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Spain:Assessment in General Lower Secondary Education

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Spain:Early Childhood Education and Care

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Spain:Assessment in Early Childhood Education and Care

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

Spain:Primary Education

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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

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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

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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

Evaluation of pupils

The evaluation of compulsory secondary education students must be continuous, formative and integrative.

The Ministry of Education, Culture and Sport is responsible for setting the basic curriculum for the stage, including the evaluation criteria for the different subjects for the whole State.

The education authorities complete and develop the evaluation criteria and define pupils’ evaluation process for their respective regions. In addition, they establish appropriate measures to adapt evaluations to students with special educational needs.

In schools, everything related to the planning and organisation of pupils’ evaluation is the responsibility of the Teachers’ Assembly, although each Educational Department includes in its plan the evaluation criteria of the subjects they teach, as well as the evaluation procedures and the marking criteria. Each teacher can adopt the evaluation techniques and instruments that he/she deems most appropriate.

Characteristics of the evaluation process:

The results of the evaluation are expressed in numbers (whole numbers only) from 1 to 10. Anything less than 5 is a Fail.

They must also be accompanied by the following terms:

  • Fail (IN), for grades 1-4
  • Pass (SU), if the grade obtained is a 5
  • Good (BI), if it is a 6
  • Very Good (NT), for grades 7 and 8
  • Excellent (SB), for grades 9 and 10. 

The education authorities regulate the conditions so that schools organise the corresponding supplementary examinations in order to enable students to resit the subjects they have failed.

Reporting of the results of the evaluation:

  • families receive this information by means of written reports, to be produced at least every quarter
  • they have no official academic value
  • they are essential to decide if pupils’ progress is adequate
  • it is the responsibility of the form teacher to periodically keep pupils’ parents informed about their progress and difficulties
  • the Ministry of Education, after consultation with the education authorities, determines the basic evaluation documents and the formal requirements deriving from the evaluation process, which guarantee pupils’ mobility.

Apart from student learning assessments, educational institutions also evaluate teaching processes and practice, in order to analyse, assess and reorientate, if appropriate, the actions developed during the stage. For more information, see Quality assurance in early childhood and school education.

External evaluation at the end of compulsory secondary education

This final evaluation will be implemented in the 2016/17 academic year for the first time, although this first year it will not be used for academic purposes.

Its aim is to assess the achievement of the objectives of the stage and the degree of acquisition of the relevant skills.

Students have to be examined in the following subjects:

  • all the core subjects: Mathematics, Spanish Language and Literature, Geography and History and First Foreign Language
  • two of the options taken within the set of core subjects in the 4th year: academic subjects: Biology and Geology, Economics, Physics and Chemistry and Latin; applied subjects: Science Applied to Professional Activity, Introduction to Entrepreneurship and Business Activity and Technology
  • one subject from the set of specific subjects studied any year, which is not Physical Education, Religion or Ethical Values: Performing Arts and Dance, Scientific Culture, Classical Culture, Plastic, Visual and Audiovisual Education, Philosophy, Music, Second Foreign Language and Information and Communication Technologies.

Characteristics of the final evaluation:

  • it is an individualised evaluation
  • in order to sit it, students must have passed all the subjects, or failed a maximum of two as long as they are not Spanish Language and Literature, or Co-Official Language and Literature in the Autonomous Communities with a co-official language, and Mathematics simultaneously.
  • students can choose the option: academic subjects as an introduction to Bachillerato or applied subjects as an introduction to vocational training, regardless of the one taken in the 4th year of compulsory secondary education, and they can also sit it in both options
  • a 5 or over out of 10 is required in order to pass the examination
  • in case students do not pass it or want to improve the results obtained, they can resit it in successive examination sessions. The highest mark obtained in any of the sessions is the one taken into account
  • there are two annual examination sessions, an ordinary and a supplementary one
  • the Ministry of Education, Culture and Sport, in collaboration with the education authorities, is responsible for establishing the evaluation criteria, the characteristics of the tests and the design of the content for each one of them.

(2013 Act on the Improvement of the Quality of Education, modifying the 2006 Education Act).

For more information, see Design of external evaluations at the end of the stage, to be implemented from the 2015/16 academic year and Design of external evaluations at the end of compulsory secondary education and Bachillerato.

