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France:Assessment in General Upper Secondary Education

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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

Evaluating pupils all throughout the year is organised primarily in the form of written tests, according to a variable frequency that is generally left to the pedagogical appreciation of the teachers. Along with the traditional tests, "mock examinations" are organised during the final year. These are intended to train the pupils more specifically for the baccalauréat exams. These tests however have no systematic or restrictive nature.
The pupils' results are sent to the families via the three-month report which contains the results and the comments in the various subjects.


Progression of Pupils

The procedures for transitioning from one class to another in the lycée are the same as in collège. They satisfy the provisions set by the French Code of Education, legislative (L331-8) and regulatory (D331-23 et seq.) portions.
The reform of the LGT implemented in September 2010 introduced the possibility, for public and private lycées, to organise "refresher courses" in order to prevent repeating a year. These courses "are intended for volunteer pupils of the general and technological lycées and professional lycées to whom the class council has recommended taking such courses. These concern pupils from second class to the ending class" (circular no. 2010-010 of 29-1-2010). Institutions can organise these courses during the school holidays and/or during the year, whenever it seems to be necessary.


Certification: the baccalauréat

The end of upper secondary studies is sanctioned by the baccalauréat. This diploma, which was created by the decree of 17 March 1808, also conditions access to higher studies and represents the first university grade.
There are three types of baccalauréat, corresponding to the three paths of studies in the lycée:

  • general baccalauréat;
  • technological baccalauréat;
  • professional baccalauréat.


The general and technological baccalauréats are very clearly oriented for continuing with higher education (university, preparatory classes for the grandes écoles, advanced vocational courses, technological university institutes).
In order to obtain the baccalauréat, pupils must take a national examination.


Written and oral examinations

The baccalauréat includes compulsory written and oral examinations which have variable coefficients according to the series. It also includes optional examinations. The exams generally cover the official curricula of the ending classes.

The great majority of the examinations are taken at the end of the ending year. However, certain exams are organised in advance in the first class (this is the case with French, for example). Others are taken as a test during training: this is the case, for example for physical and sports education.

The baccalauréat examination includes two groups of exams:

  • the examinations in the first group: written, oral, practical, according to the series. At the end of these exams, candidates who have obtained an average less than 8/20 are referred. Those who have obtained an average of 10/20 or more are declared as definitively admitted to the so-called second group of exams. Those who have obtained an average between 8/20 and 10/20 are allowed to take these exams.
  • the examinations in the second group involve two oral exams chosen by the candidate from among those that were subject to a written test passed in first year in anticipation or in the ending year. The candidate passes if he obtains, at the end of these oral exams, an average of 10/20 or more on all of the exams.


The "rather good" (AB), "good" (B) and "very good" (TB) mentions are given to candidates that obtain the baccalauréat, according to the average obtained. The rule is as follows: AB mention: average greater than or equal to 12/20 and less than 14/20; B mention: average greater than or equal to 14/20 and less than 16/20; TB mention: average greater than or equal to 16/20.
During their deliberations, the juries have the candidate's school report book as an element for assessment: the book contains, for the two first and ending years, the averages of the scores by subject as well as the teachers' comments. The careful review of this document by the juries takes on a special significance when the average of the scores obtained by a candidate place him at a level that is close to the one that determines a result.


Organisation of sessions and juries

Months of preparation are needed to organise the baccalauréat, for which the responsibility falls, on the one hand, to the central administration of the Department of Education and to the inspection bodies of the Department of Education and on the other hand, to the various decentralised departments, especially the rectorats.

The unfolding of the examination, which spreads out primarily from mid-June to the beginning of July, includes a session, organised each year on the dates set by the Department of National Education, Higher Education and Research. A replacement session is organised in September, under the same conditions, for candidates who, for duly observed reasons of a force majeure, did not take the exams at the end of the school year, either entirely or partially.

The juries are formed from an academic standpoint by the recteur (chief education officer). The president of each jury is a member of higher education, the vice-president is a second-degree teach who has passed the Agrégation. The examiners must satisfy certain conditions in terms of their title, as well as a certain number of years of teaching ending classes.

The sovereign nature of the jury is the guarantee of its independence. The decisions of the jury are of a final nature. No intervention and no recourse is available to convene the candidate again, or cause a change to be made to the decision if the latter was made in accordance with the regulatory texts.

The results for the first group are known on a date that is decided each year, usualy during the first week of July. The students who did not pass the examination but are above 8/20 on average have to go through a second batch of oral examination. The results of the second group are known around the 10th of july. Grades are enough of a proof that the student did pass the Baccalauréat, and thus are a valid certificate to enroll into higher education. There is no official graduation ceremony.


Development and selection of examination topics

The topics distributed to the candidates are the result of a process that began more than a year beforehand:

  • the Department breaks down the development of the topics by subject for the session concerning the following year between the académies.
  • in each académie, the examination divisions set up topic choice commissions which are presided jointly by a school inspector and an academician. The members of these commissions are lycée teachers, designated by the recteur, as suggested by the authorised regional pedagogical inspector.
  • each commission develops several topics. Then, each topic is submitted separately to two teachers (who have not participated in the work of the commission) in charge of doing them within a period of time that is less than that given to the candidates on the day of the examination. These teachers, called "test teachers", give their opinion on the feasibility and the interest of the topic and detect any errors. The topics are modified, if needed, in order to take the test professors' comments into account.
  • for each topic, the two co-presidents of the commission prepare and remit a dossier to the recteur of the académie comprised of one topic written in its final form, reports from the test professors and a report from the co-presidents certifying compliance with current regulations and suggesting its destination. Afterwards, the recteur makes the final choice on the subjects and their assignment.
  • the document containing the final version of the topics is signed by the inspector general and the academician presidents of each commission.