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Liechtenstein:Assessment in General Lower Secondary Education

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Overview Liechtenstein

Contents

Liechtenstein:Political, Social and Economic Background and Trends

Liechtenstein:Historical Development

Liechtenstein:Main Executive and Legislative Bodies

Liechtenstein:Population: Demographic Situation, Languages and Religions

Liechtenstein:Political and Economic Situation

Liechtenstein:Organisation and Governance

Liechtenstein:Fundamental Principles and National Policies

Liechtenstein:Lifelong Learning Strategy

Liechtenstein:Organisation of the Education System and of its Structure

Liechtenstein:Organisation of Private Education

Liechtenstein:National Qualifications Framework

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

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

Liechtenstein:Statistics on Organisation and Governance

Liechtenstein:Funding in Education

Liechtenstein:Early Childhood and School Education Funding

Liechtenstein:Higher Education Funding

Liechtenstein:Adult Education and Training Funding

Liechtenstein:Early Childhood Education and Care

Liechtenstein:Organisation of Programmes for Children under 4 years

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

Liechtenstein:Assessment in Programmes for Children under 4 years

Liechtenstein:Organisation of Programmes for Children over 4 years

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

Liechtenstein:Assessment in Programmes for Children over 4 years

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

Liechtenstein:Primary Education

Liechtenstein:Organisation of Primary Education

Liechtenstein:Teaching and Learning in Primary Education

Liechtenstein:Assessment in Primary Education

Liechtenstein:Organisational Variations and Alternative Structures in Primary Education

Liechtenstein:Secondary and Post-Secondary Non-Tertiary Education

Liechtenstein:Organisation of General Lower Secondary Education

Liechtenstein:Teaching and Learning in General Lower Secondary Education

Liechtenstein:Assessment in General Lower Secondary Education

Liechtenstein:Organisation of General Upper Secondary Education

Liechtenstein:Teaching and Learning in General Upper Secondary Education

Liechtenstein:Assessment in General Upper Secondary Education

Liechtenstein:Organisation of Vocational Secondary Education

Liechtenstein:Teaching and Learning in Vocational Secondary Education

Liechtenstein:Assessment in Vocational Secondary Education

Liechtenstein:Organisation of Post-Secondary Non-Tertiary Education

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

Liechtenstein:Assessment in Post-Secondary Non-Tertiary Education

Liechtenstein:Higher Education

Liechtenstein:Types of Higher Education Institutions

Liechtenstein:First Cycle Programmes

Liechtenstein:Bachelor

Liechtenstein:Short-Cycle Higher Education

Liechtenstein:Second Cycle Programmes

Liechtenstein:Programmes outside the Bachelor and Master Structure

Liechtenstein:Third Cycle (PhD) Programmes

Liechtenstein:Adult Education and Training

Liechtenstein:Distribution of Responsibilities

Liechtenstein:Developments and Current Policy Priorities

Liechtenstein:Main Providers

Liechtenstein:Main Types of Provision

Liechtenstein:Validation of Non-formal and Informal Learning

Liechtenstein:Teachers and Education Staff

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

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

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

Liechtenstein:Initial Education for Academic Staff in Higher Education

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

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

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

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

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

Liechtenstein:Management and Other Education Staff

Liechtenstein:Management Staff for Early Childhood and School Education

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

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

Liechtenstein:Other Education Staff or Staff Working with Schools

Liechtenstein:Management Staff for Higher Education

Liechtenstein:Other Education Staff or Staff Working in Higher Education

Liechtenstein:Management Staff Working in Adult Education and Training

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

Liechtenstein:Quality Assurance

Liechtenstein:Quality Assurance in Early Childhood and School Education

Liechtenstein:Quality Assurance in Higher Education

Liechtenstein:Quality Assurance in Adult Education and Training

Liechtenstein:Educational Support and Guidance

Liechtenstein:Special Education Needs Provision within Mainstream Education

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

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

Liechtenstein:Guidance and Counselling in Early Childhood and School Education

Liechtenstein:Support Measures for Learners in Higher Education

Liechtenstein:Guidance and Counselling in Higher Education

Liechtenstein:Support Measures for Learners in Adult Education and Training

Liechtenstein:Guidance and Counselling in a Lifelong Learning Approach

Liechtenstein:Mobility and Internationalisation

Liechtenstein:Mobility in Early Childhood and School Education

Liechtenstein:Mobility in Higher Education

Liechtenstein:Mobility in Adult Education and Training

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

Liechtenstein:Other Dimensions of Internationalisation in Higher Education

Liechtenstein:Other Dimensions of Internationalisation in Adult Education and Training

