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Slovakia:Assessment in Single Structure Education

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Overview Slovakia

Contents

Slovakia:Political, Social and Economic Background and Trends

Slovakia:Historical Development

Slovakia:Main Executive and Legislative Bodies

Slovakia:Population: Demographic Situation, Languages and Religions

Slovakia:Political and Economic Situation

Slovakia:Organisation and Governance

Slovakia:Fundamental Principles and National Policies

Slovakia:Lifelong Learning Strategy

Slovakia:Organisation of the Education System and of its Structure

Slovakia:Organisation of Private Education

Slovakia:National Qualifications Framework

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

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

Slovakia:Statistics on Organisation and Governance

Slovakia:Funding in Education

Slovakia:Early Childhood and School Education Funding

Slovakia:Higher Education Funding

Slovakia:Adult Education and Training Funding

Slovakia:Early Childhood Education and Care

Slovakia:Organisation of Programmes for Children under 2-3 years

Slovakia:Teaching and Learning in Programmes for Children under 2-3 years

Slovakia:Assessment in Programmes for Children under 2-3 years

Slovakia:Organisation of Programmes for Children over 2-3 years

Slovakia:Teaching and Learning in Programmes for Children over 2-3 years

Slovakia:Assessment in Programmes for Children over 2-3 years

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

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

Slovakia:Organisation of Single Structure Education

Slovakia:Teaching and Learning in Single Structure Education

Slovakia:Assessment in Single Structure Education

Slovakia:Organisational Variations and Alternative Structures in Single Structure Education

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

Slovakia:Organisation of Upper Secondary Education

Slovakia:Teaching and Learning in Upper Secondary Education

Slovakia:Assessment in Upper Secondary Education

Slovakia:Organisation of Vocational and Technical Upper Secondary Education

Slovakia:Teaching and Learning in Vocational and Technical Upper Secondary Education

Slovakia:Assessment in Vocational and Technical Upper Secondary Education

Slovakia:Organisation of Post-Secondary Non-Tertiary Education

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

Slovakia:Assessment in Post-Secondary Non-Tertiary Education

Slovakia:Higher Education

Slovakia:Types of Higher Education Institutions

Slovakia:First Cycle Programmes

Slovakia:Bachelor

Slovakia:Short-Cycle Higher Education

Slovakia:Second Cycle Programmes

Slovakia:Programmes outside the Bachelor and Master Structure

Slovakia:Third Cycle (PhD) Programmes

Slovakia:Adult Education and Training

Slovakia:Distribution of Responsibilities

Slovakia:Developments and Current Policy Priorities

Slovakia:Main Providers

Slovakia:Main Types of Provision

Slovakia:Validation of Non-formal and Informal Learning

Slovakia:Teachers and Education Staff

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

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

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

Slovakia:Initial Education for Academic Staff in Higher Education

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

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

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

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

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

Slovakia:Management and Other Education Staff

Slovakia:Management Staff for Early Childhood and School Education

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

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

Slovakia:Other Education Staff or Staff Working with Schools

Slovakia:Management Staff for Higher Education

Slovakia:Other Education Staff or Staff Working in Higher Education

Slovakia:Management Staff Working in Adult Education and Training

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

Slovakia:Quality Assurance

Slovakia:Quality Assurance in Early Childhood and School Education

Slovakia:Quality Assurance in Higher Education

Slovakia:Quality Assurance in Adult Education and Training

Slovakia:Educational Support and Guidance

Slovakia:Special Education Needs Provision within Mainstream Education

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

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

Slovakia:Guidance and Counselling in Early Childhood and School Education

Slovakia:Support Measures for Learners in Higher Education

Slovakia:Guidance and Counselling in Higher Education

Slovakia:Support Measures for Learners in Adult Education and Training

Slovakia:Guidance and Counselling in a Lifelong Learning Approach

Slovakia:Mobility and Internationalisation

Slovakia:Mobility in Early Childhood and School Education

Slovakia:Mobility in Higher Education

Slovakia:Mobility in Adult Education and Training

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

Slovakia:Other Dimensions of Internationalisation in Higher Education

Slovakia:Other Dimensions of Internationalisation in Adult Education and Training

Slovakia:Bilateral Agreements and Worldwide Cooperation

Slovakia:Ongoing Reforms and Policy Developments

Slovakia:National Reforms in Early Childhood Education and Care

Slovakia:National Reforms in School Education

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

Slovakia:National Reforms in Higher Education

Slovakia:National Reforms related to Transversal Skills and Employability

Slovakia:European Perspective

Slovakia:Legislation

Slovakia:Institutions

Slovakia:Glossary

Pupil Assessment

Evaluation and marking may be formative and summative, which may be expressed by 

  • either marking scale, 
  • in words or 
  • in combination of both. 

