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Greece:Assessment in Vocational Upper Secondary Education

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Contents

Greece:Political, Social and Economic Background and Trends

Greece:Historical Development

Greece:Main Executive and Legislative Bodies

Greece:Population: Demographic Situation, Languages and Religions

Greece:Political and Economic Situation

Greece:Organisation and Governance

Greece:Fundamental Principles and National Policies

Greece:Lifelong Learning Strategy

Greece:Organisation of the Education System and of its Structure

Greece:Organisation of Private Education

Greece:National Qualifications Framework

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

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

Greece:Statistics on Organisation and Governance

Greece:Funding in Education

Greece:Early Childhood and School Education Funding

Greece:Higher Education Funding

Greece:Adult Education and Training Funding

Greece:Early Childhood Education and Care

Greece:Organisation of Programmes for Children under 4 years

Greece:Teaching and Learning in Programmes for Children under 4 years

Greece:Assessment in Programmes for Children under 4 years

Greece:Organisation of Programmes for Children over 4 years

Greece:Teaching and Learning in Programmes for Children over 4 years

Greece:Assessment in Programmes for Children over 4 years

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

Greece:Primary Education

Greece:Organisation of Primary Education

Greece:Teaching and Learning in Primary Education

Greece:Assessment in Primary Education

Greece:Organisational Variations and Alternative Structures in Primary Education

Greece:Secondary and Post-Secondary Non-Tertiary Education

Greece:Organisation of General Lower Secondary Education

Greece:Teaching and Learning in General Lower Secondary Education

Greece:Assessment in General Lower Secondary Education

Greece:Organisation of General Upper Secondary Education

Greece:Teaching and Learning in General Upper Secondary Education

Greece:Assessment in General Upper Secondary Education

Greece:Organisation of Vocational Upper Secondary Education

Greece:Teaching and Learning in Vocational Upper Secondary Education

Greece:Assessment in Vocational Upper Secondary Education

Greece:Organisation of Post-Secondary Non-Tertiary Education

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

Greece:Assessment in Post-Secondary Non-Tertiary Education

Greece:Higher Education

Greece:Types of Higher Education Institutions

Greece:First Cycle Programmes

Greece:Bachelor

Greece:Short-Cycle Higher Education

Greece:Second Cycle Programmes

Greece:Programmes outside the Bachelor and Master Structure

Greece:Third Cycle (PhD) Programmes

Greece:Adult Education and Training

Greece:Distribution of Responsibilities

Greece:Developments and Current Policy Priorities

Greece:Main Providers

Greece:Main Types of Provision

Greece:Validation of Non-formal and Informal Learning

Greece:Teachers and Education Staff

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

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

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

Greece: Initial Education for Academic Staff in Higher Education

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

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

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

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

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

Greece:Management and Other Education Staff

Greece:Management Staff for Early Childhood and School Education

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

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

Greece:Other Education Staff or Staff Working with Schools

Greece:Management Staff for Higher Education

Greece:Other Education Staff or Staff Working in Higher Education

Greece:Management Staff Working in Adult Education and Training

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

Greece:Quality Assurance

Greece:Quality Assurance in Early Childhood and School Education

Greece:Quality Assurance in Higher Education

Greece:Quality Assurance in Adult Education and Training

Greece:Educational Support and Guidance

Greece:Special Education Needs Provision within Mainstream Education

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

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

Greece:Guidance and Counselling in Early Childhood and School Education

Greece:Support Measures for Learners in Higher Education

Greece:Guidance and Counselling in Higher Education

Greece:Support Measures for Learners in Adult Education and Training

Greece:Guidance and Counselling in a Lifelong Learning Approach

Greece:Mobility and Internationalisation

Greece:Mobility in Early Childhood and School Education

Greece:Mobility in Higher Education

Greece:Mobility in Adult Education and Training

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

Greece:Other Dimensions of Internationalisation in Higher Education

Greece:Other Dimensions of Internationalisation in Adult Education and Training

Greece:Bilateral Agreements and Worldwide Cooperation

Greece:Ongoing Reforms and Policy Developments

Greece:National Reforms in Early Childhood Education and Care

Greece:National Reforms in School Education

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

Greece:National Reforms in Higher Education

Greece:National Reforms related to Transversal Skills and Employability

Greece:European Perspective

Greece:Legislation

Greece:Institutions

Greece:Glossary

Pupil/Students Assessment

Assessment of student performance is integral to the educational process.  It is the systematic, organised and continuous monitoring of student performance and achievement of learning outcomes.  In other words, it is a tool that seeks to track, in systematic, reliable, consistent, comparable and measurable terms, the performance of the educational process against learning objectives.

