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Spain:Assessment in Primary Education

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Spain:Early Childhood and School Education Funding

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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

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Spain:Bachelor

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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

Pupil assessment

Pupil assessment aims to verify the degree of acquisition of the skills and the achievement of the objectives of primary education. It comprises:

  • formative assessments, during all the learning process
  • summative assessments, in order to know the level of knowledge in certain subjects, as well as of the skills acquired.

The Ministry of Education, Culture and Sport is responsible for setting the basic curriculum for this stage for the whole State, establishing the evaluation criteria and assessable learning standards. For more information, see Quality assurance in early childhood and school education

The education authorities complete these criteria and define the assessment process in their jurisdiction.

Educational institutions do so in their programmes and the Teachers Assembly organises pupils' assessment. Within the classroom, each school teacher is responsible for adopting the most appropriate evaluation techniques and instruments.

Formative assessment

It evaluates pupils'learning processes. It is continuous, global and takes into account pupil progression in all the areas.

In the case of students with special educational needs, the legislation provides for the adoption of measures adapted to such needs.

The education authorities establish three moments in the said process: initial assessment, continuous assessment and final assessment.

At the end of this education level, an individualised report on the degree of teaching acquisition is prepared. Those types of learning that can have an impact on the education progress are highlighted, as well as other ones which are important to assure an individualised attention to every pupil. This report is confidential and helps to improve coordination with the following education level: compulsory secondary education.

Families are informed in writing on the assessment results by the class teacher, at least every three months. This information does not have official academic value, but it is essential for deciding if the pupil progression is appropriate. The results of the evaluation are expressed in terms of the following: Fail (IN), Pass (SU), Good (BI), Very Good (NT) and Excellent (SB). A ‘Fail’ is a negative assessment, whereas all the rest are positive.

When a pupil does not progress adequately, reinforcement measures are established an adopted as soon as difficulties are identified. For more information, see Special Education Needs Provision within Mainstream Education.

Summative assessment

  1. Individualised evaluation on completion of the 3rd year of primary education (all pupils)

It verifies the degree of mastery of skills and abilities in oral and written expression and comprehension, calculus and problem solving in relation to the acquisition of the linguistic communication and mathematical skills.

If it proves unfavourable, the teaching team must adopt the most appropriate ordinary or extraordinary measures.

  1. Evaluation at the end of the stage (all pupils)

It is also an individualised evaluation and focuses on the acquisition of the linguistic communication and mathematical skills and basic skills in science and technology, as well as on the attainment of the objectives set for the stage.

The Government, after consultation with the Autonomous Communities, is responsible for establishing the evaluation criteria and the general characteristics of the tests, in order to ensure that the evaluation criteria and characteristics are the same for the whole territory.

The result of the evaluation is expressed in terms of levels. The level attained by each student is documented in a report, which is given to the student’s parents or legal guardians and is informative and serve as a guideline for the school where they studied the 6th year of primary education, the school where they intend to continue their studies, teaching teams, parents or legal guardians and students themselves.

In addition, the education authorities may establish specific improvement plans public schools whose results are lower than the ones established to that end.

For more information, see Design of external evaluations at the end of the stage, implemented from the 2015/16 academic year.

Apart from assessing student learning, educational institutions carry out evaluations on the teaching processes and the teaching practice, in order to analyse, assess and reorientate, if required, the actions developed during the stage. For more information, see Quality assurance in early childhood and school education.

Progression of pupils

The Ministry of Education, Culture and Sportis in charge of setting the criteria for pupils' progression in the basic curriculum for primary education.

The Autonomous Communities define and share it, although some differences can be found in the manner they are formulated.

In order to progress to the next year or stage, pupils must have achieved the objectives set for the stage or those corresponding to the year concerned, and acquired the relevant key skills. If this is not the case, they can be held back for one more year within the stage, with a reinforcement or remedial plan organised by educational institutions in accordance with what is established by the education authorities.

Repetition is an exceptional measure which is adopted only when all other ordinary reinforcement and support measures to tackle students’ learning difficulties have been exhausted.

Teachers are in charge of the decisions on pupils promotion although special attention is paid to the class teacher information and criterion. The results obtained by students in the individualised assessments conducted in the 3rd and 6th years of primary education are included as an element to be considered when making these decisions, and as a coordination strategy in the transition from primary education to compulsory secondary education (2013 Act on the Improvement of the Quality of Education).

Parents and legal guardians must know the decisions concerning evaluation and promotion and collaborate in the support or strengthening measures adopted by the schools in order to facilitate the pupils' education progression.   

Certification

No certification is awarded at the end of primary education since, at this point, pupils have not completed their basic compulsory education, comprising primary and compulsory secondary education, at the end of which pupils receive their first official certificate. 

The school record of primary education is the official document that reflects evaluation results, as well as decisions concerning students’ academic progress throughout the stage, and attests successful completion of the studies. Its safekeeping is the responsibility of the school where the student is enrolled and is supervised by the Education Inspection.

It contains, at least:

  • information identifying the student
  • subjects studied each year
  • the evaluation results obtained in each examination session (ordinary and extraordinary)
  • decisions on progression and retention, the average of the grades obtained in each area
  • level obtained in the final evaluation of primary education
  • information on changes of educational institution
  • curricular and organisational measures applied
  • dates of the different milestones.