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Belgium-French-Community:Assessment in General Lower Secondary Education

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Overview Belgium (French Community)

Contents

Belgium-French-Community:Political, Social and Economic Background and Trends

Belgium-French-Community:Historical Development

Belgium-French-Community:Main Executive and Legislative Bodies

Belgium-French-Community:Population: Demographic Situation, Languages and Religions

Belgium-French-Community:Political and Economic Situation

Belgium-French-Community:Organisation and Governance

Belgium-French-Community:Fundamental Principles and National Policies

Belgium-French-Community:Lifelong Learning Strategy

Belgium-French-Community:Organisation of the Education System and of its Structure

Belgium-French-Community:Organisation of Private Education

Belgium-French-Community:National Qualifications Framework

Belgium-French-Community:Administration and Governance at Central and/or Regional Level

Belgium-French-Community:Administration and Governance at Local and/or Institutional Level

Belgium-French-Community:Statistics on Organisation and Governance

Belgium-French-Community:Funding in Education

Belgium-French-Community:Early Childhood and School Education Funding

Belgium-French-Community:Higher Education Funding

Belgium-French-Community:Adult Education and Training Funding

Belgium-French-Community:Early Childhood Education and Care

Belgium-French-Community:Organisation of Programmes for Children under 2-3 years

Belgium-French-Community:Teaching and Learning in Programmes for Children under 2-3 years

Belgium-French-Community:Assessment in Programmes for Children under 2-3 years

Belgium-French-Community:Organisation of Programmes for Children over 2-3 years

Belgium-French-Community:Teaching and Learning in Programmes for Children over 2-3 years

Belgium-French-Community:Assessment in Programmes for Children over 2-3 years

Belgium-French-Community:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Belgium-French-Community:Primary Education

Belgium-French-Community:Organisation of Primary Education

Belgium-French-Community:Teaching and Learning in Primary Education

Belgium-French-Community:Assessment in Primary Education

Belgium-French-Community:Organisational Variations and Alternative Structures in Primary Education

Belgium-French-Community:Secondary and Post-Secondary Non-Tertiary Education

Belgium-French-Community:Organisation of General Lower Secondary Education

Belgium-French-Community:Teaching and Learning in General Lower Secondary Education

Belgium-French-Community:Assessment in General Lower Secondary Education

Belgium-French-Community:Organisation of General Upper Secondary Education

Belgium-French-Community:Teaching and Learning in General Upper Secondary Education

Belgium-French-Community:Assessment in General Upper Secondary Education

Belgium-French-Community:Organisation of Vocational Upper Secondary Education

Belgium-French-Community:Teaching and Learning in Vocational Upper Secondary Education

Belgium-French-Community:Assessment in Vocational Upper Secondary Education

Belgium-French-Community:Organisation of Post-Secondary Non-Tertiary Education

Belgium-French-Community:Teaching and Learning in Post-Secondary Non-Tertiary Education

Belgium-French-Community:Assessment in Post-Secondary Non-Tertiary Education

Belgium-French-Community:Higher Education

Belgium-French-Community:Types of Higher Education Institutions

Belgium-French-Community:First Cycle Programmes

Belgium-French-Community:Bachelor

Belgium-French-Community:Short-Cycle Higher Education

Belgium-French-Community:Second Cycle Programmes

Belgium-French-Community:Programmes outside the Bachelor and Master Structure

Belgium-French-Community:Third Cycle (PhD) Programmes

Belgium-French-Community:Adult Education and Training

Belgium-French-Community:Distribution of Responsibilities

Belgium-French-Community:Developments and Current Policy Priorities

Belgium-French-Community:Main Providers

Belgium-French-Community:Main Types of Provision

Belgium-French-Community:Validation of Non-formal and Informal Learning

Belgium-French-Community:Teachers and Education Staff

Belgium-French-Community:Initial Education for Teachers Working in Early Childhood and School Education

Belgium-French-Community:Conditions of Service for Teachers Working in Early Childhood and School Education

Belgium-French-Community:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Belgium-French-Community:Initial Education for Academic Staff in Higher Education

Belgium-French-Community:Conditions of Service for Academic Staff Working in Higher Education

Belgium-French-Community:Continuing Professional Development for Academic Staff Working in Higher Education

Belgium-French-Community:Initial Education for Teachers and Trainers Working in Adult Education and Training

Belgium-French-Community:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Belgium-French-Community:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Belgium-French-Community:Management and Other Education Staff

Belgium-French-Community:Management Staff for Early Childhood and School Education

Belgium-French-Community:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Belgium-French-Community:Education Staff Responsible for Guidance in Early Childhood and School Education

Belgium-French-Community:Other Education Staff or Staff Working with Schools

Belgium-French-Community:Management Staff for Higher Education

Belgium-French-Community:Other Education Staff or Staff Working in Higher Education

Belgium-French-Community:Management Staff Working in Adult Education and Training

