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Estonia:Assessment

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Overview Estonia

Contents

Estonia:Political, Social and Economic Background and Trends

Estonia:Historical Development

Estonia:Main Executive and Legislative Bodies

Estonia:Population: Demographic Situation, Languages and Religions

Estonia:Political and Economic Situation

Estonia:Organisation and Governance

Estonia:Fundamental Principles and National Policies

Estonia:Lifelong Learning Strategy

Estonia:Organisation of the Education System and of its Structure

Estonia:Organisation of Private Education

Estonia:National Qualifications Framework

Estonia:Administration and Governance at Central and/or Regional Level

Estonia:Administration and Governance at Local and/or Institutional Level

Estonia:Statistics on Organisation and Governance

Estonia:Funding in Education

Estonia:Early Childhood and School Education Funding

Estonia:Higher Education Funding

Estonia:Adult Education and Training Funding

Estonia:Early Childhood Education and Care

Estonia:Organisation

Estonia:Teaching and Learning

Estonia:Assessment

Estonia:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Estonia:Single Structure Education (Integrated Primary and Lower Secondary Education)

Estonia:Organisation of Single Structure Education

Estonia:Teaching and Learning in Single Structure Education

Estonia:Assessment in Single Structure Education

Estonia:Organisational Variations and Alternative Structures in Single Structure Education

Estonia:Upper Secondary and Post-Secondary Non-Tertiary Education

Estonia:Organisation of General Upper Secondary Education

Estonia:Teaching and Learning in General Upper Secondary Education

Estonia:Assessment in General Upper Secondary Education

Estonia:Organisation of Vocational Upper Secondary Education

Estonia:Teaching and Learning in Vocational Upper Secondary Education

Estonia:Assessment in Vocational Upper Secondary Education

Estonia:Organisation of Post-Secondary Non-Tertiary Education

Estonia:Teaching and Learning in Post-Secondary Non-Tertiary Education

Estonia:Assessment in Post-Secondary Non-Tertiary Education

Estonia:Higher Education

Estonia:Types of Higher Education Institutions

Estonia:First Cycle Programmes

Estonia:Bachelor

Estonia:Short-Cycle Higher Education

Estonia:Second Cycle Programmes

Estonia:Programmes outside the Bachelor and Master Structure

Estonia:Third Cycle (PhD) Programmes

Estonia:Adult Education and Training

Estonia:Distribution of Responsibilities

Estonia:Developments and Current Policy Priorities

Estonia:Main Providers

Estonia:Main Types of Provision

Estonia:Validation of Non-formal and Informal Learning

Estonia:Teachers and Education Staff

Estonia:Initial Education for Teachers Working in Early Childhood and School Education

Estonia:Conditions of Service for Teachers Working in Early Childhood and School Education

Estonia:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Estonia:Initial Education for Academic Staff in Higher Education

Estonia:Conditions of Service for Academic Staff Working in Higher Education

Estonia:Continuing Professional Development for Academic Staff Working in Higher Education

Estonia:Initial Education for Teachers and Trainers Working in Adult Education and Training

Estonia:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Estonia:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Estonia:Management and Other Education Staff

Estonia:Management Staff for Early Childhood and School Education

Estonia:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Estonia:Education Staff Responsible for Guidance in Early Childhood and School Education

Estonia:Other Education Staff or Staff Working with Schools

Estonia:Management Staff for Higher Education

Estonia:Other Education Staff or Staff Working in Higher Education

Estonia:Management Staff Working in Adult Education and Training

Estonia:Other Education Staff or Staff Working in Adult Education and Training

Estonia:Quality Assurance

Estonia:Quality Assurance in Early Childhood and School Education

Estonia:Quality Assurance in Higher Education

Estonia:Quality Assurance in Adult Education and Training

Estonia:Educational Support and Guidance

Estonia:Special Education Needs Provision within Mainstream Education

Estonia:Separate Special Education Needs Provision in Early Childhood and School Education

Estonia:Support Measures for Learners in Early Childhood and School Education

Estonia:Guidance and Counselling in Early Childhood and School Education

Estonia:Support Measures for Learners in Higher Education

Estonia:Guidance and Counselling in Higher Education

Estonia:Support Measures for Learners in Adult Education and Training

Estonia:Guidance and Counselling in a Lifelong Learning Approach

Estonia:Mobility and Internationalisation

Estonia:Mobility in Early Childhood and School Education

Estonia:Mobility in Higher Education

Estonia:Mobility in Adult Education and Training

Estonia:Other Dimensions of Internationalisation in Early Childhood and School Education