More specifically, student assessment aims to:

  • Track student progress in relation to all subjects offered by the Curriculum.
  • Identify learning difficulties in order to inform improvements in teaching.
  • Enhance quality in education through encouraging positive student engagement and motivation.
  • Nurture creativity and critical thinking skills.
  • Promote the development of students’ individual talents, skills and interests.
  • Help students build self-confidence and self-esteem.
  • Enhance student self-assessment and foster learner responsibility and self-directed learning.

Assessment is carried out at different levels in order to evaluate the full range of student ability.  It measures achievement, teamwork, student-instructor relationships, classroom participation, engagement in the school environment etc.

Student assessment is carried out for all subjects. Each teacher is entirely responsible for conducting assessment pertaining to the subject he/she teaches. Results are produced at the end of the school year by calculating the sum of oral performance for each subject and performance achieved in promotion (Grades A and B) and school-leaving (Grade C) written examinations taken at the end of the 2nd quarter. 

1st and the 2nd quarter results are recorded on the Individual Progress Report at the end of each term and are integrated into the electronic system.  Regarding the 2nd quarter, results are recorded before the beginning of the written, school-leaving and degree examinations.

When results have been finalised and recorded, guardians/parents are updated on student performance, diligence, attendance and behaviour, and receive the Individual Progress Report.

Grade A and B - Oral Performance

Results on oral performance for each quarter, for subjects taught in Grades A and B, are based on assessment carried out during the quarter - each school year is divided into two (2) quarters.

Assessing students during the terms in which the teacher takes into account:

  • Their participation in the teaching-learning process.
  • The oral examination, as well as their diligence and interest in this specific course.
  • Their performance to the written tests, which last for one hour and are not related to the course of the day but cover a limited section and take place upon notice.  In addition to the hourly written tests, pupils are also assessed by means of short written test lasting 5-15 minutes, which are conducted without warning take the form of short and varied questions regarding the course of the day.
  • The assignments carried out at home or school.
  • The pupil’s file of performance and activities.  Such files may contain data contributing to the comprehensive educational assessment of pupils, which do not arise from other valuation procedures of their performance.

Grade A and B -The written promotion examinations for pupils in Grade A and B.

Under Law 4186/2013, as amended and in effect, and until presidential decree on student attendance and assessment in EPAL Grades A and B is issued in school year 2016-2017, written promotion examinations are taking place at school level and test all General Education, Track, Elective and Technological-Vocational subjects.  Test takers of different classes of the same grade are required to answer the same questions.  The subjects "Research Project in Technology", "Career Guidance in Schools - Health & Safety in the workplace", "Creative Activities Zone" administered in EPAL Grade A, and the subject "Physical Education" administered in Grades A and B, are not tested through written examinations.

Under Law 4326/15, questions are specified by the respective teacher(s) only.  Written tests are marked by the same teacher.  The Bank of questions created as part of the NSRF Programme Horizontal Act 466112 is a helpful tool which may be optionally used by teachers and students alike.

Grade C - Oral Performance

Until the full implementation of Law 4186/2013 during the 2015-2016 school year, the assessment of the pupils of Grade C EPAL is performed in accordance with the Presidential Decree 50/2008, as amended and in force.  In this grade optional diagnostic tests are performed at the beginning of the year, at the discretion of the teachers, in relation to courses, which are considered necessary by them.

