This page was last modified on 30 December 2016, at 17:50.

France:Assessment in General Lower Secondary Education

From Eurydice

Jump to: navigation, search

Overview France

Contents

France:Political, Social and Economic Background and Trends

France:Historical Development

France:Main Executive and Legislative Bodies

France:Population: Demographic Situation, Languages and Religions

France:Political and Economic Situation

France:Organisation and Governance

France:Fundamental Principles and National Policies

France:Lifelong Learning Strategy

France:Organisation of the Education System and of its Structure

France:Organisation of Private Education

France:National Qualifications Framework

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

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

France:Statistics on Organisation and Governance

France:Funding in Education

France:Early Childhood and School Education Funding

France:Higher Education Funding

France:Adult Education and Training Funding

France:Early Childhood Education and Care

France:Organisation of Programmes for Children under 2-3 years

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

France:Assessment in Programmes for Children under 2-3 years

France:Organisation of Programmes for Children over 2-3 years

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

France:Assessment in Programmes for Children over 2-3 years

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

France:Primary Education

France:Organisation of Primary Education

France:Teaching and Learning in Primary Education

France:Assessment in Primary Education

France:Organisational Variations and Alternative Structures in Primary Education

France:Secondary and Post-Secondary Non-Tertiary Education

France:Organisation of General Lower Secondary Education

France:Teaching and Learning in General Lower Secondary Education

France:Assessment in General Lower Secondary Education

France:Organisation of General Upper Secondary Education

France:Teaching and Learning in General Upper Secondary Education

France:Assessment in General Upper Secondary Education

France:Organisation of Vocational Upper Secondary Education

France:Teaching and Learning in Vocational Upper Secondary Education

France:Assessment in Vocational Upper Secondary Education

France:Organisation of Post-Secondary Non-Tertiary Education

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

France:Assessment in Post-Secondary Non-Tertiary Education

France:Higher Education

France:Types of Higher Education Institutions

France:First Cycle Programmes

France:Bachelor

France:Short-Cycle Higher Education

France:Second Cycle Programmes

France:Programmes outside the Bachelor and Master Structure

France:Third Cycle (PhD) Programmes

France:Adult Education and Training

France:Distribution of Responsibilities

France:Developments and Current Policy Priorities

France:Main Providers

France:Main Types of Provision

France:Validation of Non-formal and Informal Learning

France:Teachers and Education Staff

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

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

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

France:Initial Education for Academic Staff in Higher Education

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

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

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

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

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

France:Management and Other Education Staff

France:Management Staff for Early Childhood and School Education

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

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

France:Other Education Staff or Staff Working with Schools

France:Management Staff for Higher Education

France:Other Education Staff or Staff Working in Higher Education

France:Management Staff Working in Adult Education and Training

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

France:Quality Assurance

France:Quality Assurance in Early Childhood and School Education

France:Quality Assurance in Higher Education

France:Quality Assurance in Adult Education and Training

France:Educational Support and Guidance

France:Special Education Needs Provision within Mainstream Education

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

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

France:Guidance and Counselling in Early Childhood and School Education

France:Support Measures for Learners in Higher Education

France:Guidance and Counselling in Higher Education

France:Support Measures for Learners in Adult Education and Training

France:Guidance and Counselling in a Lifelong Learning Approach

France:Mobility and Internationalisation

France:Mobility in Early Childhood and School Education

France:Mobility in Higher Education

France:Mobility in Adult Education and Training

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

France:Other Dimensions of Internationalisation in Higher Education

France:Other Dimensions of Internationalisation in Adult Education and Training

France:Bilateral Agreements and Worldwide Cooperation

France:Ongoing Reforms and Policy Developments

France:National Reforms in Early Childhood Education and Care

France:National Reforms in School Education

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

France:National Reforms in Higher Education

France:National Reforms related to Transversal Skills and Employability

France:European Perspective

France:Legislation

France:Glossary

Pupils Assessment

Currently, there are no regulations concerning the assessment of collège pupils. In practice, pupils do homework in or out of class at regular intervals, and this work is corrected on an individual basis and receives a score and assessment from the teacher. 

The assessment of the pupil's results is materialised first by a series of scores listed on a bulletin that is sent every three months to the parents by the administration of the school institution. These notes also contain, for each subject, detailed assessments from the teacher on the pupil's work and the progress they have made. The information for parents also contains contacts and meetings with the teachers of the class and primarily with the main teacher and the guidance counsellor as well as parent-teacher meetings that are organised on a regular basis.

School report

Since September 2016, a new unique school report that follows the student from the CP to the Troisième has been launched. It gives a comprehensive look at the student’s results on a regular basis, as well as a look at his progress towards the acquisition of the new common core of knowledge, skills and culture.

In thecollège, two types of documents report to parents the student’s progress and his/her teachers’ appreciation regarding his/her work.

The regular report: it presents for each subject the main curriculum items that were worked into depth during the quarter, as well as the progress that was made and difficulties that were encountered by the student, and finally the “achieved level” of the student. The “achieved level” may take the form of a grade or any other alphanumeric-based restitution system, and it must also give the progress made by the student towards the learning objectives of the common core on 4-level scale: not attained, partially attained, attained, topped. 

This list is mandatory but does not limit institutions if they want to include other assessment methods. For students of Troisième, the regular report also contains the streaming wishes and the final decision (instance of a Cinquième regular report).

End-of-cycle reports (last quarters of Sixième and Troisième): an end-of-cycle report is done for the student. It gives an outlook at the student’s mastery level of the common core of knowledge, skills and culture, following the same 4-level scale:

  • Insufficient acquisition;
  • Fragile;
  • Sufficient;
  • Very good.

