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Sweden:Assessment in Single Structure Education

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Overview Sweden

Contents

Sweden:Political, Social and Economic Background and Trends

Sweden:Historical Development

Sweden:Main Executive and Legislative Bodies

Sweden:Population: Demographic Situation, Languages and Religions

Sweden:Political and Economic Situation

Sweden:Organisation and Governance

Sweden:Fundamental Principles and National Policies

Sweden:Lifelong Learning Strategy

Sweden:Organisation of the Education System and of its Structure

Sweden:Organisation of Private Education

Sweden:National Qualifications Framework

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

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

Sweden:Statistics on Organisation and Governance

Sweden:Funding in Education

Sweden:Early Childhood and School Education Funding

Sweden:Higher Education Funding

Sweden:Adult Education and Training Funding

Sweden:Early Childhood Education and Care

Sweden:Organisation of Programmes for Pre-Primary Education

Sweden:Teaching and Learning in Programmes for Pre-Primary Education

Sweden:Assessment in Programmes for Pre-Primary Education

Sweden:Organisation of the Pre-Primary Class

Sweden:Teaching and Learning in the Pre-Primary Class

Sweden:Assessment in the Pre-Primary Class

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

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

Sweden:Organisation of Single Structure Education

Sweden:Teaching and Learning in Single Structure Education

Sweden:Assessment in Single Structure Education

Sweden:Organisational Variations and Alternative Structures in Single Structure Education

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

Sweden:Organisation of Upper General and Vocational Secondary Education

Sweden:Teaching and Learning in Upper General and Vocational Secondary Education

Sweden:Assessment in Upper General and Vocational Secondary Education

Sweden:Organisation of Post-Secondary Non-Tertiary Education

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

Sweden:Assessment in Post-Secondary Non-Tertiary Education

Sweden:Higher Education

Sweden:Types of Higher Education Institutions

Sweden:First Cycle Programmes

Sweden:Bachelor

Sweden:Short-Cycle Higher Education

Sweden:Second Cycle Programmes

Sweden:Programmes outside the Bachelor and Master Structure

Sweden:Third Cycle (PhD) Programmes

Sweden:Adult Education and Training

Sweden:Distribution of Responsibilities

Sweden:Developments and Current Policy Priorities

Sweden:Main Providers

Sweden:Main Types of Provision

Sweden:Validation of Non-formal and Informal Learning

Sweden:Teachers and Education Staff

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

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

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

Sweden:Initial Education for Academic Staff in Higher Education

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

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

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

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

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

Sweden:Management and Other Education Staff

Sweden:Management Staff for Early Childhood and School Education

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

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

Sweden:Other Education Staff or Staff Working with Schools

Sweden:Management Staff for Higher Education

Sweden:Other Education Staff or Staff Working in Higher Education

Sweden:Management Staff Working in Adult Education and Training

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

Sweden:Quality Assurance

Sweden:Quality Assurance in Early Childhood and School Education

Sweden:Quality Assurance in Higher Education

Sweden:Quality Assurance in Adult Education and Training

Sweden:Educational Support and Guidance

Sweden:Special Education Needs Provision within Mainstream Education

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

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

Sweden:Guidance and Counselling in Early Childhood and School Education

Sweden:Support Measures for Learners in Higher Education

Sweden:Guidance and Counselling in Higher Education

Sweden:Support Measures for Learners in Adult Education and Training

Sweden:Guidance and Counselling in a Lifelong Learning Approach

Sweden:Mobility and Internationalisation

Sweden:Mobility in Early Childhood and School Education

Sweden:Mobility in Higher Education

Sweden:Mobility in Adult Education and Training

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

Sweden:Other Dimensions of Internationalisation in Higher Education

Sweden:Other Dimensions of Internationalisation in Adult Education and Training

Sweden:Bilateral Agreements and Worldwide Cooperation

Sweden:Ongoing Reforms and Policy Developments

Sweden:National Reforms in Early Childhood Education and Care

Sweden:National Reforms in School Education

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

Sweden:National Reforms in Higher Education

Sweden:National Reforms related to Transversal Skills and Employability

Sweden:European Perspective

Sweden:Legislation

Sweden:Institutions

Sweden:Glossary

Pupil Assessment

Throughout a pupil's compulsory schooling, the school must keep pupils and parents/guardians regularly informed of progress at school. The basic form of contact between school and home is in the form of a verbal personal development dialogue focusing on the pupil's progress, knowledge and social skills. Meetings with the pupil and parent/guardian should be held at least once every term and result in an individual development plan for each pupil. Teachers monitor pupils' progress through continuous assessment.

The grading system is related to goals and attainment. The goals are expressed in the steering documents. The grading scale contains six levels and a seventh coding to indicate that a grade cannot be awarded. Five levels, A-E, denote pass results and F a non-pass result. If material for the assessment is entirely non-existent due to substantial absenteeism, a grade will not be awarded, and this will be designated by a horizontal line (dash - ). The grading scale is related to goals and national grading criteria exist for the highest, middle and lowest grading scales for pass results, i.e. A, C and E. The grading scale covers all school forms for children and youth, as well as municipal adult education. However in schools for children with learning disabilities and in adult education for people with learning disabilities, grades will not be set for results that do not merit a pass, and the grading level F will thus not be used. Nor will the dash apply to these types of schools.

Pupils in compulsory school are awarded grades starting from school year six, including the Sami school (sameskolan) the school for children with intellectual disabilities (särskolan) (when grades are awarded) and the special school (specialskolan) from school year seven. Grades from year six were introduced in the school year 2012/13, prior to that grades were awarded from year eight.

Obligatory national tests in year three, six and nine are used to evaluate the pupil’s knowledge in relation to the knowledge, skills and attitude goals expressed in the syllabus. Pupils in year three have national tests in Swedish/Swedish as a second language and mathematics. Pupils in year six have national tests in Swedish/Swedish as a second language, mathematics and English. In year nine the pupils do national tests in Swedish/Swedish as a second language, mathematics, English, one of the social science subjects (geography, history, religious studies or social science) and in one of the natural science subjects (physics, chemistry or biology).

If the school is concerned that a pupil might not reach the goals in the syllabus for school years three, six and nine, it is the responsibility of the school to develop a program with measures to be taken. The pupil and the pupil´s parents/guardians should have the opportunity to participate in the development of the program. Pupils who do not reach a pass level in a particular subject are not awarded a grade in that subject. Instead, a written assessment is made that identifies a pupil's aptitude for further studies.

The Swedish National Agency for Education (Skolverket)

The Ministry of Education and Research (Utbildningsdepartementet)

Progression of Pupils

Pupils automatically move to a higher class each year. After consulting a pupil's parents, or if requested by a pupils parents/guardians the school head may decide not to move a pupil to the next class, however this is unusual. The school has to adapt its teaching to ensure that the pupils reach the goals, and usually employs several other support measures before grade retention is proposed. During the school year the school head may also decide to transfer a pupil to a higher class if the pupil is deemed able and the pupil's parents consent.

Certification

A school-leaving certificate is issued at the end of compulsory schooling. The school-leaving certificate from the compulsory school (grundskolan), contains the pupil's final grades in subjects, groups of subjects and optional courses. All subjects are taught as courses which can last from a few months to several years. School-leaving certificates are set by the teacher and signed by the school head. The grades given in the school-leaving certificate awarded in the ninth year are determined with the aid of nationally devised grading criteria in conjunction with the course syllabus for each subject. It is possible to complete a school-leaving certificate though adult education.