Belgium-French-Community:Other Education Staff or Staff Working in Adult Education and Training

Belgium-French-Community:Quality Assurance

Belgium-French-Community:Quality Assurance in Early Childhood and School Education

Belgium-French-Community:Quality Assurance in Higher Education

Belgium-French-Community:Quality Assurance in Adult Education and Training

Belgium-French-Community:Educational Support and Guidance

Belgium-French-Community:Special Education Needs Provision within Mainstream Education

Belgium-French-Community:Separate Special Education Needs Provision in Early Childhood and School Education

Belgium-French-Community:Support Measures for Learners in Early Childhood and School Education

Belgium-French-Community:Guidance and Counselling in Early Childhood and School Education

Belgium-French-Community:Support Measures for Learners in Higher Education

Belgium-French-Community:Guidance and Counselling in Higher Education

Belgium-French-Community:Support Measures for Learners in Adult Education and Training

Belgium-French-Community:Guidance and Counselling in a Lifelong Learning Approach

Belgium-French-Community:Mobility and Internationalisation

Belgium-French-Community:Mobility in Early Childhood and School Education

Belgium-French-Community:Mobility in Higher Education

Belgium-French-Community:Mobility in Adult Education and Training

Belgium-French-Community:Other Dimensions of Internationalisation in Early Childhood and School Education

Belgium-French-Community:Other Dimensions of Internationalisation in Higher Education

Belgium-French-Community:Other Dimensions of Internationalisation in Adult Education and Training

Belgium-French-Community:Bilateral Agreements and Worldwide Cooperation

Belgium-French-Community:Ongoing Reforms and Policy Developments

Belgium-French-Community:National Reforms in Early Childhood Education and Care

Belgium-French-Community:National Reforms in School Education

Belgium-French-Community:National Reforms in Vocational Education and Training and Adult Learning

Belgium-French-Community:National Reforms in Higher Education

Belgium-French-Community:National Reforms related to Transversal Skills and Employability

Belgium-French-Community:European Perspective

Belgium-French-Community:Legislation

Belgium-French-Community:Glossary

Pupil Assessment

Assessment is one of the aspects for which educational freedom is guaranteed for each network; in compliance with the relevant laws, decrees, and orders, each controlling authority may therefore define for the schools which it controls the type and frequency of assessments, the scoring system and the way results are communicated. However, the practice of formative assessment is obligatory.

The Core Skills, defining in concrete terms the level of study to be achieved by the end of the second year of secondary education, must help the educational teams who are responsible for the pupils in a cycle or a stage to practise continuous formative assessment and school report assessments.

Various arrangements are used to ensure that pupils are assessed regularly: an external certificative assessment (CE1D) in the second year of secondary education and internal assessment procedures used by the controlling authority or the school (school reports) and by the class (summary and formative assessment arrangements introduced by the teachers).

Assessment Tools

An Assessment Tools Committee for the Core Skills is responsible for producing sets of standardised assessment tests, which correspond to the Core Skills: assessment tools are prepared under the supervision of the committees, which are composed of representatives of the different pouvoirs organisateurs. They are designed for schools and for teachers, and are made available to them, together with an accompanying guide, as a guideline, providing information about the types of questions that should be set for pupils and the expected level at given moments in the course of their studies.

Assessment on an everyday basis

Each teacher assesses his or her pupils in light of his or her objectives and teaching. This is usually done after one or more learning sequences.

Under the Decree on the Missions (24 July 1997) of School, each school must allow every pupil the opportunity to progress at his or her own pace, by practising formative assessment and differentiated pedagogy. Formative assessment is defined as assessment conducted in the course of activity, and aimed at appraising the progress made by the pupil and understanding the nature of the difficulties the pupil has encountered; its purpose is to improve, correct or adjust the pupil’s path; it is partly based on self-assessment. Differentiated pedagogy is defined as an educational approach which consists of varying methods to take account of the heterogeneous composition of classes and the diversity of pupils’ learning modes and needs.

Internal Assessments

Pupil assessments within classes are the responsibility of various bodies: some are associated with the controlling authority or the school (such as the school report, the individual learning plan (PIA), the class councils, etc.); others are arranged by the Centres for Psychological, Medical and Social Services (CPMSs); others again are organised by individual teachers.

The individual learning plan (PIA) represents a procedure for obligatory systematic monitoring for certain pupils in difficulty.

The results of summary assessments are communicated to the pupils and parents via a school report. The intervals at which reports are issued and their content and form are defined by the controlling authority.

Progression of Pupils

One or two sessions of annual examinations are organised every year. The primary purpose of the June exam is to ascertain whether pupils have achieved the minimum competencies needed to progress. A student deferred in June must take the exam in September.

Procedure 

"The class council"

The Missions Decree specifies that decisions about pupils’ progression to the next grade or cycle and the issue of diplomas, certificates and pass attestations within a secondary education institution are, with the exception of the certificate of primary education, the responsibility of the class council.

