INCA Education around the world
Spain : Assessment arrangements
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
6.3. Third phase: Post-reform compulsory lower secondary, age 12 - 16
6.3.1 Control
General assessment
There has been no national system of assessment/testing. The minimum core curriculum includes basic guidelines for assessment, which is an integral part of the curriculum and must be global and continuous. Provisions for assessment are incorporated in the objectives and process of developing the curriculum at each of the three levels: central official curriculum, local curricular plan, and individual class programme:
1. The official curriculum sets minimum goals for the student defined as a series of abilities (locomotive, cognitive, affective or emotional balance; interpersonal relationships; and social action and integration).
2. Local curricular plans reflect assessment strategies and procedures:
- what to assess (reviewing and adapting official attainment targets as necessary and setting attainment targets for each cycle);
- how to assess - situations, strategies and procedures;
- when to assess - initial, formative and summative points;
- how the results of assessment will be recorded and to whom they will be reported;
- criteria for: student progression to the next year/cycle; supporting students who receive a negative assessment; and (if applicable) determining whether a student will receive the final qualification.
3. Class programmes, in which the individual teacher uses his/her discretion to adapt the school's curricular plan and assessment to meet the needs of his/her students.31
The State School Council ("Consejo Escolar del Estado") is involved in the general planning of education and basic standards, and advises on legislation. The Council comprises a Chairman and Secretary General (nominated by the Minister of Education), a Vice-Chairman elected by the Council and 80 advisers including teachers from public and private institutions and universities, representatives of education authorities, parents, students, administrative and service staff and employers' organisations.16
INCE/INECSE
The 1990 Education Act (LOGSE)5 set up a body for the general evaluation of the education system, the INCE (Instituto Nacional de Calidad y Evaluación, the National Institute for Quality and Evaluation) (now known as INECSE, Instituto Nacional de Calidad y Evaluación del Sistemo Educativo, the National Institute for Quality and Evaluation of the Education System). This body conducts national surveys based on assessment of students' attainment, and collects background data from principals (headteachers), teachers, students and families on a sample basis, usually at the end of educational phases (e.g. at age 12 on completion of compulsory primary education and at 16, the end of compulsory lower secondary school).35
National certificate
The Graduado en Educación Secundaria Obligatoria (Certificate of Secondary Education) is awarded at this level to those students who successfully meet the objectives of compulsory lower secondary education (age 16).16
The individual institution, whether it is state or private sector is responsible for student assessment, and for awarding the corresponding certificates.16
New national assessment from 2008/09
The Education Act 2006 (LOE) establishes that all educational establishments must take part in the diagnostic assessment/evaluation of students by the end of Year 4 of primary education (aged around 10) and by the end of Year 8 (the second year of compulsory secondary education, aged 14). The tests, which will be introduced from the 2008/09 school year, aim to assess the acquisition of basic competences. Some of the Autonomous Communities in Spain have been carrying out similar annual assessments in their jurisdictions for some years. These generally consist of pen and paper tests in mathematics, language and reading comprehension. Results are used for information and advisory purposes. They can also be useful for improving both daily teaching practice in schools and general education policies. (Source: Eurydice Unit, Spain)
6.3.2 Purpose(s)
Ongoing classroom assessment by teachers is used to measure student achievement against the objectives set, and to identify student need. It is therefore summative and formative. Satisfactory progress is required to grant access to the next class or cycle. See section 6.3.7 for further information.29
Successful completion of the Graduado en Educación Secundaria (the Certificate of Secondary Education), which is a completion/leaving certificate from compulsory lower secondary education, is required for entry to bachillerato courses.16
Social guarantee programmes (Programas de Garantia Social) are currently organised for students who have not obtained the Graduado en Educación Secundaria, with a view to providing them with basic general and vocational training to enable them to obtain employment or to continue their studies.29 (See section 6.3.7 in addition.)
