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Finland:Assessment in Single Structure Education

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Overview Finland

Contents

Finland:Political, Social and Economic Background and Trends

Finland:Historical Development

Finland:Main Executive and Legislative Bodies

Finland:Population: Demographic Situation, Languages and Religions

Finland:Political and Economic Situation

Finland:Organisation and Governance

Finland:Fundamental Principles and National Policies

Finland:Lifelong Learning Strategy

Finland:Organisation of the Education System and of its Structure

Finland:Organisation of Private Education

Finland:National Qualifications Framework

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

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

Finland:Statistics on Organisation and Governance

Finland:Funding in Education

Finland:Early Childhood and School Education Funding

Finland:Higher Education Funding

Finland:Adult Education and Training Funding

Finland:Early Childhood Education and Care

Finland:Organisation of early childhood education and care other than pre-primary education

Finland:Teaching and Learning in early childhood education and care other than pre-primary education

Finland:Assessment in early childhood education and care other than pre-primary education

Finland:Organisation of pre-primary education

Finland:Teaching and Learning in pre-primary education

Finland:Assessment in pre-primary education

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

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

Finland:Organisation of Single Structure Education

Finland:Teaching and Learning in Single Structure Education

Finland:Assessment in Single Structure Education

Finland:Organisational Variations and Alternative Structures in Single Structure Education

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

Finland:Organisation of General Upper Secondary Education

Finland:Teaching and Learning in General Upper Secondary Education

Finland:Assessment in General Upper Secondary Education

Finland:Organisation of Vocational and Technical Upper Secondary Education

Finland:Teaching and Learning in Vocational and Technical Upper Secondary Education

Finland:Assessment in Vocational and Technical Upper Secondary Education

Finland:Organisation of Post-Secondary Non-Tertiary Education

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

Finland:Assessment in Post-Secondary Non-Tertiary Education

Finland:Higher Education

Finland:Types of Higher Education Institutions

Finland:First Cycle Programmes

Finland:Bachelor

Finland:Short-Cycle Higher Education

Finland:Second Cycle Programmes

Finland:Programmes outside the Bachelor and Master Structure

Finland:Third Cycle (PhD) Programmes

Finland:Adult Education and Training

Finland:Distribution of Responsibilities

Finland:Developments and Current Policy Priorities

Finland:Main Providers

Finland:Main Types of Provision

Finland:Validation of Non-formal and Informal Learning

Finland:Teachers and Education Staff

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

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

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

Finland:Initial Education for Academic Staff in Higher Education

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

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

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

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

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

Finland:Management and Other Education Staff

Finland:Management Staff for Early Childhood and School Education

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

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

Finland:Other Education Staff or Staff Working with Schools

Finland:Management Staff for Higher Education

Finland:Other Education Staff or Staff Working in Higher Education

Finland:Management Staff Working in Adult Education and Training

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

Finland:Quality Assurance

Finland:Quality Assurance in Early Childhood and School Education

Finland:Quality Assurance in Higher Education

Finland:Quality Assurance in Adult Education and Training

Finland:Educational Support and Guidance

Finland:Special Education Needs Provision within Mainstream Education

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

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

Finland:Guidance and Counselling in Early Childhood and School Education

Finland:Support Measures for Learners in Higher Education

Finland:Guidance and Counselling in Higher Education

Finland:Support Measures for Learners in Adult Education and Training

Finland:Guidance and Counselling in a Lifelong Learning Approach

Finland:Mobility and Internationalisation

Finland:Mobility in Early Childhood and School Education

Finland:Mobility in Higher Education

Finland:Mobility in Adult Education and Training

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

Finland:Other Dimensions of Internationalisation in Higher Education

Finland:Other Dimensions of Internationalisation in Adult Education and Training

Finland:Bilateral Agreements and Worldwide Cooperation

Finland:Ongoing Reforms and Policy Developments

Finland:National Reforms in Early Childhood Education and Care

Finland:National Reforms in School Education

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

Finland:National Reforms in Higher Education

Finland:National Reforms related to Transversal Skills and Employability

Finland:European Perspective

Finland:Legislation

Finland:Glossary


Pupil assessment


In basic education there are no national examinations. Consequently, all pupil assessment is done by the teachers. The assessment is carried out by the relevant class or subject teacher. Conduct and schoolwork are assessed by the class teacher, or, where a pupil has several teachers, jointly by these teachers.


