Assessment in basic education
Last updated: 18.06.2024Assessment 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.
In the case of students who need special support, the evaluation is carried out in accordance with the goals of the general curriculum, using the evaluation criteria of the curriculum. The competence of students studying according to the individualized curriculum is assessed based on the goals set by the personal teaching organization plan (HOJKS).
Evaluation of work
Assessment of work is part of the assessment of subjects and it is based on the goals defined by the curriculum. Working skills such as independent and cooperative work, planning, responsibility and interaction are evaluated alongside the goals of the subjects. The special needs related to the student's work are recorded, if necessary, in the learning plan or in the plan for the organization of personal teaching (HOJKS), so that each student gets the support he needs to develop his working skills.
Criteria for evaluating behavior in Hollola's basic education
The assessment of behavior is based on the goals set in the Hollola municipality's curriculum, which reflect the school's operating methods and rules of order. The evaluation takes into account the age of the students and the educational goals of the school. The grade for behavior is given separately and does not affect the grades of subjects. If necessary, the special needs related to the student's behavior are recorded in the learning plan or in the personal teaching organization plan (HOJKS), so that they can be taken into account in the planning and implementation of the behavior assessment. The goals and criteria for behavior can be found in the appendix of the curriculum.
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 |