Assessment in compulsory lower secondary education in Spain is defined as 'continuous and holistic'. Its aim is to identify possible learning difficulties, to find out the causes and, hence, to re-design the teaching-learning process. It needs to be holistic to take account of the various and different aims set for each level.34
Assessment in lower secondary education is:
- Continuous: integrated into the student's learning process, with the aim of detecting difficulties as and when they occur, ascertaining their causes, and adapting learning/teaching activities accordingly.
- Integrated: it must take into account the established general abilities for secondary education, by reference to the objectives for the different subjects and fields. It must, however, also be separated into different subjects or subject areas.
As with continuous assessment in primary level education, when the progress of a student does not meet the required objectives, teachers must adopt appropriate measures to provide additional teaching and, where necessary, adapt the curriculum.18
INCE/INECSE assessment
The main purpose of INCE/INECSE assessment (see 6.3.1) which usually takes place on completion of compulsory (primary and) secondary education, students aged (12 and) 16 years, is to contribute to the general evaluation of the education system. As Spain is made up of autonomous regions, national assessment studies such as those conducted by INECSE can provide a broad, comparative picture of educational progress both at national and regional levels. Consequently, national INECSE assessment has both diagnostic and informative purposes. It intends to provide policy-makers, schools, families and the public in general with sound, reliable information about the health and state of the education system.31
New national assessment from 2008/09
The new national system of assessment/evaluation of students by the end of Year 4 of primary education (aged around 10) and by the end of Year 8 (the second year of compulsory secondary education, aged 14), to be introduced from the 2008/09 school year, aims to assess the acquisition of basic competences. Its purpose is essentially diagnostic. (Source: Eurydice Unit, Spain)
6.3.3 Participation
Generally, during this phase, school-based classroom assessment ensures that all students are continually assessed against the objectives and attainment targets set by the official core curriculum.
In addition, INCE/INECSE national surveys are usually based on assessment of students' attainment, and background data collected from principals (headteachers), teachers, students and families on a sample basis, usually at the end of educational phases (e.g. at ages 12 and 16, on completion of compulsory primary and compulsory lower secondary education respectively). Every year, not more than 700 schools (providing both compulsory primary and secondary level education) take part in the different INECSE assessment surveys. This means that an individual school will probably only be asked to take part in some of the surveys once every five or six years.31
New national assessment from 2008/09
Under the Education Act 2006 (LOE), from the 2008/09 school year, all educational establishments will be expected to assess all students by the end of Year 4 of primary education (aged around 10) and by the end of Year 8 (the second year of compulsory secondary education, aged 14). (Source: Eurydice Unit, Spain)
6.3.4 Nature
Continuous assessment
At the beginning of compulsory lower secondary education (age 12), teachers make an initial assessment of every student. Thereafter, student assessment is continuous and integrated, but separated into the various areas or subjects. Teachers hold at least three assessment meetings during the year to review student progress. It is considered particularly important that there are assessment meetings at the end of the school year in June, at the end of the first cycle (age 14) and at the end of each year of the second cycle, ages 15 and 16 respectively.16
New national assessment from 2008/09
The Education Act 2006 (LOE) establishes that all educational establishments must take part in the diagnostic assessment/evaluation of students by the end of Year 4 of primary education (aged around 10) and by the end of Year 8 (the second year of compulsory secondary education, aged 14). The tests, which will be introduced from the 2008/09 school year, aim to assess the acquisition of basic competences. Some of the Autonomous Communities in Spain have been carrying out similar annual assessments in their jurisdictions for some years. These generally consist of pen and paper tests in mathematics, language and reading comprehension. Results are used for information and advisory purposes. They can also be useful for improving both daily teaching practice in schools and general education policies. (Source: Eurydice Unit, Spain)
INCE/INECSE assessment
INCE/INECSE national surveys are based on assessment of students' attainment and collect background data from principals (headteachers), teachers, students and families on a sample basis, usually at the end of educational phases (e.g. at age 12 and 16, on completion of compulsory primary and compulsory lower secondary education respectively). Occasionally, some studies may be carried out amongst other age groups or conducted under the auspices of international agencies or bi/multilateral arrangements, or by regional authorities or schools themselves.35
