply with these standards.166
In Germany, responsibility for arrangements to monitor and assess performance lies with the highest authority with responsibility for educational policy in each Land (Ministries, Senates).45 The Land supervisory authorities consequently have the authority to check that schools are keeping to the prescribed curricula and examination regulations, by visiting schools and sitting in on lessons. They do not, however, have the authority to encroach upon the pedagogical freedom of the individual teacher.17
Implementation of continuous assessment and final examinations is the responsibility of the school and the subject teacher, not of outside examiners,25 and, as far as the number of written assessment assignments set is concerned, the teachers in a school are responsible for their distribution over the course of a school year. In the case of final school examinations, a timetable is published each year, containing the main dates for individual subjects. (This also applies to those Länder which do not set central tests).45
The results of the various written assessment assignments undertaken provide teachers with feedback on the success of their teaching and a basis for proceeding further. Länder with central examinations are able to monitor this feedback system closely, since each teacher has an anonymous co-marker.45
Mittlerer Schulabschluß/Realschulabschluß
Standards of achievement in German, mathematics and the first modern foreign language for the Realschule leaving certificate are determined by the Education Ministers of the relevant Länder. These are, however, defined in such a way as to permit local determination of the precise nature and emphasis of the curriculum and syllabus (provided that the standards are still achieved), whilst also ensuring that subject content is comparable between Länder. The teaching methods used to achieve the standards are the responsibility of the teacher and the school.21
The Ministry of Education, Cultural Affairs and Science of the appropriate Land issues blank certificate forms. Completed by the individual school, certificates detail student achievements and are signed by the headteacher and class teacher.19
In December 2003, the Standing Conference of Ministers came to a new agreement regarding the introduction of educational standards in German, mathematics and the first modern foreign language (either English or French) for the mittlerer Schulabschluß. The standards:
Introduction of these standards began in all Länder in the 2004/05 school year. Standards for the mittlerer Schulabschluß in physics, chemistry and biology also began to be introduced in the 2005/06 school year. Additional standards for the Hauptschulabschluß (the lower secondary qualification which is usually taken at the end of Year 9) are also to be introduced in German, mathematics and the first foreign language (usually English or French). An independent institute for quality assurance, the Institut fuer Qualitaetsentwicklung (IQB) was established in 2004 to ensure that all Länder comply with these standards.166
Continuous assessment during this phase involves all students and is comparative, that is to say norm-referenced. Students' progress, strengths and weaknesses in each subject area are reported in detail in their mid- and end-of-year report and they receive certificates with marks (according to the national 6-point scale, where 1 is high, 6 is low), which allow their performance to be measured against the class average.12
The agreement of the Standing Conference of the Ministers of Education and Cultural Affairs of all 16 Länder, which guarantees a uniform basic structure of the school system in Germany, covers the description of this national marking system which is used for school reports and teacher training examinations.12
Marks are defined as follows:-
| 1. | "Sehr gut" (very good) | Given for a performance which is well above the required standard. |
| 2. | "Gut" (good) | Fully meets the required standard. |
| 3. | "Befriedigend" (satisfactory) | Generally meets the required standard. |
| 4. | "Ausreichend" (adequate) | Shows deficiencies but, on the whole, still meets the required standard. |
| 5. | "Mangelhaft" (poor) | Given when a performance does not meet the required standard, but suggests that the basic knowledge is there and that the deficiencies could be made up in a reasonable period of time. |
| 6. | "Ungenügend" (very poor/ unsatisfactory) | Performance does not meet the required standard. Basic skills are so incomplete that the deficiencies could not be made up in a reasonable period of time |
In assessing individual performances during the school year, teachers may also award intermediate grades, e.g. 2-3, 3+, 3- etc.45
Students are asked to repeat a year if their level of attainment is not judged adequate. Generally, students in all schools in Germany must achieve a mark of 'adequate' ("ausreichend" - grade 4) (in their mid-year and year-end reports) in each subject relevant to promotion. Marks of 'poor' ("mangelhaft" - 5) and 'very poor' ("ungenügend" - 6) in one subject can usually be compensated for with marks of 'good' ("gut" - 2) or 'very good' ("sehr gut" - 1) in another subject.23
The standard of performance at the end of the school year determines whether students progress to the next school year; successfully complete lower secondary level education; or are asked to repeat a particular year.12
Generally, to progress from one class to the next, students in all schools in Germany must achieve a mark of 'adequate' ("ausreichend", grade 4) in their mid-year and year-end reports in each subject relevant to promotion. Marks of 'poor' ("mangelhaft" - 5) and 'very poor' ("ungenügend" - 6) in one subject can usually be compensated for with marks of 'good' ("gut" - 2) or 'very good' ("sehr gut" - 1) in another subject.23 (There is a national 6-point marking scale, see above, where 1 is high and 6 low.)