Liechtenstein:Bilateral Agreements and Worldwide Cooperation

Liechtenstein:Ongoing Reforms and Policy Developments

Liechtenstein:National Reforms in Early Childhood Education and Care

Liechtenstein:National Reforms in School Education

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

Liechtenstein:National Reforms in Higher Education

Liechtenstein:National Reforms related to Transversal Skills and Employability

Liechtenstein:European Perspective

Liechtenstein:Legislation

Liechtenstein:Institutions

Liechtenstein:Bibliography

Liechtenstein:Glossary

Pupil Assessment

At the secondary level, the school report plays an important role in pupil assessment. Reports are compiled twice a year, at the end of each semester. In addition to assessment of performance in each subject it reports as well on pupils’ learning, work and social behaviour. The term report provides the basis for the decision on a pupil’s advancement to the next higher grade, as well as offering additional information relating to a student’s progression to a higher level of education or into employment. School reports are normally backed up by teacher-pupil and teacher-parent assessment meetings.

The grading system uses a nummerical scale of 1 - 6 (6 = very good; 5 = good; 4 = satisfactory; 3 = unsatisfactory (1 minus point); 2 = weak (2 minus points) and 1 = very weak (3 minus points).

Scores can also be given in half-points. The marks in the separate subjects are determined by written and oral tests and exams. The report on the learning and social  behaviour uses three terms: “good”, “complaint”, and “serious complaint”.

In addition, at the Oberschule and Realschule there are different levels in certain subjects marked ‘A’ and ‘B’, where ‘A’ means ‘advanced requirements’ and ‘B’ ‘standard requirements’.

In relation to progression to an educational programm at upper secondary level, there is a mandatory assessment meeting at the end of the 3rd grade for all students at the Oberschule and Realschule and for those Gymnasium students whose end-of-term report has an average score of less than 4.3. At this meeting, which involves the parents, the discussion focuses on the pupil’s situation in relation to schoolwork and the choice of career and to their strengths and weaknesses with respect to a possible continuation in formal education (9th grade and/or transfer to the upper level of the Gymnasium).


Progression of Pupils

Pupil progression (to higher grades) is governed by the Ordinance on Admission to and Progression and Transfer within Secondary Level I.

The teacher’s conference decides which pupils in the Oberschule and Realschule should progress to the next grade based on their marks in the school report at the end of the second semester: a minimum of 3.5 in the Oberschule and 4.0 in the Realschule.

The average score at the Gymnasium required for promotion is at least 4.0. Single marks may be unsatisfactory. Using a point system allows for compensation of negative marks (1 grade – no more than 1 minus point and 1 ‘unsatisfactory’ mark; 2nd grade -  no  more than 1.5 minus point and 2 ‘unsatisfactory’ marks; 3rd grade – no more than 2 minus points and 3 'unsatisfactory' marks).

Pupils who do not meet promotion requirement must repeat the year or change to a different type of school. Only one repeat year is allowed at secondary level 1.

The teachers’ conference can promote students to the next school grade even if they have not achieved the required promotion average, if:

  1. the unsatisfactory performances are due to special circumstances such as a learning disability that is currently being treated, irregular earlier schooling, extended illness, unfavourable family circumstances, a change of school, having a foreign mother tongue and suchlike;
  2. a repeat year at the upper school level is not permitted or if there is no prospect of it achieving anything;
  3. pupils are in the A level in at least one subject and have been given a minimum 4.0 grading in that subject. This decision is based on an overall assessment which takes into account the actual current level of achievement, progress in learning and a forecast of the likely educational development of the pupil.

Pupils and their parents are kept informed through regular meetings about the pupil’s performance, attitude to learning and behaviour, as well as of any measures taken as a result of the former. At least one teacher-parent meeting per year should be held, normally in the presence of the pupil.

Parents can submit a complaint to the Office of Education about a decision by the teachers’ conference in relation to their child’s grades or to non-promotion as long as the complaint is submitted within 14 days of the decision. A decision by the Office of Education about the awarding of grades, non-promotion or transfer to a different kind of school can be challenged by the parents through a formal complaint to the government within 14 days of the Office of Education decision.


Certification

At the end of  lower secondary level (=end of compulsory education) a school leaving certificate is issued. The marks in the certificate are calculated from the end-of-term grades and the outcome of the final examination.

Pupils who attend the lower level of the Gymnasium normally continue their education in the upper level of the same school.