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Czech-Republic:Assessment in Single Structure Education

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Czech-Republic:Early Childhood Education and Care

Czech-Republic:Organisation of Programmes for Children under 2-3 years

Czech-Republic:Teaching and Learning in Programmes for Children under 2-3 years

Czech-Republic:Assessment in Programmes for Children under 2-3 years

Czech-Republic:Organisation of Programmes for Children over 2-3 years

Czech-Republic:Teaching and Learning in Programmes for Children over 2-3 years

Czech-Republic:Assessment in Programmes for Children over 2-3 years

Czech-Republic:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Czech-Republic:Single Structure Education (Integrated Primary and Lower Secondary Education)

Czech-Republic:Organisation of Single Structure Education

Czech-Republic:Teaching and Learning in Single Structure Education

Czech-Republic:Assessment in Single Structure Education

Czech-Republic:Organisational Variations and Alternative Structures in Single Structure Education

Czech-Republic:Upper Secondary and Post-Secondary Non-Tertiary Education

Czech-Republic:Organisation of Upper Secondary Education

Czech-Republic:Teaching and Learning in Upper Secondary Education

Czech-Republic:Assessment in Upper Secondary Education

Czech-Republic:Organisation of Conservatoires (Arts Education)

Czech-Republic:Teaching and Learning in Conservatoires (Arts Education)

Czech-Republic:Assessment in Conservatoires (Arts Education)

Czech-Republic:Organisation of Follow-up and Shortened Study

Czech-Republic:Teaching and Learning in Follow-up and Shortened Study

Czech-Republic:Assessment in Follow-up and Shortened Study

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Czech-Republic:Validation of Non-formal and Informal Learning

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Czech-Republic:Continuing Professional Development for Academic Staff Working in Higher Education

Czech-Republic:Initial Education for Teachers and Trainers Working in Adult Education and Training

Czech-Republic:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Czech-Republic:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Czech-Republic:Management and Other Education Staff

Czech-Republic:Management Staff for Early Childhood and School Education

Czech-Republic:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Czech-Republic:Education Staff Responsible for Guidance in Early Childhood and School Education

Czech-Republic:Other Education Staff or Staff Working with Schools

Czech-Republic:Management Staff for Higher Education

Czech-Republic:Other Education Staff or Staff Working in Higher Education

Czech-Republic:Management Staff Working in Adult Education and Training

Czech-Republic:Other Education Staff or Staff Working in Adult Education and Training

Czech-Republic:Quality Assurance

Czech-Republic:Quality Assurance in Early Childhood and School Education

Czech-Republic:Quality Assurance in Higher Education

Czech-Republic:Quality Assurance in Adult Education and Training

Czech-Republic:Educational Support and Guidance

Czech-Republic:Special Education Needs Provision within Mainstream Education

Czech-Republic:Separate Special Education Needs Provision in Early Childhood and School Education

Czech-Republic:Support Measures for Learners in Early Childhood and School Education

Czech-Republic:Guidance and Counselling in Early Childhood and School Education

Czech-Republic:Support Measures for Learners in Higher Education

Czech-Republic:Guidance and Counselling in Higher Education

Czech-Republic:Support Measures for Learners in Adult Education and Training

Czech-Republic:Guidance and Counselling in a Lifelong Learning Approach

Czech-Republic:Mobility and Internationalisation

Czech-Republic:Mobility in Early Childhood and School Education

Czech-Republic:Mobility in Higher Education

Czech-Republic:Mobility in Adult Education and Training

Czech-Republic:Other Dimensions of Internationalisation in Early Childhood and School Education

Czech-Republic:Other Dimensions of Internationalisation in Higher Education

Czech-Republic:Other Dimensions of Internationalisation in Adult Education and Training

Czech-Republic:Bilateral Agreements and Worldwide Cooperation

Czech-Republic:Ongoing Reforms and Policy Developments

Czech-Republic:National Reforms in Early Childhood Education and Care

Czech-Republic:National Reforms in School Education

Czech-Republic:National Reforms in Vocational Education and Training and Adult Learning