The pupil assessment in Grade C of Vocational Upper Secondary Schools concerns each course separately, is the sole responsibility of the concerned course teacher and stems from  the following two parameters:

Pupil assessment during the terms co-estimates: 

  • Their active participation in the entire teaching-learning process
  • Their diligence and interest in the subject in question.
  • Their performance in the one hour written tests on a certain amount of tought material. An hourly written test is performed for every subject during the first term, or if not possible during the second term.  Besides the hourly written tests, pupils are assessed by short written tests lasting from five (5) to fifteen (15) minutes, without prior notice in the form of short and variable questions.
  • Their work at school or homework.
  • Their performance and activities file.  Such files include data that contribute to the overall educational assessment of pupils, not resulting from other performance evaluation procedures.

Rating of laboratory subjects and the laboratory part of mixed subjects during the terms, where the following are taken into account:

  • The extent to which a pupil has applied in practice the theoretical knowledge of the subject and the admissible methods of modern technology.
  • The quality of his/her works as the final outcome.
  • The degree whereby a pupil has applied safety regulations upon work performance.
  • The extent of using appropriate tools, instruments, machinery and materials.

Grade C - Written examinations for graduation

Graduation exams and exams for the acquisition of a school leaving certificate are carried out at the responsibility of the Head and teaching staff in every Vocational Upper Secondary School.

School-leaving and degree examinations in EPALs are one and the same.  In EPALs, subject to assessment is two third (2/3) of the total syllabus.  It is not possible to assess less than half of the syllabus.  Teachers are responsible for selecting and properly defining the syllabus content that will be assessed.  This content is then submitted to and approved by the Principal.  It is announced to the students five (5) working days before the beginning of the examinations.

Questions for each subject are produced by the respective teachers.  Test takers in different classes of the same grade and EPAL are required to answer the same questions.  For all subjects tested through written examinations, assessment is two-hour long, unless otherwise specified upon decision issued by the Minister of Education and recommendation of the Institute of Educational Policy (IEP).  By no means can this time frame be extended beyond three hours.

Rating Scale

The rating scale for the calculation of pupil performance in all subjects is 0-20 bearing also verbal characterizations as follows:

Poor 0 - 5
Insufficient 5,1 - 9,4
Fairly Good 9,5 - 13
Good 13,1 - 16
Very Good 16,1 - 18
Excellent 18,1 - 20

The written parts of promotion, school-leaving and degree examinations are marked in whole numbers on a scale of 0 -100 and the final mark of the written part is reduced to a scale of 0-20 (mark may be decimal to one place).

Oral test results are administered in the form of whole numbers.  The Average of the oral scores achieved during both quarters is the total oral performance grade (may be decimal to one place) achieved for each subject, for the school term as a whole.

The final score for each subject is the Average of the Annual Oral Performance and the respective Written Performance scores (may be decimal to one place).

Calculating Promotion Mark (Grades A and B) or School-Leaving Mark (Grade C)

Promotion (Grades A and B) or School-leaving (Grade C) mark is the General Average i.e. the Average (may be decimal to one place) of the annual performance scores for all subjects tested through written examinations, including the subjects "Career Guidance in Schools - Health & Safety in the workplace" and "research Project" (if applicable).

The annual performance grade of subjects not assessed through written examinations is recorded on the School-Leaving Certificate (Apolytirio) or similar proof of graduation as well as the official records.

The degree's mark for Day Vocational Upper Secondary Schools is the average of the annual performance marks for Grade C specialty subjects, while for Evening Vocational Upper Secondary Schools, the mark is he average of the annual performance marks for Grade C and D specialty subjects, which are the same in day schools.

Progression of Pupils/Students  

Students may be promoted to the next grade or leave school (graduate) when the following two (2) requirements are met at the same time:

Minimum General Average

At the end of the promotion, school-leaving and degree examinations, the Teaching Staff Committee makes decisions on:

  • The promotion and the award of graduation degrees.
  • Student rejection or students who have to re-sit examinations on the following year.
  • Marking student behaviour.

A minimum General Average of nine point five (9,5) is required for the promotion of Grade A and B students and the graduation of Grade C (Day EPALs) and Grade D (Evening EPALs) students.

For achieving graduation, the Average of annual performance scores for Grade C speciality subjects tested through written examinations has to be a minimum of nine point five (9,5).  None of these annual performance scores must be less than eight (08).