The knowledge may be evaluated by oral assessment which is completed by oral commentary on certificates. Formative evaluation is used to evaluate partial outcomes and performance of the pupil, and it has mainly a motivational character. The final evaluation in individual subjects usually takes place at the end of the first and second terms of the school year to give the most objective evaluation of the pupil’s knowledge in a particular subject and behaviour. 

Marking is one of the forms of assessment; its outcomes are expressed in a five-grade scale. Verbal assessment is determined by four-point marking scale and supplemented by verbal qualitative comments by the teacher. 

Only the pupils who passed the examination, can progress to upper grade. 

The teacher obtains the information for pupil evaluation and marking mainly through  monitoring pupil’s  performance and preparedness for lessons, by means of various kinds of examinations (written, oral, graphic, practical, physical skills), the analysis of different activities of the pupil and through interviews with the pupil and his/her guardian. 

The pupil of primary school has to take exams in individual subjects, in oral and written form or practically at least twice in a term. The teacher is obliged to keep a record of pupils’ marks. 

Marking on certificate is used to assess the pupil’s academic performance in individual subjects as follows:

  • 1 - excellent,
  • 2 - laudable,
  • 3 - good,
  • 4 - satisfactory,
  • 5 - fail.

The pupil’s behaviour is assessed using the following ranks:

  • 1 - very good,
  • 2 - satisfactory,
  • 3 - less satisfactory,
  • 4 - dissatisfactory.

A pupil fails when he/she achieves bad results ("he/she failed") in any of compulsory subjects even after the re-examination. The grades are also repeated by those who could not be marked for serious impartial reasons, such as health reasons or longer stay abroad.

The pupil who is educated according to international programmes, is evaluated according to the rules of assessment set by these programmes.

The evaluation and marking of pupils with special education needs in mainstream primary school are regulated by methodical guides. The general principles are: in Grades 2-4, with incorporated pupils it is recommended to carry out formative as well as summative verbal evaluation in all subjects. In Grades 5-9 the combined evaluation is recommended. At evaluation of educational results the teacher takes into account the psychical and physical health state of the pupil, the kind and extent of his/her disorder, if it has an effect on the level and results of the pupil’s work in the respective subject. The teacher evaluates the pupils’ achievements impartially and adequately to the demands of the subject matter, considering his/her efforts, conscientiousness, individual abilities, interests and preconditions of the further education after completing the compulsory schooling. At evaluation of pupil’s study results the stress is laid on his individual skills which are a basis of his working and social integration.

The legislature defines the framework of rules of pupils’ conduct in and outside school; specific requirements are set by each school in its school rules. The code of conduct is defined by the Decree on primary schools, according to which pupils must be clean and appropriately and neatly clothed without eccentricities. School rules are issued by headteachers after discussion with school authorities and the pedagogical council. The rules are binding for all pupils.

The pupil may be awarded an esteem or reward for model behaviour or exemplary fulfilment of his duties or a deed. In case the pupil contravenes the school rules, he may be reproached or punished by the master teacher or headteacher or expelled from the school. In case that the pupil threatens by this behaviour or aggressiveness the safety and health of other pupils, or he interferes the education and training and even prevents them, the head of school, apart from special educational establishment, may use protective measure consisting in immediate expulsion of the pupil from the class under the care of an educational employee. The protective measure serves for pupil’s pacification. The head of school or school facility will prepare a written report on the reasons and course of the protective measure.

The children of asylum seekers attending the primary schools are not evaluated by marks in the initial 2-3 months, they are given verbal evaluation only, taking account of their incorporation. At the end of the school year they obtain verbal evaluation combined with evaluation by marks. There is no fixed model of evaluation. The problem has not been solved yet.

There are provided international measurements of education results took place in mathematics, science subjects (study TIMSS), PISA oriented at reading, math and science literacy, PIRLS oriented at comprehensive reading and SITES oriented at information-communication technologies.


Assessment and Marking at the First Stage of Primary School

Pupil’s achievement in individual subjects of the zero grade, preparatory grade, and 1-4th primary school grades can be expressed verbally in the following levels:

  • achieved very good results, 
  • achieved good results, 
  • achieved satisfactory results,
  • achieved unsatisfactory results.

The assessment of pupil is realized according to the level of achieved results by

  • oral assessment,
  • marking,
  • completed/not  completed,
  • combination of marking and oral assessment,
  • certificates for  0, 1st – 4th grades may contain a part with verbal commentary for each semester.

The final evaluation takes place at the end of the first semester when the teacher makes the teaching staff familiar with the overall level of pupils’ knowledge and skills with a special regard to pupils whose outcomes are insufficient. The subjects which are not marked, are designated in the school educational programme. Final evaluation of pupils in individual subjects of the grade zero  and the 1st grade are evaluated verbally – passed/ not passed. Final evaluation of the pupil of the 2nd to 4th grades is expressed verbally in the following levels:

  • passed with distinction,
  • passed with merit,
  • passed,
  • not passed.

