6.3.1 Control
6.3.2 Purpose(s)
6.3.3 Participation
6.3.4 Nature
6.3.5 Administration
6.3.6 Grading process
6.3.7 Consequences
6.3.8 Use of results
6.3.9 Output statistics
For the purposes of this Archive, the third phase in the education system in Hungary is the general school, which caters for students aged 6 to 10, 12 or (most often) 14.
Continuous student assessment in Hungary is the responsibility of the individual teacher who generally enjoys considerable autonomy in this regard. Student performance and progress is evaluated throughout the school year and, on the basis of the marks received throughout the year, students receive an end-of-term and end-of-year mark in each subject. The behaviour and attitude of students is also evaluated by the class teacher. 43
Under the NCC (since September 1998)
The National Core Curriculum formulates attainment targets for students at the end of Grades/Years 4, 6 and 8 (ages 10, 12 and 14 respectively). These have been introduced gradually since September 1998. Some centralised/standardised tests are gradually being introduced in Years 4, 6 and 8 to support teacher evaluation against the attainment targets. Tests are written in accordance with, and cover the topics and attainment goals of, the National Core Curriculum.20
In accordance with the Education Act (1993)3 (and its 1995 amendment),2 school level curricula should determine the forms and procedures for the evaluation/assessment of students and the requirements to be met by them.21
Additionally
Since 1986, national representative surveys have been carried out in mathematics, reading, sciences, computer science and cognitive abilities, to gain a general picture of the effectiveness of education and to highlight trends in student achievement. Examples of some of the surveys carried out include:
The form of these tests differs somewhat from school tests in that they mostly consist of multiple choice items. The Ministry of Education finances the surveys and receives and handles the results. The Centre for Evaluation Studies at the National Institute of Public Education is the body responsible for carrying out the surveys.20,21 An analysis of the results of the 1995 tests can be found in: VARI, P. (Ed) (1997). Monitor 95: National Assessment of Student Achievement. Budapest: National Institute of Public Education. (ISBN 963 682 461 4).
The purpose of student assessment can be summarised as:
Students whose performance is judged inadequate when they receive their end of year marks (based on continuous assessment of written and oral class work and tests undertaken throughout the year) may be requested to repeat the year (in a specific subject, for example), or, if they appear weak in more than one subject, may be placed in a special (remedial) class.11,23 Children in Year/Grade 1, however (aged 6-7 years), usually proceed automatically to Grade 2.
Student performance and achievement in the general school generally determines the type of secondary school a student will go on to attend. The highest attaining academic students tend to progress to the secondary grammar school (gimnázium); others proceed to some form of secondary vocational school, again dependent on attainment. Students whose achievements are not judged adequate to attend either the secondary grammar school or a 'standard' secondary vocational school are usually placed in vocational training schools, offering one- to three-year courses in a special field or profession. Such schools do not issue certificates, but prepare students for entry to the labour market.11
Continuous assessment
The performance of all students is regularly evaluated throughout the school year.11
Student performance and progress is regularly evaluated during the school year and end-of-term and end-of-year marks are provided in each subject. Students are assessed on the basis of written and/or oral performance, sometimes under test conditions.11
Prior to the National Core Curriculum
Student assessment used particularly to take place from Grade/Year 5 to Year 8 (age 10+ to 14). Most teachers chose to use centrally-produced test papers with instructions and marking schemes. The administration and marking were carried out by individual teachers in schools. All subjects, except the arts, foreign languages and PE, were covered by these test papers.20
Assessment under the National Core Curriculum (since September 1998)
The National Core Curriculum (NCC) formulates attainment targets for students at the end of Years 4, 6 and 8 (ages 10, 12 and 14 respectively). Since the introduction of the NCC, use of previous forms of centrally-produced test papers has decreased, deferring much formal student assessment to the end of Year 10, age 16 (see section 6.4).
Tests are written in accordance with, and cover the topics and attainment goals of, the NCC.20
Centralised tests
Since the introduction of the NCC, there has been discussion of the introduction of new forms of centralised/standardised assessment in Years 4, 6 and 8 to support teacher assessment of progress towards the attainment targets. As a result, some assessment of key competences in mathematics and reading has been introduced. Responsibility for such assessment is that of the National Evaluation and Examinations Centre (OKEV).72 20 Further information about these tests will be added to the Archive as it becomes available.