INECSE assessment tests include multiple choice items, open-ended questions and, occasionally, free response items, depending on the subject, the competencies to be assessed and the test objectives. Most INECSE tests are in written form, but in some cases (for example, physical education or foreign languages) may include observation, listening or conversation. All tests are based on the national core curriculum, which is the basis for curriculum development, both at a regional and school level (see 5.3.2). Assessment usually takes place during the later months of the school year (usually April or May), in from one to three two-hour sessions. Students included in the sample are tested in their own schools and classrooms.35
6.3.5 Administration
General
Assessment of student attainment for certification and academic purposes is the responsibility of schools and teachers. In lower secondary education, it is the particular responsibility of all the teachers of a particular class, coordinated by the class tutor and with advice from the Guidance Department ("Departamento de Orientación").16 . (In, other words, responsibility is collegiate.) There is no external (regional or national) examination of students during compulsory education. Schools are not obliged to follow a uniform model for assessing and marking students' progress. They use guidelines included for that purpose in the core curriculum.31
Teachers' bodies in each school draw up the framework for assessment, and set the assessment criteria, methods and tools. Assessment criteria are established in a cycle-by-cycle sequence (rather than year-by-year), matching the students' needs and the context.34
There are no externally prepared tests or instruments for teachers to use when performing their assessment duties. Most individual teachers design their assessment tools entirely on their own. Even textbook publishers have not put any effort into providing these instruments, limiting their role to the provision of instructional texts and classroom activities.34
INCE/INECSE assessment
Instruments used for the INCE/INECSE sample assessment are nationally set tests, prepared by specialists from INECSE in collaboration with representatives from the Autonomous Communities. The test development process is a long and careful, collaborative process, in which the curriculum is analysed, a table of specifications established, items written, pilot instruments developed and piloted, and tests approved. A number of experts - curriculum designers and developers, teachers, assessment specialists, and statisticians - from regions throughout Spain are involved in the development process.34
Test administration is the responsibility of regional authorities, in collaboration with INECSE. The principals (headteachers) of the schools included in the sample are contacted first by the regional authorities. Schools are also briefed via a letter from INECSE detailing the purposes and characteristics of the testing, and requesting their collaboration. Usually external personnel administer the tests and the responsible organisation (usually a university department or contracted agency) contacts schools in the sample to agree the data and procedures for the administration of the tests, in accordance with the general criteria set up for the tests. In some cases, external personnel are not used to carry out INECSE testing and the students' teachers themselves administer the tests.34
On some occasions, information on student attainment is also collected from teachers who, in such cases, may conduct their own assessments of student performance.34
6.3.6 Grading process
At the last teacher group assessment session of each year (June), at the end of the first cycle and in each of the years of the second cycle, decisions must be made about the progression of students to the next stage. As a result of these sessions, students are given a report with their grades in each subject area, as well as decisions on progression and accreditation for the Certificate of Secondary Education (Graduado en Educación Secundaria). In order to obtain the latter, students must pass all subjects in the final year of compulsory education. Therefore, although grades are given separately subject by subject, they all count towards the final decision and they all count equally in the sense that, in theory, all of them must be a pass grade at least. However, in many schools, actual practice is rather different. The assessment sessions are used to 'help' some students obtain a pass where they had failed, so that they can receive the Graduado en Educación Secundaria. In particular, certain subject areas have a long tradition of being considered not so important in determining progress to the next stages in the system.34
Assessment results are expressed on the following ascending scale:
- "insuficiente" (IN) (fail),
- "suficiente" (SF) (pass),
- "bien" (B (good/average),
- "notable" (N) (very good/well above average) and
- "sobresaliente" (SB) (excellent). 16
The institution, whether it is state or private sector is responsible for student assessment, and for awarding the corresponding certificates.16
INCE/INECSE assessment
