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Poland:Assessment in Vocational Upper Secondary Education

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Poland:Political, Social and Economic Background and Trends

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Poland:Organisation of the Education System and of its Structure

Poland:Organisation of Private Education

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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

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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/students assessment

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

A modernized exam confirming vocational qualifications was introduced on 1 September 2012, in accordance with the Regulation of the Minister of National Education of 24 February 2012 amending the regulation on the conditions and rules for pupil assessment, eligibility for assessment, promotion and examinations and tests in public schools. Vocational exams in the new form were for the first time conducted in April 2013 for pupils and adult learners who had started vocational education and training after 1 September 2012. Currently, the arrangements for vocational examinations are laid down in the School Education Act (Articles 44zzzb to 44zzzu) and the Regulation of the Minister of National Education of 27 April 2015 on the detailed conditions and procedure for conducting an examination confirming qualifications for an occupation, adopted on the basis of Article 44zzzv.

Internal assessment

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

The 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 student 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 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 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. setting semester or end-of-year qualifying marks for compulsory and additional classes and end-of-year marks for behaviour according to the scale defined in the regulation;
  6. defining conditions and procedures for students wishing to improve their expected semester and end-of-year marks for compulsory and additional 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 marks, as well as semester 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 also 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 should not influence 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 mark given by the teacher is too low in their or their parents’ opinion.

External assessment/Summative assessment

Maturity exam

The maturity exam is carried out for graduates from general and technical upper secondary schools, as well as for graduates from specialized upper secondary schools and supplementary general and technical upper secondary schools (which no longer operate in the education system).


The arrangements for the maturity exam for the types of schools listed above are the same as for general upper secondary schools; see the section ‘Assessment in general upper secondary education’ / External assessment.

Examinations confirming vocational qualifications

Examinations confirming vocational qualifications are designed to assess the extent to which a pupil/learner has acquired the knowledge and skills required for a given qualification, as defined in the core curriculum for vocational education.

Vocational exams in the new form were for the first time conducted in April 2013 for pupils and adult learners who had started vocational education and training after 1 September 2012.

Each qualification for an occupation is understood as a set of expected learning outcomes distinguished within a given occupation. When these are achieved, this is confirmed by a certificate issued by the Regional Examination Board (Okregowa Komisja Egzaminacyjna).

Examinations are conducted for each qualification separately. This means that the number of examinations in an occupation depends on the number of qualifications distinguished within this occupation; in practice it is one, two or three qualifications per occupation. The Central Examination Board (Centralna Komisja Egzaminacyjna) has developed guidelines for each examination.

Examinations confirming vocational qualifications consist of two parts: a written part and a practical part. The written part takes between 45 and 90 minutes (the duration is defined separately for each occupation in the guidelines) and is carried out in the form of a test assessing knowledge and skills required for a qualification in a given occupation.

The practical part involves performing an examination task and is intended to assess practical skills needed for a qualification in a given occupation. It lasts between 120 and 240 minutes (the duration is defined separately for each occupation in the guidelines developed and published by the Central Examination Board).

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

Vocational examinations are taken by:

  • pupils of basic vocational schools and pupils of technical upper secondary schools, as well as students of post-secondary non-tertiary schools;
  • graduates from basic vocational schools, technical upper secondary schools and post-secondary non-tertiary schools;
  • persons who have completed a vocational qualification course;
  • adults who have completed practical vocational training for adults or apprentice training for adults, as referred to, respectively, in Articles 53c and 53d of the Act of 20 April 2004 on the Promotion of Employment and Labour Market Institutions (Journal of Law of 2015, item 149, with subsequent amendments), if the apprentice training programme covered the requirements defined in the core curriculum for vocational education;
  • persons who meet the requirements for admission to an external examination confirming qualifications in an occupation, as laid down in regulations based on Article 10 (5).

Both the written and the practical part of the vocational exam can take place either at school or vocational education centre, or at an employer’s organisation. To pass an exam, it is necessary to score:

  • at least 50% of the total number of points in the written part;
  • at least 75% of the total number of points in the practical part.

Progression of pupils/students

Students are promoted to a higher grade if they have 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 an exam in this subject. A student who has not passed such a "resit" exam has to repeat the same 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 upper secondary 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 schools with the public school status award standardised certificates (the layout of these documents and rules of filling them in are laid down in the relevant regulations).

Like in other types of upper vocational schools, vocational upper secondary school leavers receive a school leaving certificate. Those who have finished the school "with distinction" receive a school leaving certificate with distinction.

Graduates from technical upper secondary schools who have passed the maturity exam receive a maturity certificate. 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.

On passing a vocational exam for a given (single) qualification, a pupil/student/adult learner receives a certificate confirming a vocational qualification, issued by the Regional Examination Board. After passing exams for all the qualifications required for a given occupation and having completed the required level of education, 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 a given occupation. The document defines the scope of competences of the diploma 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 in a given country). The document has the same structure as in all other EU countries. Diplomas and diploma supplements are issued by the Regional Examination Boards.