Czech-Republic:National Reforms in Higher Education

Czech-Republic:National Reforms related to Transversal Skills and Employability

Czech-Republic:European Perspective

Czech-Republic:Legislation

Czech-Republic:Institutions

Czech-Republic:Bibliography

Czech-Republic:Glossary

Pupil Assessment

Pupils are assessed continuously in individual subjects as well as at the end of every term and given a school report which includes an assessment of pupil’s results in every course, of pupil's behaviour and overall results. This school report is issued at the end of every term, although for the first term pupils may receive an extract from the school report instead of the full report. The continuous assessment and assessment in the school report are provided by teachers.

The decree states that assessment is based on an evaluation of the extent to which a pupil has achieved expected outcomes formulated in the curricula of the individual subjects in the school educational programme. Continuous and summative assessment of pupils´ education and behaviour must be justifiable from the pedagogical point of view, technically correct, and verifiable and must respect individual educational needs of pupils and recommendations of a school guidance and counselling facility.

The rules for assessment form a part of the School Code and include:

  • principles and methods of assessment and self-assessment of learning outcomes and behaviour of pupils, including the acquisition of data for assessment;
  • criteria of assessment.


Continuous Assessment

The rules of the continuous assessment are set by individual schools in a school code, they must only respect the above mentioned principles.


Assessment of Results of Education

The assessment of results of education of a pupil included in a school report can be expressed:

  • by marks;
  • verbally;
  • by combination of both.

The school head decides on the form of evaluation with the consent of the school council. The school can convert s verbal assessment into a numerical mark or vice versa if the pupil is transferring to a school which uses a different type of assessment. A school head may agree to a verbal assessment for a pupil with a specific learning disability on the request of the pupil's legal guardian. Pupils attending the special basic school (základní škola speciální) must receive a verbal assessment. According to the survey mentioned above two fifth of mainstreem basic schools did not use the verbal assessment in the school report, others mainly for selected pupils.

A pupil's conduct is assessed by means of the following marks, where marks are used (usually numerical at the first stage of education, and a respective verbal expression at the second stage of education):

Pupils' results in individual courses are assessed as:
1- excellent
2- very good
3- good
4- satisfactory
5- unsatisfactory

Pupils' behaviour is assessed as:
1- very good
2- satisfactory
3- unsatisfactory

The evaluation of the pupil’s learning outcomes in individual subjects and the pupil's behaviour can be supplemented by the verbal assessment, including also the assessment of the key competences set by the Framework Educational Programme for Basic Education.

Where verbal assessment is used, the pupils' educational achievements in the individual compulsory and optional subjects set by the school educational programme are assessed, so that the level of education attained is apparent, particularly in relation to the expected outputs of the individual subjects defined in the school educational programme, to the pupils' educational and personality-related pre-requisites, and to their age. Verbal assessment comprises an evaluation of the pupil's educational achievements in terms of their development; an assessment of his or her attitude to education, also of any circumstances affecting his or her performance; and an outline of the pupil's further development. It also contains justification of the assessment and recommendations as to how any possible failures can be prevented and overcome. At the end of the first term, the overall assessment of the pupil´s educational outcomes can be used. The verbal assessment can be used also for the assessment of the pupil´s behaviour.

The overall assessment of a pupil in the school report is expressed as follows:

  • "passed with honours" if no mark for any compulsory subject specified in the school educational programme is worse than "2" – "very good", the average is not higher than 1.5, and his or her behaviour is assessed as very good; in the case of verbal assessment or a combination of assessments, the school conforms to principles of assessment included in the school code;
  • "pass" if no mark for a compulsory subject is a "5" – "failed" or the corresponding verbal assessment;
  • "failed" if any compulsory subject receives a "5" – "failed" or the corresponding verbal assessment or if the pupil is not assessed at the end of the second term;
  • "not assessed", if it is not possible to assess a pupil from one of the compulsory subjects of the school educational programme at the end of the first term.

