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Portugal:Assessment in General Upper Secondary Education

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Portugal:Early Childhood Education and Care

Portugal:Organisation of Programmes for Children under 3 years

Portugal:Teaching and Learning in Programmes for Children under 3 years

Portugal:Assessment in Programmes for Children under 3 years

Portugal:Organisation of Programmes for Children over 3 years

Portugal:Teaching and Learning in Programmes for Children over 3 years

Portugal:Assessment in Programmes for Children over 3 years

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

Portugal:Single Structure Education (Integrated Primary and Lower Secondary Education)

Portugal:Organisation of Single Structure Education

Portugal:Teaching and Learning in Single Structure Education

Portugal:Assessment in Single Structure Education

Portugal:Organisational Variations and Alternative Structures in Single Structure Education

Portugal:Upper Secondary and Post-Secondary Non-Tertiary Education

Portugal:Organisation of General Upper Secondary Education

Portugal:Teaching and Learning in General Upper Secondary Education

Portugal:Assessment in General Upper Secondary Education

Portugal:Organisation of Vocational Upper Secondary Education

Portugal:Teaching and Learning in Vocational Upper Secondary Education

Portugal:Assessment in Vocational Upper Secondary Education

Portugal:Organisation of Post-Secondary Non-Tertiary Education

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

Portugal:Assessment in Post-Secondary Non-Tertiary Education

Portugal:Higher Education

Portugal:Types of Higher Education Institutions

Portugal:First Cycle Programmes

Portugal:Bachelor

Portugal:Short-Cycle Higher Education

Portugal:Second Cycle Programmes

Portugal:Programmes outside the Bachelor and Master Structure

Portugal:Third Cycle (PhD) Programmes

Portugal:Adult Education and Training

Portugal:Distribution of Responsibilities

Portugal:Developments and Current Policy Priorities

Portugal:Main Providers

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Portugal:Validation of Non-formal and Informal Learning

Portugal:Teachers and Education Staff

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

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

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

Portugal:Initial Education for Academic Staff in Higher Education

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

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

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

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

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

Portugal:Management and Other Education Staff

Portugal:Management Staff for Early Childhood and School Education

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

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

Portugal:Other Education Staff or Staff Working with Schools

Portugal:Management Staff for Higher Education

Portugal:Other Education Staff or Staff Working in Higher Education

Portugal:Management Staff Working in Adult Education and Training

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

Portugal:Quality Assurance

Portugal:Quality Assurance in Early Childhood and School Education

Portugal:Quality Assurance in Higher Education

Portugal:Quality Assurance in Adult Education and Training

Portugal:Educational Support and Guidance

Portugal:Special Education Needs Provision within Mainstream Education

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

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

Portugal:Guidance and Counselling in Early Childhood and School Education

Portugal:Support Measures for Learners in Higher Education

Portugal:Guidance and Counselling in Higher Education

Portugal:Support Measures for Learners in Adult Education and Training

Portugal:Guidance and Counselling in a Lifelong Learning Approach

Portugal:Mobility and Internationalisation

Portugal:Mobility in Early Childhood and School Education

Portugal:Mobility in Higher Education

Portugal:Mobility in Adult Education and Training

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

Portugal:Other Dimensions of Internationalisation in Higher Education

Portugal:Other Dimensions of Internationalisation in Adult Education and Training

Portugal:Bilateral Agreements and Worldwide Cooperation

Portugal:Ongoing Reforms and Policy Developments

Portugal:National Reforms in Early Childhood Education and Care

Portugal:National Reforms in School Education

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

Portugal:National Reforms in Higher Education

Portugal:National Reforms related to Transversal Skills and Employability

Portugal:European Perspective

Portugal:Legislation

Portugal:Institutions

Portugal:Glossary

Pupil/Students Assessment

In upper Secondary Education, assessment is organized into three different forms:

  • Diagnostic - aimed at facilitating the integration of the student and support vocational guidance as well as readjustment of strategies;
  • Formative – continuous and systematic, by using various instruments to collect information, adequate to the diversity of the teaching and learning process, acting as a regulator of the process, helping teachers and students to identify and overcome difficulties, to plan and to take decisions;
  • Summative – this deals primarily with classification and certification and is graded on a scale of 0-20. It can be internal, on the teachers and school responsibility, or external, in a set of subjects of years 11 and 12, done on a national level and carried out by the central services of the Ministry of Education. It is intended to guarantee credibility and objectivity.

At the beginning of the school year, the pedagogical body, in line with guidelines laid down in the national curriculum, defines the assessment criteria for each subject and year of schooling, as proposed by the curricular departments in upper secondary education.

Internal summative assessment is the responsibility of the class council after the contributions of the different subject teachers. Students are internally assessed at the end of each term and each school year.

Teachers are also responsible for using specific techniques and different tools to assess their students, in accordance with the methodology guidelines of the syllabuses and the characteristics of the students (e.g., written tests, experimental work, projects, portfolios, research, etc.).

To successfully complete upper-secondary education, students must pass all subjects covered in the study programme of the course they attended, with a minimum score of 10.

To complete upper-secondary education, students of Scientific Humanistic Courses must sit national exams in four subjects: Portuguese, in their three-year subject and in two of their two-year subjects that are part of specific training component of each course.

Currently, there is also the possibility of sitting a national exam in Philosophy, which is optional, and allows you to substitute one of the two-year subjects of specific training component.

The final secondary national exams also serve as entrance exams to higher education.

 

Progression of Pupils/Students

Internal summative assessment, which is the responsibility of teachers and the school’s pedagogic bodies, leads to decisions on grades, on whether the student passes a particular subject, on progression in continuing subjects, transition to the following school year, enrolment and the successful completion of upper-secondary education. 

Students remain in the same year and/or stage if they have grades below 10 (in a scale of 1 to 20) in more than two subjects, which will have to be repeated. Moreover, they can also improve their grades in the rest of the subjects.

Parents or legal guardians are not consulted during the decision-making process, but they may lodge an appeal if they object to the decision to make their child repeat the year. In addition to this, and under certain exceptional conditions, they may also ask the school that the child repeats the year.

 

Certification

Students complete upper-secondary education if they have passed in every subject of the respective study programme. 

Course completion is certified via the award of:

  • A diploma that indicates completion of upper-secondary education and concluded course and respective final grade, as well as the level of qualification according to the National Qualifications Framework (NQF) and the European Qualifications Framework (EQF);
  • a certificate that indicates the level of qualification, identifies the subjects and respective final grades, as well as the exam grades obtained in the respective subjects and the level of qualification according to the National Qualifications Framework (NQF) and the European Qualifications Framework (EQF).

The completion of an upper Secondary course is proven by the issue of the respective diploma and certificate. The issue of diplomas and certificates is the responsibility of school cluster or non-cluster school administration and management bodies.

Qualification levels are defined in the National Qualifications Framework, under the terms of the Ordinance no. 782/2009, 23rd July, linked to the European Qualifications Framework, of the European Parliament and Council Recommendation, 23 April, 2008 (OJ, no. C 111, 6th May, 2008).