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Poland:Assessment in General Lower Secondary Education

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Overview Poland

Contents

Poland:Political, Social and Economic Background and Trends

Poland:Historical Development

Poland:Main Executive and Legislative Bodies

Poland:Population: Demographic Situation, Languages and Religions

Poland:Political and Economic Situation

Poland:Organisation and Governance

Poland:Fundamental Principles and National Policies

Poland:Lifelong Learning Strategy

Poland:Organisation of the Education System and of its Structure

Poland:Organisation of Private Education

Poland:National Qualifications Framework

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

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

Poland:Statistics on Organisation and Governance

Poland:Funding in Education

Poland:Early Childhood and School Education Funding

Poland:Higher Education Funding

Poland:Adult Education and Training Funding

Poland:Early Childhood Education and Care

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

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

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

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

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

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

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

Poland:Primary Education

Poland:Organisation of Primary Education

Poland:Teaching and Learning in Primary Education

Poland:Assessment in Primary Education

Poland:Organisational Variations and Alternative Structures in Primary Education

Poland:Secondary and Post-Secondary Non-Tertiary Education

Poland:Organisation of General Lower Secondary Education

Poland:Teaching and Learning in General Lower Secondary Education

Poland:Assessment in General Lower Secondary Education

Poland:Organisation of General Upper Secondary Education

Poland:Teaching and Learning in General Upper Secondary Education

Poland:Assessment in General Upper Secondary Education

Poland:Organisation of Vocational Upper Secondary Education

Poland:Teaching and Learning in Vocational Upper Secondary Education

Poland:Assessment in Vocational Upper Secondary Education

Poland:Organisation of Post-Secondary Non-Tertiary Education

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

Poland:Assessment in Post-Secondary Non-Tertiary Education

Poland:Higher Education

Poland:Types of Higher Education Institutions

Poland:First Cycle Programmes

Poland:Bachelor

Poland:Short-Cycle Higher Education

Poland:Second Cycle Programmes

Poland:Programmes outside the Bachelor and Master Structure

Poland:Third Cycle (PhD) Programmes

Poland:Adult Education and Training

Poland:Distribution of Responsibilities

Poland:Developments and Current Policy Priorities

Poland:Main Providers

Poland:Main Types of Provision

Poland:Validation of Non-formal and Informal Learning

Poland:Teachers and Education Staff

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

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

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

Poland:Initial Education for Academic Staff in Higher Education

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

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

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

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

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

Poland:Management and Other Education Staff

Poland:Management Staff for Early Childhood and School Education

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

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

Poland:Other Education Staff or Staff Working with Schools

Poland:Management Staff for Higher Education

Poland:Other Education Staff or Staff Working in Higher Education

Poland:Management Staff Working in Adult Education and Training

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

Poland:Quality Assurance

Poland:Quality Assurance in Early Childhood and School Education

Poland:Quality Assurance in Higher Education

Poland:Quality Assurance in Adult Education and Training

Poland:Educational Support and Guidance

Poland:Special Education Needs Provision within Mainstream Education

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

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

Poland:Guidance and Counselling in Early Childhood and School Education

Poland:Support Measures for Learners in Higher Education

Poland:Guidance and Counselling in Higher Education

Poland:Support Measures for Learners in Adult Education and Training

Poland:Guidance and Counselling in a Lifelong Learning Approach

Poland:Mobility and Internationalisation

Poland:Mobility in Early Childhood and School Education

Poland:Mobility in Higher Education

Poland:Mobility in Adult Education and Training

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

Poland:Other Dimensions of Internationalisation in Higher Education

Poland:Other Dimensions of Internationalisation in Adult Education and Training

Poland:Bilateral Agreements and Worldwide Cooperation

Poland:Ongoing Reforms and Policy Developments

Poland:National Reforms in Early Childhood Education and Care

Poland:National Reforms in School Education

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

Poland:National Reforms in Higher Education

Poland:National Reforms related to Transversal Skills and Employability

Poland:European Perspective

Poland:Legislation

Poland:Institutions

Poland:Glossary

Pupil/student assessment

The assessment system distinguishes two strands: internal assessment and external assessment. A legislative framework for assessment is currently provided by the School Education Act, supplemented with several Regulations of the Minister of National Education.

Internal assessment is carried out by school teachers against the requirements which are defined by them on the basis of curricula implemented in a given school. This type of assessment covers pupils' learning achievements and aims to support their development. It is primarily formative assessment.

External assessment is carried out by state institutions which are external to the school, including the Central Examination Board and Regional Examination Boards. It is summative assessment.

Internal assessment

Internal assessment of pupils’ achievements involves assessing the level of pupils' knowledge and skills as well as the progress made in relation to the requirements based on the curricula. Internal assessment covers the pupil’s learning achievements and his/her behaviour. It is mainly formative assessment.

Internal assessment aims at:

  1. informing pupils about the level of their learning achievements and behaviour, and their progress in this respect;
  2. supporting pupils in learning by providing feedback to them on where they have performed well and how they should learn further on;
  3. supporting pupils in the individual planning of their development;
  4. motivating pupils to make further progress in learning and behaviour;
  5. providing parents (legal guardians) and teachers with the information on pupils' progress or learning difficulties, behaviour and special talents;
  6. enabling teachers to improve organizational approaches and methods used in their educational activities.