These reports must also have a written commentary on the student’s learning of the cycle, and, if needed, advice for the rest of the school career. The reports are enacted by the Scholl Head or his/her deputy, by the Head teacher and by the parents or the guardian of the student.


Progression of Pupils

Progression from one class to another

The procedures for transitioning from one class to another in collège satisfies the provisions set by the French Code of Education, legislative (article L331-8) and regulatory (article D331-23 et seq.) portions. According to these provisions, according to the assessment report, the pupil's parents formulate a request to transition to the next class, a request for orientation or a repeat year. The latter is examined by the class council which will take into account all of the information collected by its members and in turn will issue a proposal for a transition or to repeat the year. 

When they are in compliance with the requests, the school head makes the decisions and sends them to the parents. When they do not comply with the requests, the school head receives the pupil's parents, informs them of the proposals and notes their observations. He then makes the decision. If a disagreement persists, the parents/major pupil have recourse with an appeals commission, presided by the académie inspector who will make the final ruling. 

Decree no. 2014-1377 of November 18, 2014 that came into force during the end of the 2014/2015 academic year changes the Code of Education regarding the streaming of students as well as repeating school years. According to article L311-7 of the Code of Education, repeating years can now only an exceptional occurrence. It also always needs the written approval of the students’ representatives.

Moreover, in Troisième, repeating cannot be demanded by the student’s representatives or be proposed by the institution. Only if the family or the students do not obtain their orientation wishes, they may, rightfully, ask to maintain the student in its present class and for a maximum duration of one academic year.

Progression toward upper secondary education

At the end of 3rd class the pupil is directed either towards the general and technological path or towards the vocational path. The orientation decision is the responsibility of the school head and is taken after the class council; it is subject to recourse through appeal to a commission lead by the académie director. However, the choice of the option taken by the student in the type institution he was directed to is entirely up to the family.

A personalised orientation interview is offered to all Troisième pupils, in order to accompany them in transitioning to lycée. This interview is conducted by the main teacher, who will call upon the expertise of the guidance professionals (directors of guidance and information centres, guidance counsellor-psychologists). The concrete methods for organising this are the responsibility of the school head (Circular no. 2006-213 of 14 December 2006).


Certification

Diplomas and certificates, issued by the Department of National Education, Higher Education and Research, recognised nationally, can be delivered to collège pupils. Pursuit in Lycée is not conditional to their obtention:

  • The Certificat de Formation Générale (CFG - general training certificate);
  • The Diplôme National du Brevet (DNB - national brevet diploma);
  • The Brevet Informatique et Internet (B2i - IT and internet certificate). 

The Certificat de Formation Générale (CFG)

The (CFG - general training certificate) validates the acquisitions in the areas of general knowledge (French, maths, social and professional life). This is a diploma intended for adapted general and vocational education pupils (SEGPA) and pupils of regional adapted education (EREA) institutions, as well as for young people aged 16-25 or adults who have followed an alternating training effort in a social and professional integration system or ongoing training. 

The general training certificate was revamped starting in 2011 so as to certify mastery of the skills in the common base at stage 2 (order of 8 July 2010, Official Bulletin no. 29 of 22 July 2010). The assessment is done on the basis of the required level of the 3rd Cycle of the new common core of knowledge, skills and culture.

Since the 2016 session, a republican graduation ceremony, common for the CFG and the DNB has been created. It will be done at the beginning of every academic year, for the laureates of the previous session in their previous institution.

The Diplôme National du Brevet (DNB)

The training acquired after schooling followed by collège is sanctioned by the national brevet diploma. The 2005 guidance and planning law for the future of schools provides it with a new dimension by introducing in particular the mastery of the knowledge and skills of the common base and mentions. Starting 2017, a revamped DNB has been set in place. 

Starting June 2017, students are taking the exam over 3 days, with 2 days dedicated to the written part of the exam (Mathematics, Life and earth sciences, Physics-chemistry and Technology on the first day, French, History-Geography and Civic and moral education on the second), and an 15-minutes oral examination on the third day where the student presents one of his/her projects done during the interdisciplinary practical teachings.

In total, the DNB is now assessed on 700 points:

  • 400 points allocated to the continuous examination: each of the 8 learning fields in the new common core of knowledge, skills and culture will be evaluated at the end of Troisième. Insufficient acquisition will be given 10 points, fragile 20 points, sufficient 35 and very good 50;
  • 300 points allocated to final examination, divided in three block of 100 points:
    • French, history and geography, and civic and moral teaching;
    • Mathematics, physics and chemistry, natural sciences and technology;
    • Oral examination with the project presentation.

Honours « assez bien » (fair), « bien » (good) and « très bien » (very good) will now be awarded to students that respectively obtain 420, 490 and 560 points out of 700.

Finally, since the 2016 session, a republican graduation ceremony, common for the CFG and the DNB has been created. It will be done at the beginning of every academic year, for the laureates of the previous session in their previous institution.

The Brevet Informatique et Internet (B2i)

The ICT and internet brevet makes it possible to certify the level acquired by the pupils in mastering multimedia tools and the internet. It is not an exam, but only an attestation of skill. It assesses the skills of the pupils in five areas:

  • Appropriating a work IT environment;
  • Adopting a responsible attitude;
  • Creating, producing, processing and using data;
  • Getting informed, getting documentation;
  • Communicating, exchanging.

here are three levels in the B2i, the first is for pupils at the end of primary school, the second for pupils at the end of collège and the third for lycée pupils (regardless of the year) and apprentice training centres.