The class council is chaired by the head of school and consists of the members of the management and teaching staff responsible for educating a defined group of pupils. There are thus several class councils in an institution. The parents and pupils are not represented within the council. It bases its opinions on factors such as the pupil’s previous school record, intermediate period results, reports and exam results, information received from the Centre for Psychological, Medical and Social Services, and in some cases meetings with the pupil and his or her parents. The class council is responsible for preparing a mental aptitude, social and behavioural report on each student at regular intervals; drawing the appropriate educational conclusions; proposing any necessary guidance or remedial support and, if need be, orientations or re-orientations; establishing a common approach to each student. It takes the necessary decisions at the end of the year regarding promotion to the next grade (with or without restrictions), deferment (with the obligation of taking final exams in September), denying promotion and certification.

At the end of each year in the first stage of secondary education, the class council issues a report on the competencies acquired by each pupil, in relation to the Core Skills set for the end of the first stage of secondary education and, where applicable, in relation to the competencies set for the end of primary education in the case of pupils taking the differentiated first stage. This report accounts for the decisions taken by the class council.

"Appeal possibilities"

A pupil who has reached legal age, or the parents or guardian of a pupil who is still a minor, may inspect, if possible in the presence of the teacher responsible for the assessment, any test which constitutes all or part of the basis for the decision of the class council. Each controlling authority defines an internal procedure for handling any disputes that arise regarding the decisions taken within the school and aimed at promoting the reaching of an understanding between the different parties. If the internal procedure fails to produce agreement, the pupil who has reached legal age, or the parents or guardian of a pupil who is still a minor, may submit an appeal against a decision that the pupil has failed or only achieved a restricted pass. The appeal must include detailed argumentation, and is sent by registered letter to the Administration, which passes it on immediately to the Chairperson of the Appeal Committee.

Progression within the First Stage

Pupils usually complete the common first stage in just two years. At the end of the second year, the class council may decide to place the pupil in a supplementary year. A pupil who is obliged to complete the 1st stage of secondary education in three years instead of two can follow this supplementary year adapted to his or her learning needs in the same institution.

The differentiated first stage with an adapted curriculum is organised with a view to enabling pupils to obtain the certificate of primary education (CEB). At the end of the differentiated first year, if they obtain the CEB, pupils may enter the common first year. If they have not obtained the CEB, they are steered towards the differentiated second year.

Certification

The class council takes the decisions about certification (with one exception: pupils who have passed the external examination relating to the certificate of primary education must be awarded this certificate). Appeal procedures exist.

Within the Differentiated First Stage

All pupils enrolled in the differentiated first or second year take the common external examination with a view to obtaining the certificate of primary education (CEB). The goal of this Differenciated First Stage is the acquisition of the Core Skills at 12.

The class council may issue the certificate of primary education to pupils enrolled in the common first year and in the years making up the differentiated first stage who have failed or have not taken all or part of the common external examination. The class council bases its decision on a dossier containing copies of the school reports for the current school year as sent to the parents or guardian of the pupil concerned, the PIA (Individual Learning Plan), the detailed report of the teachers who have been responsible for the pupil, and any other document deemed relevant by the class council.

At the End of the First Stage

In addition to the internal procedure, a common external certificative examination is organised at the end of the third phase in the educational continuum (CE1D). This relates to French, mathematics, modern language and science.  The CE1D has been obligatory for all pupils since June 2013.  It is for all pupils enrolled in the common second year, in the supplementary year organised at the end of the common second year, or in the third year of differentiation and orientation. If a subject is passed in the examination, the class council must consider the pupil to have attained the requirements of the Core Skills for the subject in question. If a subject is failed or if the pupil has not taken all or part of the examination, the class council may judge, on the basis of a dossier, that he or she has attained the required competences.

The class council awards a certificate of first stage studies (CE1D) to those pupils who have completed the first stage successfully. This certificate allows the pupils access to all forms of education and streams of the second stage.

A pupil may not under any circumstances spend more than three years in the first stage. If at the end of these three years the class council does not certify the successful completion of the first stage of secondary education, it defines the forms of education and streams that the pupil may attend in the third year of secondary education (second stage) and informs the parents or guardian about them. The parents or guardian choose(s):

  • either one of the third years of secondary education corresponding to the forms of education and streams defined by the class council (the latter gives the pupil a document with additional guidance, indicating the courses of study that are recommended as well as those which might be inadvisable);
  • or a third year of differentiation and orientation.
  • or the Dual Vocational Education and Training (art. 45).

At the end of the specific year of differentiation and orientation (second stage)

Regarding the results of the external examinations and on the basis of a report on the competences acquired in light of the Core Skills for the end of the first stage of secondary education, the class council can award the pupil a certificate of first stage studies (CE1D).It directs the pupil who does not obtain the CE1D into the third year of secondary education, in whichever form and stream it stipulates. It then issues the pupil with a document containing additional advice relating to the study choices which are recommended, and, where applicable, those which are advised against.