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Poland:Assessment in General Upper 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

Student assessment

The student assessment system for all types of upper secondary schools is based on the amended School Education Act of 7 September 1991.

Internal assessment

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

Internal assessment aims at:

  1. informing students on 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 students in the individual planning of their development;
  4. motivating students to make further progress in learning and behaviour;
  5. providing parents (legal guardians) and teachers with the information on students' progress or learning difficulties, behaviour and special talents;
  6. enabling teachers to improve organisational approaches and methods used in their educational activities.

Internal evaluation 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 semester and end-of-year marks for behaviour according to the scale and in the forms approved in a given school;
  4. conducting so-called qualifying exams (e.g. in the case of students 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 their semester 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 students' progress or learning difficulties.

Students are assessed separately in each subject. Marks for subjects are given by teachers teaching individual subjects. The results of the assessment carried out during the year are taken into account in the end-of-year assessment. Assessment is done on the basis of single, semester (mid-year) and end-of-year marks.

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 students 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.

Students 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 student 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.

Students 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.

External assessment

The maturity exam is carried out for graduates from general and technical upper secondary schools.

As from 2015 the maturity exam for graduates from general upper secondary schools is based on new rules. Currently, the rules are defined in the School Education Act (Articles 44zzb to 44zzp) 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 the maturity examination. The exam is based on requirements included in the core curriculum.

The maturity exam consists of two parts: the oral part, internal, assessed at school, and the written part, external, set by the Central Examination Board (Centralna Komisja Egzaminacyjna) and assessed by examiners included in the registers of the Regional Examination Boards (Okręgowa Komisja Egzaminacyjna).

The written part includes the following subjects: Polish language, Mathematics, Modern foreign language, as well as National minority language for those pupils for whom this language was the language of instruction. All these subjects are compulsory and taken at the basic level. Additionally, for the written part, pupils should choose 1 to 5 subjects from the list of optional subjects, which includes: Biology, Chemistry, Philosophy, Physics, Geography, History, History of music, History of art, Information technology, Latin and ancient culture, Minority language (ethnic or national), Modern foreign language, Polish language, Regional language, Mathematics, Knowledge about society. All additional subjects in the written part are taken at the extended level.

The oral part, prepared and assessed by the school teachers, covers compulsory and additional subjects. Compulsory subjects are Polish language and Modern foreign language, as well as National minority language for those pupils for whom this language was the language of instruction. Additionally, 1 subject should be chosen from the list including: Modern foreign language, Ethnic minority language, National minority language, Regional language. The level at which oral examinations are taken (whether basic or extended) is not defined.

The list of Modern foreign languages from which the pupils choose those to be taken at the maturity exam includes: English, French, Spanish, German, Russian and Italian.

To pass the maturity exam, it is necessary to score at least 30% of points in each compulsory subject in both the written and the oral part, and to take at least one additional subject in the written part.

Progression of students

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

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

If a student 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

All public upper secondary schools and non-public upper secondary schools which have the public school status award standardised certificates (the layout of these documents and rules for filling them in are laid down in the relevant regulations).

On the completion of the 3-year general upper secondary school, pupils are awarded a school leaving certificate (świadectwo ukończenia liceum ogólnokształcącego) on the basis of school results, without the final examination. It indicates the subjects and the marks obtained at the end of the final year. It gives access to the maturity exam or to post-secondary education.

General upper secondary school leavers who have passed the maturity exam receive a maturity certificate (świadectwo dojrzałości). The certificate includes the results of the written and oral parts of the exam. Those who have re-taken the exam and improved their results in one or more subjects (or have taken the exam in additional subjects) receive an annex to the certificate. The certificate and its annexes are issued by the Regional Examination Boards. The maturity certificate provides access to higher education.