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Hungary:Assessment in Post-Secondary Non-Tertiary Education

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Overview Hungary

Contents

Hungary:Political, Social and Economic Background and Trends

Hungary:Historical Development

Hungary:Main Executive and Legislative Bodies

Hungary:Population: Demographic Situation, Languages and Religions

Hungary:Political and Economic Situation

Hungary:Organisation and Governance

Hungary:Fundamental Principles and National Policies

Hungary:Lifelong Learning Strategy

Hungary:Organisation of the Education System and of its Structure

Hungary:Organisation of Private Education

Hungary:National Qualifications Framework

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

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

Hungary:Statistics on Organisation and Governance

Hungary:Funding in Education

Hungary:Early Childhood and School Education Funding

Hungary:Higher Education Funding

Hungary:Adult Education and Training Funding

Hungary:Early Childhood Education and Care

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

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

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

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

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

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

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

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

Hungary:Organisation of Single Structure Education

Hungary:Teaching and Learning in Single Structure Education

Hungary:Assessment in Single Structure Education

Hungary:Organisational Variations and Alternative Structures in Single Structure Education

Hungary:Secondary and Post-Secondary Non-Tertiary Education

Hungary:Organisation of General Secondary Education

Hungary:Teaching and Learning in General Secondary Education

Hungary:Assessment in General Secondary Education

Hungary:Organisation of Vocational Secondary Education

Hungary:Teaching and Learning in Vocational Secondary Education

Hungary:Assessment in Vocational Secondary Education

Hungary:Organisation of Post-Secondary Non-Tertiary Education

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

Hungary:Assessment in Post-Secondary Non-Tertiary Education

Hungary:Higher Education

Hungary:Types of Higher Education Institutions

Hungary:First Cycle Programmes

Hungary:Bachelor

Hungary:Short-Cycle Higher Education

Hungary:Second Cycle Programmes

Hungary:Programmes outside the Bachelor and Master Structure

Hungary:Third Cycle (PhD) Programmes

Hungary:Adult Education and Training

Hungary:Distribution of Responsibilities

Hungary:Developments and Current Policy Priorities

Hungary:Main Providers

Hungary:Main Types of Provision

Hungary:Validation of Non-formal and Informal Learning

Hungary:Teachers and Education Staff

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

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

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

Hungary:Initial Education for Academic Staff in Higher Education

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

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

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

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

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

Hungary:Management and Other Education Staff

Hungary:Management Staff for Early Childhood and School Education

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

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

Hungary:Other Education Staff or Staff Working with Schools

Hungary:Management Staff for Higher Education

Hungary:Other Education Staff or Staff Working in Higher Education

Hungary:Management Staff Working in Adult Education and Training

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

Hungary:Quality Assurance

Hungary:Quality Assurance in Early Childhood and School Education

Hungary:Quality Assurance in Higher Education

Hungary:Quality Assurance in Adult Education and Training

Hungary:Educational Support and Guidance

Hungary:Special Education Needs Provision within Mainstream Education

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

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

Hungary:Guidance and Counselling in Early Childhood and School Education

Hungary:Support Measures for Learners in Higher Education

Hungary:Guidance and Counselling in Higher Education

Hungary:Support Measures for Learners in Adult Education and Training

Hungary:Guidance and Counselling in a Lifelong Learning Approach

Hungary:Mobility and Internationalisation

Hungary:Mobility in Early Childhood and School Education

Hungary:Mobility in Higher Education

Hungary:Mobility in Adult Education and Training

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

Hungary:Other Dimensions of Internationalisation in Higher Education

Hungary:Other Dimensions of Internationalisation in Adult Education and Training

Hungary:Bilateral Agreements and Worldwide Cooperation

Hungary:Ongoing Reforms and Policy Developments

Hungary:National Reforms in Early Childhood Education and Care

Hungary:National Reforms in School Education

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

Hungary:National Reforms in Higher Education

Hungary:National Reforms related to Transversal Skills and Employability

Hungary:European Perspective

Hungary:Legislation

Hungary:Institutions

Hungary:Bibliography

Hungary:Glossary

Pupil assessment

The culture of the evaluation of students has improved significantly during the past decade. The spectrum of student performance measurements carried out for various functions has grown broader, its standards have improved, those concerned have grown increasingly assured of its importance in pedagogical and teaching work, and quite a number of innovations have also been introduced.