The outcomes of testing and assessment undertaken as part of INCE/INECSE national testing (usually for students aged around 12 and 16, see 6.3.1) are expressed in different ways: percentage of success, failure and non-response for each test item; a global score for each dimension or group of items; a global score for each exercise; a global score for each student (anonymous); aggregated scores for each school (anonymous); and aggregated scores for each region. See section 6.3.8 in addition.35
6.3.7 Consequences
Students who have attained the required objectives at the end of compulsory lower secondary education receive a Certificate of Secondary Education (Graduado en Educación Secundaria) which grants access to bachillerato courses or courses of intermediate level specific vocational training.16
Since the 2003/04 academic year, students not meeting the objectives for a given year and subject in compulsory lower secondary education have received additional support to assist them in achieving these objectives before being allowed to move on. In addition, those children regarded as borderline cases, who are promoted to the next year, benefit from special classes in their weakest areas. Generally, however, no child is held back for more than one year. 63
Previously, students usually progressed automatically from one year to the next. In exceptional cases, those who did not achieve the aims of the cycle may have repeated a year. As a result, students could spend up to six years in compulsory secondary education, although it was preferred that students repeated no more than once throughout the entire stage.16
Students who do not attain the Graduado en Educación Secundaria (Certificate of Secondary Education) receive a 'leaving certificate'. This states where and for how long the student has been at school. Such students are currently entitled to attend specific educational programmes (entitled 'Social Guarantee Programmes'), intended to provide them with basic/general and vocational training to allow them to enter the labour market. 34
6.3.8 Use of results
Students who have attained the required objectives at the end of compulsory lower secondary education receive a Certificate of Secondary Education (Graduado en Educación Secundaria) which grants access to bachillerato courses or to intermediate level specific vocational training. All students, whether they achieve the objectives or not, receive an attendance certificate from the school, recording the number of years studied as well as the marks obtained for each of the different subject areas, and giving guidance concerning the student's educational or occupational future (see 6.3.7 in addition).16
The decision on accreditation of the Graduado en Educación Secundaria is taken by all the student's teachers collectively and is added to the student's personal file, if accredited. The personal file is the assessment record of a student's progress which follows him/her through school. Careers guidance provided at the end of this phase is also added to the personal file, as are the assessment minutes of each session of the teacher body in the school, and every individual assessment report. Families receive a written report after every collegiate assessment session (that is to say after every assessment session of all the teachers concerned in a particular school) only if this is considered necessary. Such reports are designed by the school and are related to the aims and contents of the education cycle concerned. However, it is compulsory for schools to send a written report to families at the end of the first cycle of compulsory lower secondary education (age 14), and on completion of each of the other two years (ages 15 and 16 respectively). Such reports describe student attainment and results, decisions on progression and any specific educational measures required in future.34
Reporting INCE/INECSE assessment
The outcomes of national INCE/INECSE testing and assessment (see 6.2.1) are reported in several ways. First, there is a general, informative report, which presents the main results of the assessment and testing programme. Second, there is a technical report. This aims to inform experts and academics, support the validity and reliability of the results, describe the technical procedures involved, and analyse and interpret the results. Finally, there are short summary reports which disseminate the results of INECSE assessment programmes to the public at large. Policy-makers receive all three of the above types of report, but the first is the one most oriented towards them. They also receive a set of suggestions and recommendations which result from INECSE's analysis of the testing and assessment programme. Regional authorities also receive a full set of their own data from INECSE testing and assessment programmes. This is for the purposes of self-analysis. Schools do not receive individual results from INECSE testing. Both participating and non-participating schools receive the general reports, however, and have access to the testing instruments for their own further use, analysis and self-evaluation.35
6.3.9 Output statistics
The rate of failure at the end of compulsory education (age 16) remains constant at around 20 to 25 per cent of the total student population.23
Repetition in secondary level education amounts to around 10 per cent of students each year.23
