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Poland:Assessment in Post-Secondary Non-Tertiary 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

Internal assessment

Students are assessed separately in each subject. Marks 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-semester and end-of-year assessment. Assessment includes single, end-of-semester and end-of-year marks. In post-secondary schools for adults, to be eligible for end-of-semester and end-of-year assessment, learners are required to pass internal exams conducted as part of individual compulsory subjects / courses.

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 the student.

Behaviour (conduct) is not assessed in post-secondary schools.

External assessment

Like students/graduates from other vocational schools, post-secondary school students and graduates can take exams confirming vocational qualifications.

Detailed information on arrangements for such examinations are available in the section on ‘Assessment in vocational upper secondary education’ / External assessment.


Progression of pupils/students

In post-secondary schools, the promotion of students takes place at the end of each semester. Student are promoted to the next semester if they have received end-of semester marks higher than unsatisfactory. Students who have been given one "unsatisfactory" (1) mark can take a “resit” exam in this subject. A student who has failed the exam is not promoted and has to repeat a semester.

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 only once during the entire education cycle in a post-secondary school.

If a student has not attended more than 50% of compulsory classes for reasons beyond his/her control and thus there is no basis for assessing his/her performance in compulsory classes, he/she can take a so-called qualifying exam on the agreed date.


Certification

Students finish the school if they have been given marks that are higher than “unsatisfactory” as a result of the final assessment which includes marks for compulsory classes received in individual semesters. Students finish the school "with distinction" if their final average mark for compulsory classes is at least 4.75.

Graduates from post-secondary schools are awarded a school leaving certificate. Those who have finished the school "with distinction" receive a school leaving certificate with distinction.

On passing a vocational exam for a given (single) qualification, a student/adult learner receives a certificate issued by the Regional Examination Board. After passing exams for all the qualifications required for a given occupation, he/she receives a diploma confirming all qualifications necessary for this occupation.

At the holder's request, the vocational qualification diploma can be issued together with an Europass document: a diploma supplement based on a description of the holder's qualifications or description of the occupation as given in the core curriculum for the occupation. The document defines the scope of competences of the holder, makes it easier to understand the contents of the diploma, describes the skills and qualifications of the diploma holder, and is closely linked to a given occupation (all diploma holders receive the same supplement). The document has the same structure as in all other EU countries. Diplomas and diploma supplements are issued by the Regional Examination Boards.