Those teachers who use centrally-produced (Ministry-produced) tests tend to organise their teaching around the attainment targets and the subject matter in the tests in order to prepare their students.20
Achievement is generally recorded by marks and descriptive comment.21
For school subjects, there is a five-point marking scale in general use as follows:43
| excellent | 5 |
| good | 4 |
| satisfactory/average | 3 |
| acceptable/adequate | 2 |
| inadequate/failed | 1 |
Marks for evaluating the behaviour and attitude of students are provided as follows:
| excellent | 5 |
| good | 4 |
| irregular | 3 |
| bad | 2 |
Children in the general school are continually assessed on the basis of their written and oral performance in class, the written exercises they do largely as homework and, sometimes, on tests in class. (Such exercises are usually marked, by the children themselves, at the beginning of the following lesson.) Students who fail to keep up are placed in special small classes which are taught in much the same way and do basically the same work as the 'standard' class. After a period of two years and, again, on the basis of continuous assessment, many of these students are successfully reintegrated into ordinary classes. The remainder are sent to special schools.23,11
The final marks received by the students at the end of the school year are agreed between subject and class teachers and it is on the basis of these marks that teachers decide on promotion to the next class. Students may repeat the year (or be placed in a special class) if their performance is judged inadequate.11 (Children in Grade 1 - aged 6 to 7 years - usually proceed automatically to Grade 2.)
Student performance and achievement in the general school generally determines the type of secondary school a student will go on to attend. The highest attaining academic students tend to progress to the secondary grammar school (gimnázium); others proceed to some form of secondary vocational school, again dependent on attainment. Students whose achievements are not judged adequate to attend either the secondary grammar school or a 'standard' secondary vocational school are usually placed in vocational training schools, offering one- to three-year courses in a special field or profession. Such schools do not issue certificates, but prepare students for entry to the labour market.11
At national level, teachers have no obligation to report test results. There is no formal way for schools to report on assessment results. However, County Pedagogical Institutes often ask for feedback and use the outcomes to evaluate education in the region. Information on test results is presented at annual teachers' meetings and conferences where policy makers, curriculum developers and textbook authors are also present. Such meetings function as informal ways of collecting data and feedback for curriculum and teaching materials development.20
Since 1986, national representative surveys have been carried out in mathematics, reading, sciences and computer science, to gain a general picture of the effectiveness of education and to highlight trends in student achievement.20 See 6.2.1.
Generally, schools aim to ensure regular communication with parents, 11 keeping them up-to-date with the results of their continuous assessment of students.43 Since 2004, the revised Act on Public Education has stipulated that all students must be assessed and that their results should be reported to parents in a formal written, individual analysis which expands upon the traditional numerical marking scale (see above).
In 1998, 2.5 per cent of the total number of children in (public or private) general school education in Hungary repeated part of their course.
Proportion of students repeating a Year/Grade - by Year/Grade and by %, 1998-99
| Year 1 Age 6-7 * |
Year 2 7-8 |
Year 3 8-9 |
Year 4 9-10 | Year 5 10-11 |
Year 6 11-12 |
Year 7 12-13 |
Year 8 13-14 |
Total |
| 3.4 | 1.9 | 1.5 | 1.8 | 3.4 | 3.8 | 3.2 | 0.9 | 2.5 |
Source: MINISTRY OF EDUCATION (1999).
(* Children in Year/Grade 1 do not have to repeat the year, but may do so. In other words, Year 1 is the only year in which progress to the next year can be automatic.)
In 1994, three per cent of students left the general school on completion of Grade/Year 4 (age 10) for transfer to secondary school; a further four to five per cent transferred to secondary school on completion of Year 6 (age 12); the remainder completed the full eight years of general school prior to transfer to secondary education.11
In the 1998/99 school year, 95.8 per cent of students went on to secondary school after general school. 30.17 per cent of these went on to secondary grammar school; 38.0 per cent to secondary vocational school; 24.6 per cent to vocational training school and 2.5 per cent to another type of vocational school. Of this 95.8 per cent, 68.17 per cent entered courses leading to the matriculation (maturity) examination.
Students finish general school and continue their studies in the following:
| 1990 | 1995 | 1996 | 1997 | 1998 | |
|
Ratio of students who finish general school and continue their education in the same year, % |
93.8 | 99.3 | 97.1 | 97.9 | 95.8 |
| Proportion proceeding to vocational training school, % | 42.0 | 34.2 | 31.9 | 30.8 | 24.6 |
| Proportion proceeding to special vocational training school, % | 3.2 | 4.3 | 3.6 | 2.6 | 2.5 |
| Proportion proceeding to secondary vocational school, % | 27.5 | 33.7 | 34.4 | 35.5 | 38.0 |
| Proportion proceeding to secondary grammar school, % | 21.1 | 27.1 | 27.2 | 29.0 | 30.7 |
Source: Ministry of Education (1999).