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Portugal:Assessment in Single Structure Education

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Overview Portugal

Contents

Portugal:Political, Social and Economic Background and Trends

Portugal:Historical Development

Portugal:Main Executive and Legislative Bodies

Portugal:Population: Demographic Situation, Languages and Religions

Portugal:Political and Economic Situation

Portugal:Organisation and Governance

Portugal:Fundamental Principles and National Policies

Portugal:Lifelong Learning Strategy

Portugal:Organisation of the Education System and of its Structure

Portugal:Organisation of Private Education

Portugal:National Qualifications Framework

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

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

Portugal:Statistics on Organisation and Governance

Portugal:Funding in Education

Portugal:Early Childhood and School Education Funding

Portugal:Higher Education Funding

Portugal:Adult Education and Training Funding

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

Portugal:Main Types of Provision

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 Assessment 

Assessment is part of educational practice, enabling a systematic collection of information essential for making appropriate decisions to improve the quality of student learning.

In basic education, evaluation is organised into three different modalities:

  • Diagnostic – carried out at the beginning of each school year, formulating strategies for differentiated teaching, for overcoming students’ problems, for facilitating school integration and supporting school and vocational guidance; national diagnostic exams are mandatory on the 2nd (1st cycle), 5th (2ndcycle) and 8th (3rd cycle) grades (Regulatory Dispatch no. 1-F/2016, 5th April and Regulatory Dispatch no. 1-G/2016, 6th April) with the goal of assessing the student’s knowledges and act accordingly in a timely manner to improve the learning process;
  • Formative – continuous and systematic, it employs a variety of information collection mechanisms suitable for the variety of learning and the circumstances in which it occurs, allowing the teacher, student, parent/guardian and other people or bodies legally entitled to obtain information on learning, in order to adjust processes and strategies;
  • Summative – consists of an overall assessment of students’ learning, for the purposes of classification and certification, including:
    • the internal summative assessment at the end of every term is the responsibility of teachers and school academic management and administrative bodies;
    • external summative assessment, which is the responsibility of the respective Ministry of Education services and bodies. This involves final exams in 9th year, which are based on the content defined in the syllabuses and adhere to the curriculum standards of 3rd cycle, in the subjects of Portuguese and Mathematics and, in the case of Portuguese as a Non-Native Language (PNNL), regarding the content defined in the PNNL Syllabus guidelines.


Still regarding the diagnostic exams, the following exams apply:

  • Portuguese with an Environment Studies component (2nd year);
  • Mathematics with an Environment Studies component (2nd year);
  • Portuguese (5th and 8th years);
  • Mathematics (5th and 8th years).

In the 1st, 2nd and 3rd years, the information resulting from internal summative assessment in the three terms is presented in descriptive form in all compulsory components of the curriculum. In the 4th year, internal summative assessment in the three terms is presented on a scale of 1 to 5 in Portuguese and Mathematics.

In the 2ndand 3rd cycles, all the information resulting from summative evaluation is presented on a scale of 1 to 5 in all subjects, in which 1 is the lowest grade and 5 the highest and 3 is the minimum grade to pass.

Until the beginning of the academic year, the school’s Pedagogical Council defines the assessment criteria for each cycle and school year via proposals from different subject departments, in accordance with the curricular documents of the Ministry of Education.

The internal summative assessment is made at the end of each teaching period and is the responsibility of the teachers and management bodies of the school, with special responsibility for the titular teacher of the class in the 1st cycle and of the teachers that integrate the Class Council in the 2nd and 3rdcycles.

End of cycle exams in the 9th year of Basic Education aim to assess and examine the learning of students of this educational cycle.

At different times during a student’s school life, and whenever students demonstrate learning difficulties in any subject, the different types of assessment facilitate the definition of strategies and decision-making.

The measures outlined, include the drafting of pedagogical monitoring plan, consolidation of study support or the relatively homogenous groups.


Progression of Pupils

According to the legislation in force, Basic Education students progress according to their level of achievement in relation to the particular knowledge and abilities foreseen in the syllabuses and curriculum documents.

In the 1st year, no student is retained, except when they have exceeded the number of unjustified absences permitted.

In the 2nd and 3rd year, students are only retained under the following circumstances: when the student has exceeded the limit of absences or when the form tutor decides, in conjunction with the teaching council and after pedagogical monitoring, that it is in the student’s best interests.

At the end of the 1st cycle, students do not progress and obtain a not-approved grade if they have obtained a grade lower than 3 in Portuguese (or Portuguese as a Non Native Language – PNNL) and Mathematics and, simultaneously, are graded as Unsatisfactory in other subjects.

At the end of the 2nd and 3rd cycles, students don’t progress to the next cycle when they receive results under 3 in Portuguese (or PNNL) and Mathematics or in three or more subjects. The criteria for passing in intermediate years (the years within a given cycle) are decided by the individual schools.

Retention in a given year in Basic Education means that the student will have to repeat every subject within the curriculum of the respective school year.

When students are in risk of retention the titular teacher of the 1st cycle and the Class Council of the 2nd and 3rd cycles implement an action plan with strategies to support learners’ progress and prevent retention.

Schools must ensure parental or legal guardian involvement in the learning assessment of their children. The conditions of this involvement are defined by each school.

In situations of repeated school failure retention, it is the schools’ responsibility, via guidance and psychology services, to help students readjust their school path and choose alternative educational provision, such as alternative curriculum paths and vocational courses.

In situations when students demonstrate exceptional learning abilities and the appropriate degree of maturity they can progress more quickly, as they can complete the 1st cycle at the age of 9 and/or they can progress sooner to another year, on one occasion during the 2nd or 3rd cycles (Regulatory Dispatch no. 1-F/2016, 5th April).


Certification

Students who successfully complete year 9 are awarded a basic education diploma.

At the request of interested parties, certificates of the qualification acquired, discriminating subjects completed and results of the evaluation can be issued.

Certification is the responsibility of the school board bodies.