Evaluation and assessment
The purpose of evaluation
Evaluation is important as it guides, supports and motivates a student, along with showing the degree of improvement and fulfilment of objectives in each subject. The purpose of evaluation is to help each student form a realistic picture of one's learning skills and level of improvement, while providing support for the student's personal growth.
Subjects wich are evaluated
In Comprehensive School, all subjects are evaluated with the exception of Environment Studies.
In grades 7-9, Biology, Geography, Physics, Chemistry and Health are each evaluated separately.
Evaluation of working skills
Working skills are assessed and included as part of the student's evaluation. The base of this evaluation is to examine the objectives set for each subject. When evaluating, the student's responsibility and cooperation as a group is assessed.
The final assessment's results are compared nationally and all students are evaluated fairly. Each subject's evaluation is based on the student's knowledge at the end of one's comprehensive education in grades 8-9. The curriculum provides the criteria by which the evaluation is based.
In Comprehensive Education from grades 7-9, behaviour is evaluated with the following criteria for each grade:
The student is balanced, has a positive attitude and is independent for one's age, rational and active. The student is able to act morally and control oneself under pressure or more difficult situations. In the student's behaviour, self discipline is evident as well as strong leadership skills to affect the school environment in a positive, constructive manner. The grade of 10 cannot simply be given on the basis of the student having good behaviour and being adaptable, but one must actively show through the student's behaviour; the desire to responsibly build a unified school community in all aspects.
The student's behaviour is great, without any concerns, even though self-initiative and active participation as a leader is often lacking.
This grade is given to a student who has good behaviour, adapting to school and usually behaves appropriately and honestly. The student usually follows the rules, with the exception of a few incidences. Overall, the student usually controls oneself and cooperates for the most part.
In certain areas, the student's social skills need improvement. He/she knows the difference between right and wrong and how one should behave, but does not always act appropriately. The student may be dishonest or participate in teasing, for example. One may be led by his/her peers or as a group and often is unable to make responsible, moral decisions. The student lacks a sense of strong inner discipline.
The student disrupts the class regularly and often breaks school rules. The student does not follow instructions willingly and often does not take responsibility. The student has been absent without valid reasons.
The student reacts very negatively to matters. He/she does not care about the consequences and rules are not followed.
The student is unable to participate in general education without the support of external resources.
WHEN EVALUATING BEHAVIOUR, IT IS TAKEN INTO ACCOUNT THAT THE STUDENT'S PERSONAL RESPONSIBILITY INCREASES WITH AGE.