INCA Education around the world
Spain : Assessment arrangements
- 6.1 First phase: Pre-compulsory, age 0 - 6
- 6.1.1 Control
- 6.1.2 Purpose(s)
- 6.1.3 Participation
- 6.1.4 Nature
- 6.1.5 Administration
- 6.1.6 Grading process
- 6.1.7 Consequences
- 6.1.8 Use of results
6.1 First phase: Pre-compulsory, age 0 - 6 [see 3.2.1]
6.1.1 Control
There is no national, formal system of assessment for children during this phase. Continuous assessment does, however, take place and is the responsibility of the individual teacher. 46
6.1.2 Purpose(s)
Although there is no national, formal system of assessment for children during this phase, informal, continuous, formative assessment does take place to allow the teacher to assess the effects of teaching methods, and to evaluate progress towards the goals being pursued for all children.16 Such assessment aims to provide the necessary information to improve both the process of education and the results. It is hoped, for example, that assessment at this level will help to determine any special needs attention required by children. The identification of difficulties through assessment could also result in the introduction of Individual Curricular Adaptations (ACIs) for some children.21 (See the special needs Archive in addition [click on the 'special' button in the navigation bar].)
6.1.3 Participation
There is no national, formal system of assessment for children during this phase. However, informal, global assessment of all children in pre-compulsory education does take place.16
6.1.4 Nature
Assessment techniques used during this phase include interviews with parents and the direct and systematic observation of children by teaching staff.16
6.1.5 Administration
Teachers in each school set the assessment criteria, methods and tools. Direct and systematic observation is suggested as the main tool for assessment at this level.21 Assessment is internally moderated during pre-compulsory education. 45
Training/assistance provided
In 1992, the Ministry of Education published the 'Red Box' of curriculum materials. This provided teachers with guidance on the content of the pre-compulsory curriculum, teaching guidelines, cross-curricular issues, parental involvement, infant education in rural areas, materials, and references on methodology. The guidance on teaching and use of time offered advice on a flexible approach, the creation of clearly defined areas of learning, access to equipment and resources, the recognition of individual children's needs and interests, and a balance between adult-directed and child-initiated activities.32
6.1.6 Grading process
Assessment at this level is recorded in qualitative terms. Initial and final reports are designed by each individual school since there are no progression or accreditation issues.21
6.1.7 Consequences
There are no progression or accreditation issues resulting from assessment at this level, as admission to primary education (at age 6) is automatic.21
However, assessment at this level should help to determine any special needs attention required by children. The identification of difficulties through assessment could result in the introduction of Individual Curricular Adaptations (ACIs) for some students.21 (See the special needs archive in addition. Click on the 'special' button in the navigation box.)
6.1.8 Use of results
Initial and final reports are designed by each individual school, since there are no progression or accreditation issues at this level. 45
Schools complete a first report when the child arrives in pre-compulsory education, and produce a qualitative report at the end of the term suggesting specific measures for a child's further education. A summary report is also provided at the end of each of the cycles (the first cycle includes 0-3 year-olds, the second encompasses children aged 3-6), and teachers produce regular three-monthly reports, which are submitted to the child's family. Designed and written by the teacher, such reports include a description of the child's attainment and recommended specific measures for future improvement/progression. Such reports are placed on the child's personal file. This is a single record which constitutes the educational record of the child and follows him/her throughout his/her school career. The child's personal file includes the following documents: a questionnaire as determined by the Order regulating assessment, a medical or psychological diagnosis, and records of any special needs attention required, or of any ACIs (Individual Curricular Adaptations).21
