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6. Assessment arrangements

• 6.1. First phase (e.g. pre-compulsory education)
• 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
• 6.1.9 Output Statistics
• 6.2 Second phase (e.g. basic education, primary)
• 6.3 Third phase (e.g. compulsory secondary education)
• 6.4 Fourth phase (e.g. post-compulsory secondary education)
• 6.5 Special publicly funded provision within or outside mainstream education
• 6.5.1 Control
• 6.5.2 Purpose(s)
• 6.5.3 Participation
• 6.5.4 Nature
• 6.5.5 Administration
• 6.5.6 Grading process
• 6.5.7 Consequences
• 6.5.8 Use of results
• 6.5.9 Output statistics

6.1 First phase (e.g. pre-compulsory education)

6.1.1 Control

• Is there a national system of assessment for pupils during this phase?

• Is the system subject to regulations? If so, who is involved in making the regulations?

• Is there a specialist/central agency responsible for the oversight of assessment at this level (similar to the School Curriculum and Assessment Authority in England and Wales)?

6.1.2 Purpose(s)

Are there regulations or official statements concerning the purpose of the assessment, e.g.

• to identify pupil need and inform decisions on teaching and learning;

• to provide access to special treatment or funding;

• to measure pupil achievements to date;

• to grant access to the next class/education phase?

6.1.3 Participation

• Is the assessment compulsory or voluntary?

• Does it involve all pupils or a selective sample? If a selective sample, how is this chosen?

6.1.4 Nature

• When does the assessment take place?

• Is assessment formal or informal?

• What is the method of assessment (e.g. written/oral/practical/portfolio)?

6.1.5 Administration

• Who designs the assessment instruments (individual teachers, school, external agency?)

• Who conducts the assessments and allocates the grades?

• How is consistency across and between assessors secured (e.g. through moderation; training and exemplification through externally produced materials; coordination meetings; mass marking)?

• Is any training required/provided for those designing assessments, administering and grading the assessments?

6.1.6 Grading process

• How is progress against standards measured?

• Are assessments criterion-referenced (pupil's results measured independently of other pupils' performance) or norm-referenced (pupil performance assessed in relation to their peers' performance)?

• How is achievement recorded (marks, percentages, letter grades, levels of attainment; descriptive comment)?

6.1.7 Consequences

Are there any consequences linked to assessment results other than the purposes outlined in 6.1.2:

• for pupils (e.g. repeating a course; receipt of special educational support; transfer to another school type)?

• for the school (e.g. changes in funding)?

6.1.8 Use of results

• How is achievement reported to: pupils; parents; other education institutions; employers? Do the reports include information other than assessment results?

• Are the results of assessments made public (e.g. through league tables)? If so,

  • for whom (pupils, parents, education Authorities, employers, general public)?

  • in what form (individual pupil results, aggregated class, school or district results ...)?

6.1.9 Output Statistics

• Which proportion of pupils do not complete the course?

• Which proportion of pupils repeat part of the course?

• Which proportion of pupils continue to the next phase of education?

6.2 Second phase (e.g. basic education, primary)

• As 6.1

6.3 Third phase (e.g. compulsory secondary education)

• As 6.1

6.4 Fourth phase (e.g. post-compulsory secondary education)

• As 6.1

6.5 Special publicly funded provision within or outside mainstream education

That is, provision for students with particular needs, such as those with disabilities, learning difficulties, high ability, behavioural difficulties, or those from particular ethnic groups or traveller communities.

The questions in this section mirror those asked regarding provision for students in ordinary, mainstream education.  Consequently, they may not be applicable to some or all types of provision in a given country.  As much information as possible is provided.  Where particular sections do not apply to special provision in a given country, this is usually stated.

6.5.1 Control

• Are students in special provision subject to the statutory national system of assessment for ordinary mainstream education, if one exists?
• If not, how is progress measured and what types of assessment and accreditation opportunities are available for students in special provision?
• Who is responsible for the system(s) of assessment for students in special provision?

6.5.2 Purpose(s)

• Are there regulations or official statements concerning the purpose of assessment for students in special provision, eg
  • to identify student need and inform decisions on teaching and learning
  • to provide funding for resources or teaching
  • to measure student achievements to date
  • to grant access to the  next class/educational phase
  • to support integration into ordinary mainstream provision?

6.5.3 Participation

• Is assessment compulsory or voluntary for students in special provision?
• Does it involve all students or a selective sample?  If a selective sample, how is this chosen?

6.5.4 Nature

• When does assessment take place?
• Is assessment formal or informal?
• What is the  method of assessment (eg written, oral, practical, portfolio)?
• What is the balance between internal (school), externally moderated and national assessment or public examination?

6.5.5 Administration

• Who designs the assessment instruments (individual teachers, school, external agency)?
• Who conducts the assessment and allocates the grades?
• How is consistency across and between assessors secured (eg through moderation; training and exemplification through externally produced materials; coordination meetings; mass marking)?
• Is any training required/provided for those designing assessment, administering and grading the assessments?

6.5.6 Grading process

• How is progress against standards measured?
• Are assessments criterion-referenced (students' results measured independently of other students' performance) or norm-referenced (student performance assessed in relation to their peers' performance)?
• How is achievement recorded (marks, percentages, letter grades, levels of attainment, descriptive comment)?

6.5.7 Consequences

• Are there any consequences linked to assessment results other than those outlined in 6.5.2:
  • for students (eg repeating a course, transfer to another type of provision)?
  • for the school?

6.5.8 Use of results

• How is achievement reported to: students, parents, other education institutions, employers?
• Do student reports include information other than assessment results?
• Are the results of assessment made public? If so,
  • for whom (students, parents, education authorities, employers, general public)?
  • in what form (individual students results, aggregated class, school or district results for the specific form of provision)?

6.5.9 Output statistics

• What are the progression routes available for students as they leave the various types of special provision?
• Is there any information available on the proportions of students participating in the various routes?

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