Internal assessment includes:

  1. defining educational requirements to obtain individual semester (mid-year) and end-of-year marks for compulsory and additional classes;
  2. setting criteria for the assessment of behaviour;
  3. conducting assessment on an on-going basis, and giving semester and end-of-year marks for compulsory and additional classes and for behaviour according to the scale and in forms approved in a given school;
  4. conducting so-called qualifying exams which provide the basis for marks (e.g. in the case of pupils who did not attend classes in a given semester);
  5. defining conditions and procedures for pupils wishing to improve their expected semester and end-of-year marks for compulsory and additional classes and end-of-year marks for behaviour;
  6. defining conditions and procedures for pupils wishing to improve their expected end-of-year and (in the case of post-secondary schools) semester marks for classes and semester and end-of-year marks for behaviour;
  7. defining conditions and procedures for providing parents (legal guardians) with information on pupils' progress or learning difficulties.

Pupils are assessed separately in each subject. Assessment depends entirely on the teacher of a given subject, though it may not be arbitrary considering the pre-defined assessment criteria. Results of the assessment carried out during a school year are taken into account in the end-of-year assessment.

Assessment is done on the basis of single marks, semester and end-of-year marks. The pupil who has received a positive mark at the end of the school year is promoted to the next grade (see below).

The teacher uses the following marking scale to assess pupils' learning achievements: 6 – excellent (celujący), 5 - very good (bardzo dobry), 4 – good (dobry), 3 – satisfactory (dostateczny), 2 – acceptable (dopuszczający), 1 – unsatisfactory (niedostateczny). When giving marks in physical education, teachers should take into account, in particular, the efforts made by the pupil to fulfil the specific requirements of the subject. School marks and marking criteria should be made available to pupils and their parents.

Pursuant to the legislation passed in 2015 (the Act of 20 February 2015 amending the School Education Act and the Regulation of 10 June 2015 amending the Regulation on the conditions and rules for pupil assessment, eligibility for assessment, promotion and examinations and tests in public schools), as from grade IV of the primary school teachers can use descriptive assessment of pupils’ achievements in compulsory or optional subjects, if this is provided for in the school statutes.

Pupils receive marks for their behaviour (conduct) according to the following scale: excellent (wzorowe), very good (bardzo dobre), good (dobre), acceptable (poprawne), unacceptable (nieodpowiednie), and inadmissible (naganne). In principle, the mark for behaviour has no influence on subject marks, the promotion to a higher grade or graduation. However, in specific cases, the school's teaching council may decide that the pupil cannot be promoted to the next grade or finish the school if he/she has been given an inadmissible mark for behaviour at the end of two consecutive school years.

Pupils may take a so-called verification / qualifying examination if the semester or end-of-year annual mark given by the teacher is too low in their or their parents’ opinion. A qualifying exam is conducted for pupils whose results cannot be assessed due to various reasons (for example, an individualised study programme; learning outside school, e.g. at home; or the pupil's illness).

External assessment

Lower secondary school leaving exam

At the end of the 3rd year of the lower secondary school, pupils take a standardized external examination. The exam is obligatory for all pupils finishing the lower secondary school, and its results are comparable across the country. Taking the exam is one of the conditions for completing lower secondary education. The exam assesses the knowledge and skills acquired by pupils in accordance with the core curriculum for general education. Arrangements for the exam are laid down in the School Education Act (Articles 44zs to 44zza) and the Regulation of the Minister of National Education of 25 June 2015 on the detailed conditions and procedure for conducting the primary school test, lower secondary school examination and maturity examination.

The exam includes three parts:

  • part one covering two separate areas of humanities: a) history and civic education; and b) Polish language;
  • part two covering science: a) natural sciences, i.e. biology, chemistry, physics and geography; and b) mathematics;
  • part three covering a modern foreign language.

The exam paper is checked by certified examiners included in the registers of the Regional Examination Boards (Okręgowa Komisja Egzaminacyjna). The scores for the exam are given by the relevant Regional Examination Board. Every lower secondary school leaver receives in his/her school a certificate with his/her scores, issued by the Regional Examination Board.

Examination scores are collected in databases and are used in the evaluation of trends in education. They help to revise curricula and encourage the introduction of more effective teaching methods. As a result, they contribute to improving the quality of education.

Progression of pupils/students

A pupil is promoted to a higher grade if he/she has received “acceptable” (2) or higher marks in all compulsory subjects at the end of the school year. Pupils who have received one "unsatisfactory" (1) mark can take an exam in this subject. A pupil who has not passed such a "resit" exam has to repeat the year.

The school's teaching council may decide about conditional promotion of a pupil who has received mark 1 (“unsatisfactory”) in only one subject. The pupil can be conditionally promoted to the next grade only once during the entire lower secondary education cycle.

If the pupil has not attended more than 50% of compulsory classes and thus there is no basis for assessment, he/she can take a so-called qualifying exam on the date agreed.

Certification

At the end of each school year, pupils receive standardised certificates.

As from 2002, lower secondary school leavers receive a school leaving certificate and an additional document with the scores for the external examination.