Progression of pupils

The Ministry of Education, Culture and Sport is responsible for setting pupils’ progression criteria in the core curricula for compulsory secondary education.

The education authorities define them for their respective regions and, at the end of each year.

The relevant decisions on students’ progression within the stage take into account the results of the final evaluation. They are taken collegially by all the teachers of the group/class, bearing in mind the achievement of the objectives and the degree of acquisition of the corresponding skills.

Students progress to the following year if:

  • they have passed all the subjects studied
  • they have obtained a negative assessment in a maximum of two.

Students do not progress and repeat the year if:

  • they have obtained a negative assessment in two subjects if they are Spanish Language and Literature, or Co-Official Language and Literature in the Autonomous Communities with a co-official language, and Mathematics
  • they have obtained a negative assessment in three or more subjects, which do not include the previous two simultaneously.

In this case, in exceptional circumstances, progression may be authorised if all of the following conditions are met:

  • the teaching team considers that this does not prevent the student from completing successfully the following academic year, believes that such a progression favours the student’s academic performance and expects the student’s academic recovery
  • specific educational measures, proposed in the guiding advice, are applied.

Students who progress without having passed all the subjects must enrol in those subjects they have failed and go through the remedial programmes that might be established by the teaching team.

Regarding repetition:

  • students are allowed to repeat the same year only once
  • students are allowed to repeat only twice in the whole stage
  • in exceptional circumstances, students are allowed to repeat the 4th year a second time provided that they have not repeated in the previous years of the stage.

Repetition requires the adaptation to the needs of the student and must be aimed at overcoming the difficulties encountered.

Certification

Students receive their first official certificate on completion of Compulsory Secondary Education, the end of the basic, compulsory and cost-free education period of the education system.

Students who pass all the subjects of the stage are awarded the Lower Compulsory Secondary Education Certificate.

Those who are negatively assessed in one or two subjects of the 4th year may also obtain the certificate. In exceptional circumstances, students who are negatively assessed in three subjects may be awarded, under the same conditions as those specified in the previous section, the certificate as long as the teaching team agrees that these subjects’ nature and influence in the whole of the stage have not prevented them from achieving the basic skills and general objectives.

From the 2017/18 academic year, in order to obtain the certificate students will have to successfully complete the stage and pass the final examination. Therefore, the final mark for compulsory secondary education will be the following:

  • the average of the grades obtained in each one of the subjects studied during compulsory secondary education represents 70% of the final mark
  • the grade obtained in the final evaluation represents 30% of the final mark.

The certificate must specify the option or options in which the student was examined in the final evaluation at the end of the stage, as well as the final mark for compulsory secondary education. It can be complemented by an annex including the new final mark for compulsory secondary education if the student resits the examination: he/she is examined in the same option in order to raise the final grade, or he/she passes the final examination in a different option from the one that was specified in the certificate.

(2013 Act on the Improvement of the Quality of Education, modifying the 2006 Education Act).

Certificates are issued, on behalf of the King, by the Minister of Education or the relevant education authority in the Autonomous Community in question. The following details are included on the back:

  • explicit mention of the fact that the certificate is issued, on behalf of the King, by the Minister of Education or the relevant regional authority
  • mention of the fact that it is issued on successful completion of the corresponding studies leading to the award of the certificate
  • name and surnames, place and date of birth and nationality of the student
  • name and location of the educational institution where the studies were completed, month and year of completion and, where legally appropriate, final mark obtained
  • place and date of issue of the certificate
  • evidence of the official status of the certificate
  • three signatures: in the case of the Autonomous Communities, the signatures of the competent body, the relevant authority of the executive body responsible for controlling the issuing of certificates in the Autonomous Community and the interested party. As for the certificates issued by the Ministry of Education, the signatures of the Minister, the Director-General responsible for issuing and the interested party
  • the national and regional regulations guaranteeing the official nature of the studies.

The Lower Compulsory Secondary Education Certificate qualifies them for access to post-compulsory education, Bachillerato and intermediate vocational training, and the labour market.

Compulsory secondary education students who do not obtain the certificate are awarded an official certificate indicating the number of years studied, as well as the degree of achievement of the objectives of the stage and the acquisition of the relevant skills.