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Portugal:Assessment in Vocational Upper Secondary Education

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Overview Portugal

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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

 

Professional Courses 

Assessment on Vocational Courses focusses on the knowledge and capacities to be acquired and developed within all subjects, on training within a work context and on the knowledge, abilities and attitudes identified in the professional profile regarding the respective qualification.

This process includes diagnostic assessment that allows the definition and adjustment of processes and strategies, formative assessment that is continuous and systematic that allows the adoption of pedagogical measures that are suitable for student profiles and for learning to be undertaken, and summative assessment, whether external or internal, whose main objectives are the classification and certification of learning.

Internal summative assessment takes place at the end of each module of each subject, which is published in list form, only occurs when the student achieves a minimum of 10 and after the completion of a set of modules for each subject, in the class council meeting. The summative assessment of each module is the responsibility of the teacher and occurs at times agreed between the teacher and students, taking into account performance and rates of learning. The student can also request the assessment of module not taken, under conditions stipulated by the relevant school bodies.

Internal summative assessment is marked on a scale of 0 to 20 and focusses on subjects, training within a work context, including, at the end of last year's training cycle, a Professional Aptitude Test (PAT). The PAT involves presenting and defending before a jury that includes people from the school and the business world a project that leads to a product, material or intellectual, an activity or performance, depending on the nature of the different courses; it also involves the respective final report and critical assessment that demonstrates the vocational knowledge and skills acquired during the training and which is key to the professional future of the student.

 

Education and Training Courses

Assessment in the ETCs is continuous and regulating, providing a readjustment of the teaching-learning process and the stipulation of a recovery plan that allows students/trainees to acquire study and work methods that facilitate the development of attitudes and capacities that favour great learning autonomy.

Assessment meetings, as well as the respective records, take place in every training year at three sequential times which coincide with the established assessment periods.

 

Apprenticeship Courses

Assessment is an integral part of training and is regulatory, while being on-going and educational.

Formative assessments is continuous, readjusting the teaching and learning process and establishing a recovery plan that allows students to learn study and work methods and which facilitates attitudes and capacities that encourage greater autonomy in learning.

Summative assessment verifies the trainees’ learning and is marked on a scale of 0 to 20.

 

Specialised Artistic Education Courses

On upper Secondary SAE courses, evaluation is summative and internal, involving a global learning evaluation by learners which aims to classify and certify. It is formalised in class council meetings at the end of each semester and a grade is given on a scale of 0 to 20.

Courses in the areas of Dance and Music may also include overall tests in the scientific and technical- artistic training components.

In the 12th year, an Artistic Aptitude Test (AAT) is obligatory. The project defended in the AAT focuses on issues and problems presented by the learner and, where possible, within the work context, guided and monitored by one or more teachers. Given the nature of the project, this can be done as a team, providing the specific individual contribution of each of the respective members is clearly visible in all stages.

For courses in the areas of Dance and Music, the project presented for the AAT should be created within the subject of the scientific and/or technical-artistic components according to the specific course taken.

Learners who successfully complete primary level courses in Dance, Music or Gregorian Chant are entitled to a diploma and a certificate, which confer a level 2 qualification in the National Qualifications Framework (NQF).

Upper-secondary level courses in Specialised Artistic Education, in the fields of Visual and Audio-visual Arts and Dance, which are geared towards a dual perspective of further education and integration into the employment market, confer upper-secondary level education and vocational certification, which corresponds to the level 4 of NQF qualifications. In relation to SAE courses in music that are geared to further study, these confer upper-secondary level certification, which corresponds to a level 3 NQF qualification.

Learners who successfully complete SAE courses at upper-secondary level are entitled to:

  • A diploma attesting to the completion of upper-secondary education, which specifies the course completed, the respective final grade, competence level, and vocational certification obtained;
  • A certificate that outlines the subjects of the curriculum, the project presented at the AAT, the specialisation attended, the training in a work context and the respective final scores.

 

Vocational Courses

These courses boast a pedagogic team that monitors students. The team is made up of the course coordinator, the class tutor, the teachers/trainers of the different components, the people responsible for the courses taught by the different institutions and a professional responsible for school and vocational guidance, whenever possible.

Assessment focusses on the theoretical and practical knowledge and technical skills acquired and developed in subjects of each of the training components and the internship work plan, as well as on the knowledge, skills and attitudes identified in the professional profile associated with the respective qualification.

Internal summative assessment takes place at the end of each subject or short-term training course module, after the completion of a set of modules of each discipline and short-term training course. This assessment also focusses on the internship and is graded on a scale of 0 to 20.

 

Progression of Pupils/Students

 

Professional Courses 

Passing each subject depends on obtaining of a mark equal to or higher than 10 in each of the respective modules. Passing the work-context training and the PAP is dependent on obtaining a grade equal to or higher than 10 in each.