In the Länder where the first and second years of lower secondary education (usually, Years 5 and 6 of compulsory education, students aged 10/11 - 11/12 years) are a period of trial (Erprobungsstufe), students may be transferred to a different lower secondary school type from the one to which they were originally admitted on the basis of their assessment results. During this period, teachers observe and test the knowledge, proficiency and ability or talent of the students with the purpose of ensuring that the decision, taken at the end of Grundschule, on their allocation to the (lower secondary) school type most suited to their aptitudes was correct.32
Hauptschulabschluß
Successful completion of the first general qualification which can be obtained at the end of Year 9 of Hauptschule courses - the Hauptschulabschluß (Hauptschule leaving certificate) - is a prerequisite for entry to vocational training in the dual system (combined work experience and in-school education). In addition, under certain circumstances it is the requirement for admission to Berufsfachschulen and to the Berufsgrundbildungsjahr (basic vocational training year). It is, moreover, the requirement for later admission to certain Fachschulen (technical/vocational schools providing advanced vocational training) and to institutions offering secondary education for adults, in day or evening classes, leading to university entrance qualifications.12
Mittlerer Schulabschluß/Realschulabschluß
Successful completion of the mittlerer Schulabschluß entitles the holder to proceed to further full-time courses in upper secondary education, e.g. special Berufsfachschulen and the Fachoberschule. It is received at the end of Year 10 of compulsory full-time lower secondary education, provided students have achieved a sufficient standard in all subjects at the end of this Year. The mittlerer Schulabschluß can either be obtained on completion of the Realschule (then called the Realschulabschluß) or at the end of Year 10 at other lower secondary schools and, given appropriate records and marks, at the Berufsschule.12
Attainment of a certain standard in all subjects at the end of Year 10 of the Gymnasium (or of the Gesamtschule) (or, in two of the Länder, at the end of Year 9 of the Gymnasium) is required to proceed to the gymnasiale Oberstufe.12 For example, students at Realschulen in Nordrhein-Westfalen, who receive the mark 'good' ("gut") (grade 2 in the national 6-point marking scale, where 1 is high and 6 is low) in German, mathematics and English, or 'satisfactory' (grade 3) in German, mathematics, English and three other subjects, may proceed to the gymnasiale Oberstufe.32 An entrance qualification required for transfer to the gymnasiale Oberstufe can also be obtained by way of a mittlerer Schulabschluß (Realschulabschluß) of a certain merit or via qualifications from Berufsfachschulen (full-time vocational schools) or Fachschulen (technical/vocational schools).12
Access to 'express' Abitur classes
In some Länder, students identified (by continuous assessment) as being particularly able may be permitted to 'skip' a year of education, usually when they are around 12 or 13 years of age, and consequently complete the Abitur (see 6.4.1) a year early.49
Gymnasium students who have not attained the standard required for transfer to the gymnasiale Oberstufe receive a leaving certificate.19
Generally, in all forms of compulsory education in Germany, students' performances are reported twice a year, at the end of the first half of the school year and at the end of the school year.25
These mid- and end-of-year reports contain marks (in accordance with the national 6-point scale, see 6.3.6) and comments recording students' progress, strengths and weaknesses in each subject area.22 These are usually provided by subject teachers; alternatively, the class conference subject teachers suggest marks.19
In addition, when regular written assessment tests take place, students are encouraged to take marked tests home, to show to their parents.22
If students are in danger of not being promoted to the next class at the end of a given school year, their mid-year report must state as such.19
Leaving certificates
On completion of their course of education in lower secondary school, students receive a leaving certificate stating that they have successfully completed Year 9 (Hauptschulabschluß) or Year 10 (mittlerer Schulabschluß) of compulsory education. Students who have not achieved the goal of the course of education they were pursuing receive a school-leaving report instead. The forms for leaving certificates are prescribed by the Ministry of Education and Cultural Affairs of each Land. School leaving certificates and reports are issued by each school and signed by the headteacher and class teacher. The stages of education successfully completed and qualifications acquired for continued education are noted on the leaving certificates.13
Gymnasium students who have not attained the standard required for transfer to the gymnasiale Oberstufe receive a leaving certificate.19
Around nine per cent of students in compulsory, full-time lower secondary education do not successfully complete the first level, lower secondary leaving certificate (the Hauptschulabschluß).30
| School leavers by type of qualification, as a percentage of age group, 2000 (national) 97 | |
| Type of leaving certificate | % |
| Leavers on completion of compulsory full-time school attendance of which without Hauptschulabschluß | 9.4 |
| Leavers on completion of compulsory full-time school attendance of which with Hauptschulabschluß | 29.4 |
| Leavers with Realschulabschluß (Realschule leaving certificate) or equivalent leaving certificate | 49.4 |
| Leavers with Fachgebundene Hochschulreife (higher vocational diploma) | 9.5 |
| Leavers with allgemeine Hochschulreife (Abitur or equivalent/ higher education entry qualification) | 27.5 |
GLOSSARY DEFINITIONS OF THE ABOVE TERMS ARE AVAILABLE VIA THE 'KEYWORDS' SECTION OF THIS ARCHIVE.
In 1995, 3.1 per cent of the total student enrolment in (public or private) lower secondary education in Germany as a whole repeated part of their course.36
Around 60 per cent of students progress from compulsory, full-time lower secondary education, to upper secondary education in the dual system (of in-company vocational training and schooling).30