The assessment may by oral up to grade 4.

A higher percentage of schools in Slovakia use for the first stage of primary school the marking scale from 1 to 5, similarly as in grades 5 to 9.

The results of pupils with developmental disorders or pupil with health impairment are evaluated and marked with respect to the disorder and impairment of the pupil.

Pupil failed if he/she achieved the grade “unsatisfactory” in one of the compulsory subjects even after re-sit;  if in oral assessment in one of the compulsory subjects he/she was assessed  as “ he/she achieved unsatisfactory results” even after re-sit.

In November, Testing of 5th grade pupils of primary schools (Testovanie 5-2015 or T5-2015) taking  place in all primary schools in the following subjects: the Slovak language and literature, the Hungarian language and literature, and Mathematics. The testing serves as the entrance evaluation of pupils’ knowledge and skills at the beginning of the ISCED 2 level. It will give schools feedback on how they prepared their pupils for the transition from ISCED 1 to ISCED 2 level of education. At the same time, it will serve as an input for ISCED 2 teachers for improving pupils’ education and teaching quality. Also, it will monitor the knowledge and skills of pupils leaving ISCED 1 level nationwide.

The preparation and methodological management of testing is the responsibility of the National Institute of Certified Measurements. The organisation is the responsibility of the headteacher and the objectivity check is performed by the State school inspection employees.

Assessment and Marking at the Second Stage of Primary School

Marking is required in the following subjects determined by the framework teaching plan, but the schools may themselves decide according to  Education Act, which subjects will not be marked.

In case the pupil is not assessed (marked) in a subject, instead of using scale grades there is a word “passed/ not passed” indicated on his/her certificate and in catalogue list.  After discussions with the pedagogical board the headteacher can decide that the following subjects be evaluated as attended/no attended, or when marking  compulsory subjects. The final evaluation of the pupil of the 2nd to 9th grades is expressed as follows

  • passed with, distinction
  • passed, with merit
  • passed,
  • failed/ not passed.

The pupil fails if he/she is assessed as "not passed” in one compulsory subject at least, even after re-examination. The date of re-sit is set by the headteacher so as the re-sits take place by 31st August at the latest.

The all-Slovak testing of pupils attending Grade 9 of primary schools (except for those with mental deficiencies) named Testing 9 will take place   in the subjects of mathematics, Slovak language and literature, Hungarian language and literature, Ukrainian language and literature, Slovak language and Slovak literature.

External testing of pupils attending grade 9 of primary school is carried out:

  • with the purpose of all-Slovak identification of the level of educational results of primary school pupils in individual subjects,
  • according to educational standards of the State educational programme following its  content component and performance component. The respective grade and subjects in which the external testing is to be held, will be defined by the Ministry of Education, Science, Research and Sports of the SR for each school year, 
  • annually on the same day in all primary schools with the respective grade. The organisation provision of external testing falls within the competence of the headteacher.

Taking part in the external testing are all pupils of primary school of the respective grade in which it is held, including the pupils with special education needs, except for pupils educated according to educational programmes for pupils with mental disorder.

The pupils with special education needs are adequately adjusted the conditions for performing the external testing.

In case that the pupil of grade 9 primary school does not take part in external testing in due time,  for objective reason, the headteacher of the primary school shall ask, after agreement with the legal guardian of the pupil, the National Institute for Certified Educational Measurements for an alternate date of external testing. The alternate date on which the external testing will be held, must be set in such a way as to suit the pupil for submission of the results achieved at the testing to the headteacher of the secondary school he has applied for, no later than five working days before the date of admission examinations at the school.
The methodical and organisational guidance of Testing 9 lies within the competence of National Institute for Certified Educational Measurements.


Assessment of Pupils of Basic School of Art

The Ministry of Education, Science, Research and Sport of SR has issued for assessment and marking of pupils of basic schools of art. The Methodical Guide sets down the principles of assessment and marking, criteria for scale grades of marking in different branches of art, and modifies procedure at:

  • summative marking of pupils,
  • complex evaluation of pupils,
  • re-sits,
  • progression pupil to next grade,
  • exams set by examination board,
  • issue of certificates.

Assessment of pupils takes place continuously, within the framework of individual compulsory subjects and optional subjects and in the form of a summative marking.

The pupil’s results in individual subjects are marked by ranks

  • 1st rank – excellent,
  • 2nd rank – laudable,
  • 3rd rank – satisfactory,
  • 4th rank – unsatisfactory.

The final assessment of the pupil at the end of the first half-a-year and second half-a-year is expressed by ranks

  • he/she passed with honours,
  • he/she passed and he/she failed.