Students who do not meet these requirements have to sit repeat examinations held in September of the same year.  These are administered through written assessments in the manner of the ordinary promotion examinations held in June (oral scores of both quarters are transferred) for the subjects with a lower than nine point five (9,5) annual performance score.  Students are promoted or graduate if General Average is nine point five (9,5) and above.

If students fail September’s repeat examinations for promotion (Grades A and B), they have to re-attend the same grade.

If students fail September’s repeat examinations for graduation (Grade C - Day EPALs, Grade D Evening EPALs), they cannot leave school or receive certificate or both.  They have to sit the written examinations administered in the following school year, without re-attending the same grade.

Sufficient Attendance

Under Ministerial Decision 141641/Γ2/8-9-2014 as amended and in effect, on the promotion and graduation of students in all General Lyceum grades, sufficient attendance during the school year is also essential.  The Teaching Staff Committee is responsible for assessing sufficient or insufficient attendance after the end of the final lesson, for the whole duration of the school year and in combination with the annual oral performance achieved for all subjects.

Students who have failed sufficient attendance must re-attend the same grade.  Consequently, student promotion or grade re-attendance depends on relevant legislation.  Parental involvement in these decisions is not possible.  

Certification  

Pupils successfully graduating from the Vocational Lyceum are awarded a studies degree which is called Vocational Lyceum Graduation Certificate, as well as a Professional Specialization Degree with level three (3) professional rights. Graduates of the Apprenticeship Grade are awarded a Professional Specialization Degree with level four (4) professional rights.

The Graduation Certificate indicates both in words and figures the pupil’s detailed grades per course during the school year, as well as the general degree of annual performance, which corresponds to the general average of the grades in the courses separately which constitutes the General Graduation Degree, which may also include a fraction. Such degree is also accompanied by the following classifications: "Fair", "Good", "Very Good", "Excellent", whereas apart from the General Graduation Grade and the detailed grades, it also states the specialization of the graduate, as well as the conduct and behavior of the pupil throughout the school year.

The Degree states the general degree of annual progress corresponding to the general average of the grades of the individual courses.  Such degree is identical to the General Graduation Degree and is expressed with a fraction, if required.  At the same time and apart from the General Degree, it also states the specialization of the graduate, as well as the conduct and behavior of the pupil throughout the school year.

The Vocational Lyceum Graduation Certificate, as well as the Degree, are issued by the school unit from where the pupil graduated and constitute official state documents.  At the same time they also constitute administrative acts bearing the signature of the Principal, as the responsible person, as well as the signatures of the Deputy Principal and the members of the Teachers’ Board, who collectively constitute the governing bodies of the relevant school unit.  The Lyceum Graduation Certificate and the Degree are drafted after the issuance of the results for each year of graduation, on the basis of the relevant provisions that are universally valid for and applicable to all the Lyceums in the Greek territory.  They bear the emblem of the Hellenic Republic, the name and seal of the school unit issuing it, as well as that of the Regional Directorate of Secondary Education, under which the school falls, as well as a protocol number and a date.  Graduation Certificates and Degrees are issued only once and only for school use, whereas the Studies Degrees and Certificates are issued without limitation, yet they are destined for extracurricular use.  With regard to their content, the Graduation Certificate and the Degree bear the photograph of the pupil, whereas under the title of the school and the type of the studies degree there are the personal details of the pupil -based on the details mentioned in the ID Card or the Passport or the Certificate of Marital Status of the pupil- such as their name and surname, father’s and mother’s name, their date of birth, the Municipal Register Number, their nationality and religion.

A Vocational Upper Secondary School leaving certificate, which offers the holders the following possibilities:

  • To follow Tertiary Education after taking the national exams (pan-Hellenic exams) on an equal number of subjects as the General Upper Secondary School.
  • To enroll in Vocational Training Institutes, in a speciality corresponding the one they had selected at school.
  • To enroll at the Apprenticeship Grade, which implements the dual education system.

The Vocational Lyceum Graduation Certificate gives them the ability to directly join the labor market.