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Sweden:Assessment in Upper General and Vocational Secondary Education

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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/Students Assessment

The upper secondary school has a six level grading scale from A to F with five pass grades and a non-pass grade. There are national knowledge requirements for grades E, C and A. The knowledge requirements contain a description of what is required for a given grade. If there are insufficient grounds for determining a student's knowledge due to extended absenteeism, a dash (–) replaces the grade. The school must be able to account for the measures it has taken in connection with absenteeism. Grades are awarded based on the goals and knowledge requirements set out in the syllabuses. When starting a new course, the teacher should provide information about what is required for the different grades. It should be possible for students to discuss their grade with a teacher during the course in order to get an idea of their current position. A teacher awarding a grade should not compare a student's performance with others in the class, but assess how well each student has achieved the goals of the course. Grades cannot be appealed. The teacher awarding the grade should also be able to inform the student of the reasons for the grade assessment.

National Tests

When awarding grades in Swedish/Swedish as a second language, English or Mathematics, teachers should consult national tests for each subject provided by the Swedish National Agency for Education (Skolverket). They should also consider other work made by the student during the course before deciding on a grade. In addition to the compulsory national tests, the National Agency for Education is responsible for a test bank of national tests in different subjects and courses, including modern languages, biology, physics and certain vocational subjects. The Agency is developing a new online pupil assessment support platform for teachers that will be password protected and available from the autumn 2013.

Development Dialogues

Pupils and their parents/guardians are informed of the pupil’s progress through compulsory personal development meetings. These dialogues are based on the pupil's individual study plan which contains information on the pupil's choice of programme and courses. The school is obliged to arrange such meetings at least once every term.

Resits

In upper secondary school, pupils are entitled to resit tests free of charge if they have failed a course. After completing their upper secondary education pupils are entitled to resit examinations to improve their grades at a maximum fee of SEK 500 for one examination.

Progression of Pupils/Students

There are no criteria for a pupil to proceed to the next level. If there is a risk of a pupil failing to attain the learning outcomes/goals in the syllabus, remedial support shall be provided. For instance, the pupil's study plan can be modified.

If a pass grade has not been achieved, a pupil has the right to retake the course. If a pupil has taken a course twice without achieving a passing grade, and there are special circumstances, the school head can decide to allow the pupil to take the course a third time. It is also possible to resit a whole year if the school head, pupil and guardians/parents are in agreement. If a pupil needs to resit a course or if a reduced programme is an option (see 6.2 - Individual Support), a decision is made by the school head in consultation with the pupil and teachers involved. If the pupil has not yet reached the age of 18 a consultation takes place with the pupil's guardians or parents. A pupil who has difficulties in Swedish, English or Mathematics has the right to study courses in stages, where the contents of a stage are individually designed for each pupil.

Certification

The upper secondary school (gymnasieskolan) does not have a final examination. Each pupil receives a school-leaving certificate consisting of a summary of the courses studied and the grades received in these courses. To receive a school-leaving certificate (slutbetyg), from a national or specially designed programme, the pupil must have received grades for all courses as well as for the individual project work. The school head signs the certificate. Final grades are issued around June 10.

The new structure for the upper secondary school - comprising 6 higher education preparatory programmes and 12 vocational programmes - provides apprenticeship training and the introduction of an upper secondary diploma, one for general upper secondary education and one for vocational education and training programmes. A vocational upper secondary diploma can be obtained through vocational education at school or through an apprenticeship scheme. Students in any of the 12 vocational programmes should be given the possibility to follow courses leading to the upper secondary diploma giving access to higher education. If pupils have taken more courses than their programme requires, by following an expanded programme, (see 6.2 - Specialisation of Studies), these courses are included in their school leaving certificate.

Right to adult education to complete basic eligibility for higher education

The right to adult education at upper secondary level in order to achieve basic eligibility for higher education has been introduced for pupils who have attended a vocational programme at upper secondary level.