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Belgium-French-Community:Assessment in Primary 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 fields where educational freedom is guaranteed for the various networks ; each controlling authority may, in compliance with laws, decrees, and orders, define the type of assessment that will be adopted and the manner in which the results will be communicated. However, formative assessment is mandatory.

The Core Skills, which translate into concrete terms the concept of study level, are meant to help the teaching staff responsible for pupils in a cycle to put into practice continuous formative assessment and school report assessments, and to prepare the pupils for certificative assessment (at the age of 12).

Various schemes have been introduced to ensure that pupils are regularly assessed:  an external certificative assessment at the end of the 6th primary year (CEB) (decree of 2nd June 2006), external non-certificative assessments, international tests (the PIRLS assessment organised by the IEA) and, finally, internal assessment procedures within the controlling authority or the school (school reports) and the class (summary and formative assessments introduced by the teacher). The access to the CEB is also possible for the 5th graders who will be 12 years old before the end of the calendar year.

Non-Certificative External Assessments and Tools


An Administrative Steering Unit organises external non-certificative assessments of pupils’ attainments at the start of the 3rd and 5th primary years. These assessments enable teachers to measure the level attained by the pupils more effectively and to adapt their teaching accordingly. The unit analyses the results and devises teaching approaches. The inspectorate performs pedagogical monitoring. Some pouvoirs organisateurs also organise assessments for use in the schools for which they are responsible (FédEFoC, City of Liège, etc.).

A Committee on Assessment Tools relating to the Core Skills is responsible for producing sets of assessment tests corresponding to the Core Skills. Assessment tools prepared under the supervision of committees consisting of representatives of various pouvoirs organisateurs provide examples to the teachers which enable them to assess the skills of pupils at the different phases of compulsory education. These assessment tools are directly intended for the use of schools and teachers and are made available to them for illustration purposes: they indicate the type of assignments which should be set for pupils and the level expected at a given point. The tools can be freely downloaded together with a guide.

Internal Assessments


Each teacher assesses his or her own pupils in light of his or her objectives and teaching. Assessment is usually carried out after one or several learning sequences. A school report is sent to the parents, informing them of the results achieved, academic progress, learning behaviour, and personality development. Exam results are noted in the report in addition to observations and formative assessment remarks.

The majority of primary schools organise exams every year, but some do so only at the end of each cycle. Exam methods are variable. Exam authoring is generally handled by the class teacher, but consultation with teachers from other sites or of other academic years is more frequent for exams administered at the end of a cycle. A first summary assessment may be conducted at the end of the 2nd primary year.

To organise assessment tests, classes may be suspended for a maximum of 10 days per year in the 5th and 6th primary years; and for a maximum of 5 days per year in the 2nd and 4th primary years. On these days, pupils are expected to attend school normally.

Progression of Pupils

Pre-primary education and the first eight years of compulsory schooling form a pedagogical continuum arranged in three phases, which are themselves subdivided into cycles.

This set-up is intended to enable each child to progress continuously through schooling, at his or her own pace and without repeating any years, from the beginning of nursery school until the end of the second year of primary school (phase 1) and from the 3rd to the 6th year of primary education (phase 2), acquiring within each of these phases the essential learning set out in the Core Skills defining the required level.

Certain pupils need more time than the usual period of schooling to acquire the Core Skills required at the end of each of the first two phases of schooling. In order to take account of each child’s individual pace of learning, schools have the option to enable pupils to receive a maximum of one extra year per phase. For pupils experiencing difficulties, the period of compulsory primary schooling may therefore be seven years, or even eight years by special dispensation.

The teaching staff, by agreement with the parents, chooses the most appropriate moment to use this measure, in the light of the child’s individual situation. Thus the arrangement of the extra year need not necessary take place at the end of a phase.

However, such a measure must be treated as exceptional, and may not under any circumstances be confused with a repeated year: it must be accompanied by the formation of a pedagogical dossier for each pupil concerned.

Certification

All pupils enrolled in the sixth year of ordinary primary education are subject to the common external test leading to the certificate of primary education (‘certificat d’études de base’ or CEB), so that all pupils are evaluated and certified on the same basis. Minors subject to the compulsory education requirement and receiving home schooling must be enrolled for this common external test at the latest in the school year during which they will reach the age of 12.

The common external test relates to the mastery of the skills expected on the completion of the second phase of compulsory education (Core Skills) and must include questions on French, mathematics, introduction to science and introduction to history and geography, including social and economic life.

The test is devised by a working group chaired by the general inspector of primary education, which also determines the conditions under which the test is taken and marked and the pass criteria: the conditions must be the same in every place where the test is taken (however, the arrangements for taking the test may be adapted to the specific situations of pupils suffering from sensory and/or motor disabilities).

A competent panel of examiners is formed by each inspector to record passes and failures resulting from the application of the rules on the taking of the test and to deliberate only in cases where a failure is associated with a chance event which occurred while the test was being taken.

A panel is also formed within each ordinary primary education institution. This panel is required to issue the CEB to every pupil enrolled in the 6th year of primary education who has passed the common external test. It may decide to award the CEB to a pupil enrolled in the 6th year who has not passed or has been unable to take all or part of the common external test: where this is the case, it bases its decision on a dossier containing copies of the pupil’s school reports for the last two years, a detailed report by the pupil’s teacher including his or her recommendation on whether the CEB should be awarded and any other consideration that the panel considers relevant.

When the CEB is not awarded to a pupil, the communication to the parents of this decision must be accompanied by the following: the grounds for the arrangements for a meeting to be organised by the school to explain the reasons for the decision and inform the parents on the future of the child’s schooling, and information about how to appeal against the decision (legislation provides for an external appeal).

Possession of a CEB is not a condition for admission to secondary education: if the common first stage is organised for pupils who hold the CEB, a differentiated first stage is arranged for pupils who do not hold it and do not satisfy the conditions for enrolment in the common first year: the main aim of this differentiated first stage is to enable such pupils to obtain the CEB. Once the certificate has been gained, the pupil is steered into the common first stage.