According to the Basic Education Act, pupil assessment aims at guiding and encouraging studying and developing pupils’ self-assessment skills. Pupil's progress, work skills and behavior are assessed in relation to the objectives of the curriculum.


National guidelines and principles for pupil assessment are given in the core curriculum. In the core curriculum pupil assessment is divided into assessment during the course of studies and final assessment. These two have different roles.


During the course of studies, the task of assessment is to guide and encourage studying and to help pupils in their learning process. The continuous feedback from the teacher should support and guide pupils in a positive manner. With the help of assessment and feedback, teachers guide pupils in becoming aware of their thinking and action, and help pupils to understand what they are learning.


Certificates and reports are one way of giving feedback. Pupils are given reports at the end of each school year; in addition, pupils may be given one or more intermediate reports. In the first seven grades of basic education, assessment in reports may be given either verbally or numerically or in combination of the two. Later assessment must be numerical, but may be complemented verbally. By using verbal assessment in reports the teacher can also describe the pupil´s progress and learning process in different areas of the subject. Numerical assessment (scale 4-10) describes only the level of performance in relation to the objectives of the curriculum. The assessment given in reports must be based on a diversity of evidence, not only exams.


The scale of numerical grades used in all reports and certificates is 4–10, where 5 is adequate, 6 moderate, 7 satisfactory, 8 good, 9 very good and 10 shows excellent knowledge and skills. Grade 4 is for failed performances.


The second task of pupil assessment is the final assessment of basic education, on the basis of which pupils will be selected for further studies when they leave comprehensive school. This assessment must be nationally comparable and it must treat pupils equally. The final assessment is based on the objectives of basic education. The national core curriculum also includes the descriptions of good performance (grade “good” or 8) in all common subjects. These are meant for teachers as a tool and support.


One task of basic education is to develop the pupil´s capability for self-assessment. The purpose of this is to support the growth of self-knowledge and study skills and to help the pupil to learn to be aware of her or his progress and learning process.

Perusopetuslaki

Perusopetusasetus


Progression of Pupils


A pupil whose performance has been accepted (at least grade 5) in all the assessed subjects moves on to the next grade. Promotion and, finally, the award of the school-leaving certificate are decided by the principal in co-operation with the pupil’s teachers. Pupils may be promoted to the next grade, even when they have failing grades, if they are judged to be able to perform their studies acceptably in the following year. A pupil may be retained in a grade if she or he has had a failing performance (4) in one or more subjects. The pupil must, however, be given an opportunity to demonstrate that she or he has achieved an acceptable level of knowledge and skills. A pupil may also be retained in a grade without having failing performances if retention is considered appropriate from the standpoint of the pupil’s general success in school.


Grade retention is rare in Finland. The ideology is that when problems occur, they should be solved by increased support measures, including remedial teaching, intensified cooperation with the homes and special needs support measures. (See Chapter 12)


Where a decision concerning a pupil’s final grades or promotion is obviously flawed, the Provincial State Office may either request that the teacher or teachers carry out a new assessment or decide on the actual grade to be given or on the promotion of the pupil.


Certification

 
Pupils are assessed by means of a report at the end of each school year. The following reports are used in basic education:

  • School year report is given at the end of each year of schoolwork.
  • Intermediate report may be given during the school year.
  • Basic education certificate is given to a pupil who has completed the entire comprehensive school syllabus.
  • Certificate on completing the additional syllabus is given to a pupil who has successfully completed the entire syllabus of additional education (10th grade).
  • Certificate of resignation is given to a pupil who resigns from school during the school year, and to a pupil who resigns from school without having completed the entire syllabus of basic education during his/her years of compulsory education.
  • Certificate for completion of the basic education syllabus or a subject syllabus is given to a pupil in basic education or to any other person who has completed the entire syllabus of basic education, or the entire syllabus of one subject, or a subject syllabus of one grade in an examination (without attending school).
  • The authority responsible for certification is the education provider, in practice the school.