The pupil who passed with honours being assessed in mayor subject by rank 1- excellent, cannot be marked by lower rank than 2- laudable and his mean achievement in compulsory subjects is not under 1,5. The pupil passed if no of the compulsory subjects is marked by rank unsatisfactory.

The pupil fails in case he receives rank 4 – unsatisfactory in a compulsory subject even after re-sit.  Preparatory study is evaluated verbally on the form approved by the ministry of education.  

Appraisals and other rewards are granted by headteacher for an exceptional manifestation of activity, initiative or success for long-year representation of the school, etc., in an oral or written form based on a proposal of form teacher and having consulted it at the art or pedagogical boards. On the other hand, for serious or repeated transgression against the school order the headteacher takes a measure in the form of admonition or reproach, up to premature termination of the pupils’ studies.

The pupil’s behaviour is not individually assessed.

Progression of Pupils

After a successful completion of the respective grade the pupils of primary school are transferred to the next grade. A pupil who fails while fulfilling compulsory school attendance can usually repeat a grade once. A grade is also repeated by the pupil who was not assessed for serious, usually health reasons, nor after a substitute date.

If it is not possible to assess a pupil at the end of the first term for serious objective reasons, the headteacher sets up a substitute date for assessment so that the pupil can be assessed within two months after the end of the first term at the latest. If it is impossible to assess the pupil at the substitute date, the pupil is not assessed for the first term.

Pupils of grades 1 - 9 who are assessed as "he/she failed" in two compulsory subjects at most at the end of the second term, can have examination re-sit on the basis of the headteacher's decision. These are held in the last week of summer holidays at the date set up by the headteacher. If a pupil cannot be present at the examination re-sits for serious reasons, the headteacher allows him to take the exams by 15 September at the latest; until then the pupil conditionally pursues the courses of the next grade. A pupil is allowed to take only one examination re-sit a day. Unsuccessful pupil has to repeat the respective grade.

After completing grade 5 or 6 of  primary school the gifted pupils are offered the possibility to continue 8-year study in gymnasium or at 8-year conservatoire.
An exceptionally gifted pupil can be moved up to a higher grade by the headteacher without completing the preceding grade on the basis of decision by the examination commission, school physician, and educational and psychological consulting. A pupil can be moved up to a higher grade only with the consent of his guardian.


Certification

At the end of the first semester a school issues upon request records of verbal evaluation or classification of study results and behaviour for the 1st semester.

At the end of the school year it issues the certificate in which are all results from both the first and second semesters.

The certificates are issued on forms approved by the Ministry of Education, Science, Research and Sport of the Slovak Republic Decree No. 326/2008 of Law Code on the kinds and requisites of certificates, including ways of evidence defining in taxative itemized way what it should contain (State emblem, name of school, grade, school year, personal data on the pupil, summative assessment of pupil, date and place of issue, official stamp with state symbol in red colour, signature of the headteacher, classroom teacher).

Certificate in the electronic form is necessary to print on the special paper containing state emblem, protective elements and a serial number.

Upon successful completion of the last year of educational programme for the first stage of school the pupil receives primary education. The certificate with supplement in grade 4 shows "Pupil has received primary education".

Upon successful completion of the last year of comprehensive part of educational programme for the second stage of school the pupil receives the lower secondary education provided by primary school. The certificate with supplement shows "Pupil has received lower secondary education".
If the pupil completes fulfillment of compulsory school attendance in lower grade than grade 9, his/he certificate with supplement from the respective grade completed shows "Pupil has received primary education".

A specially gifted pupil may complete primary school before finishing nine years. His/her certificate with supplement shows "Pupil has received lower secondary education".

The number of years of compulsory school attendance will be indicated in the school certificate on a prescribed form approved by the ministry upon pupil’s completion of the primary school.  The school will issue the certificate to the pupil at the end of the first half a year for a certain time and for ever at the end of the school year.  The final certificate is issued upon completing the first part of the first level of basic study, the second part of the first level of basic study as well as after completing the study for adults. The final certificate of pupil who successfully completes the first part of the first level of basic study is added the supplement showing "pupil has completed primary education in art". The final certificate of the pupil who successfully completes the second part of the first level of basic study is added the certificate showing "pupil has completed the lower secondary education in art". The certificate contains marks in subjects shown in educational programme in the appropriate field of education according to the year he/she completed and his/her overall evaluation in the respective school year.


Legislative Reference:

Act No. 245/2008 on education and training (Education Act) and on the change and supplement to some acts as amended by subsequent provisions (Act of the National Council of the SR).
Act No. 596/2003 on state administration in education and school self-government and on change and supplements of some acts as amended by subsequent provisions (Act of the National Council of the SR).
Decree No.320/2008 on primary school as amended by subsequent provisions (Decree of the Ministry of Education of the SR).
Decree No. 326/2008 on the types and appropriations of certificates and other school forms, including the ways of registry and storage (Decree of the Ministry of Education of the SR).