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Spain:Assessment in Early Childhood Education and Care

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Overview Spain

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Spain:Political, Social and Economic Background and Trends

Spain:Historical Development

Spain:Main Executive and Legislative Bodies

Spain:Population: Demographic Situation, Languages and Religions

Spain:Political and Economic Situation

Spain:Organisation and Governance

Spain:Fundamental Principles and National Policies

Spain:Lifelong Learning Strategy

Spain:Organisation of the Education System and of its Structure

Spain:Organisation of Private Education

Spain:National Qualifications Framework

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

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

Spain:Statistics on Organisation and Governance

Spain:Funding in Education

Spain:Early Childhood and School Education Funding

Spain:Higher Education Funding

Spain:Adult Education and Training Funding

Spain:Early Childhood Education and Care

Spain:Organisation of Early Childhood Education and Care

Spain:Teaching and Learning in Early Childhood Education and Care

Spain:Assessment in Early Childhood Education and Care

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

Spain:Primary Education

Spain:Organisation of Primary Education

Spain:Teaching and Learning in Primary Education

Spain:Assessment in Primary Education

Spain:Organisational Variations and Alternative Structures in Primary Education

Spain:Secondary and Post-Secondary Non-Tertiary Education

Spain:Organisation of General Lower Secondary Education

Spain:Teaching and Learning in General Lower Secondary Education

Spain:Assessment in General Lower Secondary Education

Spain:Vocational Lower Secondary Education: Basic Vocational Training cycles

Spain:Organisation of General Upper Secondary Education

Spain:Teaching and Learning in General Upper Secondary Education

Spain:Assessment in General Upper Secondary Education

Spain:Organisation of Vocational Upper Secondary Education

Spain:Teaching and Learning in Vocational Upper Secondary Education

Spain:Assessment in Vocational Upper Secondary Education

Spain:Post-Secondary Non-Tertiary Education

Spain:Higher Education

Spain:Types of Higher Education Institutions

Spain:First Cycle Programmes

Spain:Bachelor

Spain:Short-Cycle Higher Education

Spain:Second Cycle Programmes

Spain:Programmes outside the Bachelor and Master Structure

Spain:Third Cycle (PhD) Programmes

Spain:Adult Education and Training

Spain:Distribution of Responsibilities

Spain:Developments and Current Policy Priorities

Spain:Main Providers

Spain:Main Types of Provision

Spain:Validation of Non-formal and Informal Learning

Spain:Teachers and Education Staff

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

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

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

Spain:Initial Education for Academic Staff in Higher Education

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

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

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

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

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

Spain:Management and Other Education Staff

Spain:Management Staff for Early Childhood and School Education

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

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

Spain:Other Education Staff or Staff Working with Schools

Spain:Management Staff for Higher Education

Spain:Other Education Staff or Staff Working in Higher Education

Spain:Management Staff Working in Adult Education and Training

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

Spain:Quality Assurance

Spain:Quality Assurance in Early Childhood and School Education

Spain:Quality Assurance in Higher Education

Spain:Quality Assurance in Adult Education and Training

Spain:Educational Support and Guidance

Spain:Special Education Needs Provision within Mainstream Education

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

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

Spain:Guidance and Counselling in Early Childhood and School Education

Spain:Support Measures for Learners in Higher Education

Spain:Guidance and Counselling in Higher Education

Spain:Support Measures for Learners in Adult Education and Training

Spain:Guidance and Counselling in a Lifelong Learning Approach

Spain:Mobility and Internationalisation

Spain:Mobility in Early Childhood and School Education

Spain:Mobility in Higher Education

Spain:Mobility in Adult Education and Training

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

Spain:Other Dimensions of Internationalisation in Higher Education

Spain:Other Dimensions of Internationalisation in Adult Education and Training

Spain:Bilateral Agreements and Worldwide Cooperation

Spain:Ongoing Reforms and Policy Developments

Spain:National Reforms in Early Childhood Education and Care

Spain:National Reforms in School Education

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

Spain:National Reforms in Higher Education

Spain:National Reforms related to Transversal Skills and Employability

Spain:European Perspective

Spain:Legislation

Spain:Institutions

Spain:Bibliography

Spain:Glossary

The evaluation of Pre-Primary Education has a global, continuous and educational nature. Evaluation at this stage helps to identify and assess pupils’ development processes and their learning, always according to their personal characteristics. To that end, the evaluation criteria for each curricular area of the second cycle, established at central level and completed by the Autonomous Communities for their respective regions, are used as reference points.

Similarly, the Education Authorities define pupils’ evaluation process for their respective regions, although some Autonomous Communities do it for the two cycles and some others only regulate evaluation in the second cycle. In any case, the Autonomous Communities consider the evaluation process as a means to assess, review and improve teaching processes, so that they are better adapted to pupils’ needs.

The evaluation process has an initial individual evaluation, which starts during the adaptation period of each child to the school and is defined by each school in its school development plan. In addition, the continuous evaluation implies monitoring each child on a daily basis according to the objectives and evaluation criteria set. Lastly, the final evaluation specifies to what degree abilities and basic skills have been acquired by the end of the school year.

The Education Authorities establish at least three formal evaluation sessions per school year. Results are expressed in qualitative terms, including the progress made by pupils and, where appropriate, the remedial and adaptation measures introduced. At the end of each evaluation session, families receive a written report. These reports, together with the different evaluation documents, help to improve coordination between the two cycles of the stage. Lastly, in order to ensure a smooth transition from pre-primary to primary education, schools providing pre-primary education also establish mechanisms to coordinate with the new schools.

Due to the nature of evaluation in Pre-Primary Education, its purpose is not the grading of pupils or their progression from one year to next and into primary education, which is automatic.

Assessment is a class teacher’s competence, supported by professionals who work with pupils as a group or individually. The main data collection technique used in the evaluation process is direct and systematic observation, generally complemented with the analysis of children’s output and interviews with families.

Exceptionally, staying another year at the stage can be authorised by the Education Authorities in the case of pupils with special educational needs. As for highly gifted pupils, the duration of the second cycle can also be reduced by authorising the early commencement of schooling in Primary Education. For detailed information on support measures, see article Special education needs provision within mainstream education.