Successful completion of a Vocational Course is obtained by passing all subjects, the work-context training and the PAT, entitling the student to a secondary school diploma and a qualifications certificate, both indicating the level 4 qualification of the National Qualifications Framework (QNQ).

External summative assessment for the purposes of further study involves examinations in Portuguese from the general training part of scientific-humanities courses component, a three-year subject from the specific training component, chosen from among those that make up the curriculum of various scientific-humanities courses and a two-year subject from the specific training component, chosen from among those that make up the curriculum of various scientific-humanities courses.

 

Education and Training Courses

On type 4, 5, 6, 7 and complementary training courses, assessment is done for each subject or area and by training component and marked on a scale of 0 to 20.

The final assessment task (FAT) takes the form of a vocational performance task and consists of undertaking one or more practical jobs before a jury, based on the activities of the envisaged skills profile, where the most important skills and knowledge are assessed. The FAT normally lasts as long as the length of a day’s internship. Whenever the nature of the skills profile justifies it, this can be extended to a maximum of thirty-five hours.

 

Apprenticeship Courses

A trainee’s progress throughout the training cycle depends on them gaining a minimum score of 10 in the summative assessment and at the end of each training period in all training components.

The final assessment task (FAT) tests vocational performance and consists of one or more practical tasks before a jury based on the activities of the skills profile envisaged, where the core skills that meet the training frameworks are assessed.

 

Specialised Artistic Education Courses

Progress in terms of the vocational component is unrelated to progress in terms of the school year.

Successful completion of subjects in the vocational training component are not considered in relation to retention during general primary education or end of cycle exams in the 6th and 9th year of schooling.

The fact that a learner is retained in any abovementioned year of schooling does not prevent them from progressing in the vocational training component.

 

Vocational Courses

Passing each subject depends on obtaining a minimum grade of 10 in each of the respective modules and each short-term course in the vocational training component. Passing the internship is also dependent on obtaining a grade equal to or higher than 10.

 

Certification

 

Professional Courses

With the successful completion of a Vocational Course, the learner completes upper-secondary education and receives professional certification, conferring a level 4 NQF qualification.

 

Education and Training Courses

The ETC confer the following certification:

Training Path (Type)

School and Vocational Certification

Type 4

Vocational certification (accessible for those with the level 2 qualification of the NQF)

Complementary Training Course

Certificate of access to Type 5

Type 5

Upper-secondary education and vocational certification that confers the level 4 qualification of the NQF

Type 6

Upper-secondary education and vocational certification that confers the level 4 qualification of the NQF

Type 7

Vocational certification which, in conjunction with the upper-secondary education completed, confers the level 4 qualification of the NQF

When a student/trainee only passes certain subjects or training complements but not enough to complete the course, they can request the certification of those they passed, which they will not have to repeat in order to successfully complete the course.

 

Apprenticeship Courses

Successful completion of an Apprenticeship Course confers upper-secondary education certification and vocational certification, which corresponds to level 4 of the NQF. Trainees receive a diploma and a qualifications certificate, as well as the record of skills acquired by the trainee in the individual skills portfolio. 

Successful completion of only one or two training units, areas or components, which does not lead to the completion of an Apprenticeship Course, means that a qualifications certificate can be issued, in addition to the recording of skills acquired by the trainee in the individual skills portfolio.

 

Specialised Artistic Education Courses

Learners who successfully complete primary level courses in Dance, Music or Gregorian Chant are entitled to a diploma and a certificate, which confer a level 2 qualification in the National Qualifications Framework (QNQ).

Upper-secondary level courses in Specialised Artistic Education, in the fields of Visual and Audio-visual Arts and Dance, which are geared towards a dual perspective of further education and integration into the employment market, confer upper-secondary level education and vocational certification, which corresponds to the level 4 of NQF qualifications. In relation to SAE courses in music that are geared to further study, these confer upper-secondary level certification, which corresponds to a level 3 NQF qualification.

Learners who successfully complete SAE courses at upper-secondary level are entitled to:

  • A diploma attesting to the completion of upper-secondary education, which specifies the course completed, the respective final grade, competence level, and vocational certification obtained;
  • A certificate that outlines the subjects of the curriculum, the project presented at the AAT, and the respective final results, and, when applicable, specialization or attended variant and training in a work context.

 

Vocational Courses

The successful completion of these courses means that students receive upper-secondary education level diploma and a qualifications certificate, both indicating National Qualifications Framework level 4.

External summative assessment for the purposes of further study, like vocational courses, involves examinations in Portuguese from the general training part of scientific-humanities courses component, a three-year subject from the specific training component, chosen from among those that make up the curriculum of various scientific-humanities courses and a two-year subject from the specific training component, chosen from among those that make up the curriculum of various Scientific-Humanities Courses.