Estonia:Other Dimensions of Internationalisation in Higher Education

Estonia:Other Dimensions of Internationalisation in Adult Education and Training

Estonia:Bilateral Agreements and Worldwide Cooperation

Estonia:Ongoing Reforms and Policy Developments

Estonia:National Reforms in Early Childhood Education and Care

Estonia:National Reforms in School Education

Estonia:National Reforms in Vocational Education and Training and Adult Learning

Estonia:National Reforms in Higher Education

Estonia:National Reforms related to Transversal Skills and Employability

Estonia:European Perspective

Estonia:Legislation

Estonia:Glossary

The national curriculum for preschool child care institutions treats evaluation of children’s development as cooperation between teachers and parents. Evaluation of a child’s development is important in order to understand the child’s special qualities, determine his or her special needs and support his or her positive self-esteem and development as well as to plan teaching and learning in cooperation with parents.

Evaluation of a child’s development is a part of the everyday process of teaching and learning. Teachers carry out observations according to a precise plan and children are being followed in everyday activities, free play situations and in activities guided by teachers. The basis for evaluation of a child’s development is constituted by the presumed general skills and results in fields of teaching and learning. 

At least once per academic year, the teacher carries out a development process oriented interview with the parent(s) regarding the development of the child, giving feedback on the child’s development and study results and exploring the parent’s views and expectations regarding the child’s development. The result of the evaluation of the child’s development and of the interview is documented under the conditions established in the Personal Data Protection Act. Pursuant to the Preschool Child Care Institutions Act, it is prohibited for staff to disclose any information obtained from a child concerning the family of the child.

Observation is the primary method used in the evaluation process. Indirect methods like interview or analysis of children's works are also suitable. It is also common to prepare a file or portfolio on a child’s development. The methods used are introduced to the parents. Succeeding, development (progress), positive attitudes and interest are acknowledged. The development of a child is described from the standpoint of the child, valuing his or her achievements.

Pursuant to the Preschool Child Care Institutions Act, a preschool institution issues a readiness for school card to  children who have completed the curriculum of the preschool institution, the results of development of the child. A parent submits the readiness for school card to the school where the child commences his or her compulsory school attendance. The procedure for completing readiness for school cards has been set out in the regulation of the Minister of Education and Research “List of learning and education-related mandatory documents for a preschool child care institution and the procedure for completing such documents”.  A readiness for school card describes the child’s achievements in the development of general skills and in fields of learning activities, following the national curriculum for preschool child care institutions. The child’s strengths as well as aspects that need development are outlined. Evaluation of readiness for school and compilation of the readiness for school card support the smooth transfer of a child from preschool to school. The readiness for school card helps the class teacher to understand the child’s individuality and development and to plan cooperation with parents and support specialists. The class teacher takes account of the child’s previous experiences and creates, in cooperation with the family, opportunities to support the child’s individual development.

In 2013, as part of a cooperation project between the Ministry of Education and Research and Eesti Logopeedide Ühing (Estonian Speech Therapists Association), the first standardised speech test for 5-6-year-old children was developed.  With funding from the European Economic Area grant programme “Children and Youth at Risk”, in 2014-2016, the University of Tartu compiled and adopted five assessment tools for determining the development level of 1-7-year-old children, incl. a short form version of the MacArthur-Bates Communicative Development Inventories Estonian version (ECDI), a speech test for 3-4-year old children, a social skills questionnaire, Strebeleva’s methodology for assessing a children’s cognitive skills and the Psychoeducational profile (PEP-3 test). Eesti Logopeedide Ühing organises trainings for support specialists at preschool child care institutions on the application of the assessment tools.

For assessing and supporting a child’s development, children, parents and teachers in preschool child care institutions can receive counselling on speech therapy, special education, social pedagogy and psychological counselling from the Innove Foundation Rajaleidja centres that have been founded in every county.


Legislative References

Preschool Child Care Institutions Act

National curriculum for preschool child care institutions

Personal Data Protection Act