Assessment in basic education
Last updated: 07.01.2026Assessment is a central part of teaching and learning. The assessment of basic education has two mutually supporting main tasks: guiding learning and developing students' self-assessment skills (formative assessment) and determining the achievement of subject goals (summative assessment).
The assessment covers learning and competence, working and behavior assessments.
Assessment of learning and competence
In basic education, assessment is an important part of the student's development, and it focuses on the student's learning and competence. With the help of assessment, the learning process is guided and feedback is given, which helps the student to achieve the goals of the curriculum. The teacher uses evaluation criteria that are based on the goals of the curriculum, and thus also broad-based competence is evaluated.
If a student receives support measures but studies according to the basic education curriculum, their learning and competence are assessed in the same way as other students. The assessment is based on the objectives of basic education and the assessment criteria of the curriculum's foundations.
If a student studies one or more subjects according to a limited syllabus, the student's learning and competence in these subjects are assessed in relation to the objectives and contents defined in the plan for implementing student-specific support. The level of competence is therefore not determined using the assessment criteria defined in the basic education curriculum. The syllabus is limited only when the student is unable to achieve the competence required for a grade of 5 despite the support measures.
Evaluation of work
The work is assessed as part of the subject assessment and is based on the objectives of the curriculum. The assessment takes into account skills such as independent and collaborative work, planning and evaluating one's own work, responsibility and constructive interaction. If the student has special needs in the work, these are taken into account in the support plan.
Subject objectives and local content
GOALS The OPS tool presents information on subjects in the basic education curricula in a simple and easy-to-navigate format. The service is primarily intended to support teaching planning and the implementation of assessment.
Objectives of the OPS , opens in a new tabCriteria for evaluating behavior in Hollola's basic education
The assessment of behavior is based on the goals set in the Hollola municipality curriculum, which reflect the school's operating methods and rules of procedure. The assessment takes into account the age of the students and the school's educational goals. The grade for behavior is given separately and does not affect the grades for the subjects. If necessary, the student's special needs related to behavior are recorded in the plan for implementing student-specific support so that they can be taken into account in the assessment of behavior. The goals and criteria for behavior in Hollola are as follows.
The goal is for the student to:
- consider other people
- respects his environment
- comply with the rules
- actively participates in school activities
| Goal achieved | Consideration of other people | Consideration of the environment | Compliance with the rules | Participation |
|---|---|---|---|---|
| excellent (10) | - takes into account other students and school officials in his behavior as an example | - has a self-initiated, valuing and responsible approach to his environment | – works according to the rules of order – behaves in an exemplary manner |
- has a positive attitude towards the school's activities - actively participates in school events - performs responsible tasks on his own initiative |
| commendably (9) | - takes into account other students and school officials in his behavior | - treats his environment with respect and responsibility | – works according to the rules of order | - has a positive attitude towards the school's activities - actively participates in school events - perform responsible tasks |
| well (8) | - usually takes other students and school officials into account in his behavior - changes behavior when stretched |
- has an appreciative attitude | – usually works according to the rules of order - understands that he has acted wrongly |
- takes a matter-of-fact approach to the school's activities - participates in school events |
| satisfactorily (7) | - takes into account other students and school staff in varying ways - tries to change his behavior when being stretched |
- has varying degrees of appreciation for his environment | - works differently according to the rules of order - understands that he has acted wrongly |
- has varying attitudes towards the school's activities - participates in school events |
| moderately (6) | - rarely takes other students and school officials into account in his behavior – repeatedly causes offense to others or participates in bullying - sometimes tries to change his behavior when being stretched |
- is indifferent to his surroundings | - often breaks the rules of order - it is difficult to understand that one has acted wrongly |
- has an inappropriate attitude towards the school's activities - occasionally participates in school events |
| necessarily (5) | - does not consider other students and school staff in his behavior - repeatedly causes others to feel bad, participates in bullying or behaves violently – doesn't change its behavior when stretched |
- is indifferent to his surroundings - sometimes intentionally messes up his environment |
- does not follow the rules of order - does not understand that he has acted wrongly – occasionally causes dangerous situations |
- disrupts the school's activities - occasionally participates in school events |
| target not reached (4) rejected |
– unable to work with other students - bullies repeatedly and behaves violently – doesn't change its behavior when stretched |
- often deliberately pollutes the environment | - ignores common rules – causes dangerous situations |
- complicates the operation of the school - makes it difficult for others to participate |