When describing the theory and practice of local evaluation in their pedagogical programmes, vocational secondary schools do not indicate that they try to establish other principles and practices with their “grown-up students” on post-secondary level. On this level, the teaching and evaluation methods are more similar to those in tertiary education: individual projects, longer home essays, written or oral examinations from a large piece of material in the middle of the semester or when the teaching of the subject is finished. At the same time, however – since most of the teachers teach both on the tertiary and the post-secondary level –, formative and summative evaluation, known from secondary school, are also part of the evaluation practice.

Both formative and summative evaluation takes place regularly in the schools. The respective functions and roles of these two types of evaluation however, are not always clearly separated for all of the stakeholders – primarily for the students and their parents but sometimes even for the teacher – and thus the difference between the two is often lost. In addition to the insufficient understanding of the purposes of measurement the main reason for this is that the five-grade measurement scale is applied in both types of evaluation though this measurement/evaluation instrument no longer plays as exclusive a role in the evaluation of students as it used to.

The following marks and grades are applied in assessing and evaluating knowledge: excellent (5), good (4), medium (3), satisfactory (pass) (2) and unsatisfactory (fail) (1). The marks are documented in the class register which contains basic information on students, and electronic administration is also getting more frequent. It is the right of every teacher to select the evaluation tools in the framework of the school’s pedagogy programme.

 

Progression of pupils

The general principles and rules of student progress on the post-secondary level are the same as those on the secondary level. However, the fact that, contrary to secondary education lasting 3-5 years, the vast majority of the post-secondary vocational trainings last only 1 year, the remaining ones generally last 2 years. If the programme lasts more than 1 year, the basic requirement for progressing from 13th to 14th grade is that the student managed to fulfil the prescribed study requirements by the end of the school year, i.e. if – on the basis of their performance and marks during the year or their performance in the school’s examination – they received at least a satisfactory (2) grade from each subject or if the total number of classes missed by the student exceeds 20% of the practical training time (number of classes). Decision on the progress of the student to the next grade is also made by the teaching staff on the basis of their review of the year-end grades. The grade may have to be repeated if the student was assigned an unsatisfactory (1) grade in any subject, and the retake of the exam was unsuccessful or he/she exceeded the maximum absent leave from the vocational classes. Since studying on post-secondary level is not mandatory for students, grade repetition can be denied. Grade repetition is rare on post-secondary level, students failing to fulfil the education requirements tend to finish their studies of the given programme.

 

Certificates

At the end of each grade the students are provided with year-end school reports (certificates). The grades entered in the year-end school reports are based on the student’s performance during the school year, his or her marks received in the course of the formative and the summative assessments/evaluations.

The year-end school report is a public document the contents of which must be accepted until the contrary is proven. The printed year-end school report form is approved by the Minister of Education. The minister’s permit is also required for the production and distribution of the forms.

The school cannot refuse to issue a year-end school report on the basis of any excuse. The year-end school report contains the student’s name, identification data, grade, the titles of the subjects, the grade in a textual and in a numerical form, the field of comments, the date, the signature of the principal and the form master as well as the seal of the school.

At the end of the vocational studies the student may take a vocational examination. This is also a state examination, which can be taken before an independent technical/professional body - the examination board – consisting of four members in accordance with the vocational examination regulation. The examination board of the vocational examination uses a round stamp comprising the coat of arms of the Republic of Hungary. One member if the examination board is delegated from organisation representing the private sector (interest groups or chamber). The list of examination board chairpersons is managed and updated in the ministry in charge of the vocational qualification. The general rules and the procedural regime of vocational examinations is regulated by Act CLVII of 2011 on vocational education, as well as the National Qualification Register and the connected professional and exam requirements defined by the minister. The general rules and the procedural regime of vocational examinations is regulated by a ministerial decree. A student who has passed the module closing examinations may take the vocational examination. In vocational training, the successful completion of the last grade is equivalent to the passing of the module closing examination. The prerequisites, parts and contents of the vocational examinations are set out in the vocational and examination requirements. Exemption from the parts, subjects or modules of the vocational examination must be granted on the basis of examinations passed earlier. A certificate in proof of the vocational qualification may be provided for the person who fulfilled and met the vocational and examination requirements in the vocational examination. The certificate proving vocational qualification is also a public document the production and distribution of which is also subject to the minister’s permission. The certificate is issued by the vocational examination board. This document entitles its holder to take up a job or position and to conduct the relevant activity.