Non-compulsory subjects are assessed in the same manner as compulsory ones but they are not included in the overall evaluation.


A pupil of the ninth year and a pupil who has not yet repeated a year at the given stage, who fails a maximum of two subjects at the end of the second term (with the exception of subjects focusing purely on educational care), may resit the examination (by an examination board).

If the pupil’s statutory representative doubts about the correctness of the pupil’s evaluation at the end of the first or second term, he/she may request the school head for an enquiry on pupil assessment results. See more information below in the section on Progression of Pupils.


Legislation and Bibliography:

Education Act

Decree on Basic Education



Progression of Pupils

A pupil who at the end of the second term (or upon resits, see above in the section Pupil Assessment) has succeeded in all compulsory subjects specified by the school educational programme with the exception of subjects focusing only on educational care and subjects from which the pupil has been excused moves up to the next year.

Otherwise he/she repeats the year. A pupil who has already repeated a year within a stage can proceed to the next year regardless of their results. Due to serious health reasons, the school head may permit pupil to repeat a year (at the request of his/her legal guardian and following a specialist references), regardless of whether a pupil has already repeated a year at particular stage.

If a pupil cannot be assessed at the end of the second term for an acceptable reason, the school head assigns an alternative date not later than the end of September of the following school year. Until then the pupil attends the next year, or repeats the ninth year. If the pupil is not assessed within this term he/she failed.

If the pupil’s statutory representative is in doubt as to the correctness of the pupil’s evaluation at the end of the first or second term, he/she may within three working days request the school head to re-examined the results of pupils' assessment. If the relevant subject was taught by the school head him/herself, the pupil’s statutory representative may contact the Regional Authority. The re-examination by the examination board is held not later than within fourteen days of the delivery of the request or on the date agreed with by the pupil’s statutory representative. Upon the request of the school head or Regional Authority, also the Czech School Inspectorate is present at the examination. If the application for an enquiry on pupil assessment results involves an assessment of the behaviour or subjects focusing on educational care, the school head (or the Regional Authority) considers the rules compliance of a pupil learning outcomes assessment set by the school code. In case of violation of the rules, the school head or the Regional Authority may change the result of the assessment; unless the rules for pupil learning outcomes assessment were violated, the authority (the school head or Regional Authority) confirms the result of the assessment but no later than 14 days from the date of receipt.

In the case of an exceptionally gifted pupil, school heads may, at the request of their legal guardian (which includes references by the school guidance facility and the physician), transfer that pupil to a higher year without their completing the previous year. The transfer is conditional on their passing examinations relating to the syllabus (or the part of the syllabus) of the year the pupil does not complete. However, nine years of compulsory school attendance must be completed.


Legislation and Bibliography:

Education Act

Decree on Basic Education

Certification

Attainment of the level of základní vzdělání (ISCED 244) is documented by:

  • a school report on the successful completion of the ninth year of basic education (or of the tenth year in case of disabled pupils);
  • a school report on the successful completion of the second year of a 6-year general secondary school (gymnázium), the fourth year of an 8-year general secondary school or the fourth year of the eight-year educational programme of a conservatoire;
  • a school report issued after successful completion of a course for completing základní vzdělání.

These certificates are issued with proof that the required level of základní vzdělání has been reached.

The Ministry of Education, Youth and Sports lays down in an Decree the form and content of valid forms of school reports and extracts from school reports. School reports contain the birth identification number of a pupil if such number has been assigned to him/her. School reports, are stamped with the national coat of arms of the Czech Republic and are a public instrument. Schools maintain records of forms for school reports which are evidence of an acquired level of education. For more on school reports see part on Pupil Assessment.

Many pupils who do not attain základní vzdělání level can continue their education and training in branches of upper secondary schools (střední školy) designed especially for these pupils (fields of praktické školy and odborné učiliště).


Legislation and Bibliography:

Education Act