Assessment of Basic Education students

Normative regulating the Assessment of Basic Education students

Student Assessment of Basic Education Preamble The great diversity of students i
n terms of age, cultural and social, who currently attends primary school can be
viewed as a contribution to building a pluralistic and tolerant society in whic
h all players have an important role to play. Within this diversity, assessment,
as part of the teaching and learning, is a regulatory tool of learning, guiding
the educational background and certification of the various acquisitions made b
y the student throughout the elementary school. The main principles and provisio
ns concerning the assessment of learning in basic education is enshrined in Decr
ee-Law No. 6 / 2001 of January 18, as amended by Decree-Law No. 209/2002 of 17 O
ctober , referring to the first order of the Minister of Education to approve me
asures of development of those provisions. The present order make that determina
tion and replaces the Legislative Order No. 30/2001 of July 19, as amended by Or
der No. 5020/2002 of 6 March Among the considerations in summative assessment in
clude, beyond information gained from formative assessment and the evidence over
all, national examinations for the second. and 3. cycles of basic education in t
he case of students who meet the requirements of this Order and at the end of Ma
rch. cycle, national examination of Portuguese Language and Mathematics. Reprodu
ce and reinforce themselves, now, the principles already expressed in the Legisl
ative Order No. 30/2001, as the emphasis on the formative nature of assessment a
nd recovery of a logical cycle, enhancing up its more positive aspects. Thus, un
der paragraph 6 of Article 12 of Decree-Law No. 6 / 2001 of January 18, determin
e the following: I - Scope 1 Review framework. This law applies to students in t
he three cycles of basic education and regular sets out principles and procedure
s governing the assessment of learning and skills, as well as their effects.
Purpose 2. Evaluation is an integral element of educational practice and regulat
or, allowing a systematic collection of information, once analyzed, support the
adoption of appropriate decisions to promote the quality of learning. 3. The eva
luation aims to: a) support the educational process in order to sustain the succ
ess of all students, allowing the adjustment of curriculum projects for school a
nd class,
especially for the selection of methodologies and resources, according to the ed
ucational needs of students, b) satisfy the diverse learning and skills acquired
by students at the end of each cycle and out of school, through summative asses
sment and external c ) to help improve the quality of the education system, enab
ling decision making for their improvement and promoting greater confidence in t
heir social functioning.
Subject 4. The evaluation focuses on the learning and skills defined in the nati
onal curriculum for the various areas and subjects of each cycle in the school c
urricular project and the class project, a year of schooling. 5. The learning an
d cross-cutting nature of instrumental, particularly in the context of citizensh
ip education, understanding and expression in English language and use of inform
ation technology and communication are evaluated in all subjects and curriculum
areas.
Principles 6. The assessment of learning and skills based on the following princ
iples: a) consistency between the processes of assessment and learning and skill
s desired, according to the contexts in which they occur b) use of techniques an
d tools for evaluating diverse c) Primacy of formative assessment with an apprec
iation of the processes of self-evaluation set, and his relationship with moment
s of summative assessment, d) enhancing the development of the student; e) Trans
parency and rigor of the evaluation process, including the clarification and exp
lanation of the criteria adopted f) Diversification of actors in the evaluation
process.
Speakers 7. Involved in the evaluation process: a) teacher b) The student, c) Th
e board of teachers in a cycle or class council in the 2nd and 3rd cycles, d) Th
e governing bodies of school or group of schools;
e) parent, f) the educational support services; g) the educational administratio
n.
8. The assessment is the responsibility of the teacher, the board of teachers, t
he class council,€of the management of the school or group, the educational adm
inistration. 9. The school or group must ensure the conditions for participation
of students and parents, with staff responsible for educational support and oth
er stakeholders, as defined in the rules.
Individual Student Case 10. The pupil's education should be documented in a syst
ematic process in the individual referred to in art. 16. Of the Law No. 30/2002
of December 20, accompanying him throughout the primary school providing an over
view of the course the student so as to facilitate its monitoring and appropriat
e intervention. 11. The procedure under the preceding paragraph is the responsib
ility of the class teacher in the 1st cycle, and of tutors in the 2nd and 3rd cy
cles. 12. The personal file of the student accompany him, necessarily, whenever
they change school or group. 13. In the process individual student shall include
: a) The basic elements of identification of students b) The records evaluation,
c) Medical reports and / or psychological evaluation, if any, d) Plans and repo
rts of teaching aids, when available e) The individual education plan, if the st
udent is covered by the form of special education; f) A self-assessment of the s
tudent, at the end of each year, except for one. and 2. grades, according to cri
teria defined by the educational establishment. g) Other information considered
relevant to the development and training of the student. 14. Have access to the
personal file, in terms defined in the rules of the school or group, teachers, s
tudents, the parent and other stakeholders in the process of student learning, a
nd guaranteed the confidentiality of data contained therein.
II - Evaluation Process
Evaluation Criteria 15. Earlier this school year, falls to the pedagogical schoo
l or group, according to the guidelines of the national curriculum, define evalu
ation criteria for each course and grade, a proposal in the 1st cycle, the advic
e of teachers and in February. and 3. cycles, departments and curriculum board o
f directors of the class. 16. The evaluation criteria mentioned in the preceding
references are common, school or group, and operationalized by the class teache
r in the 1st cycle and the class council in the 2nd and 3rd cycles, as part of t
heir class project. 17. The national executive board of the school or group must
ensure the disclosure of the criteria referred to in the preceding paragraphs w
ith the various stakeholders, including students and parents. Diagnostic Evaluat
ion 18. The diagnostic evaluation leading to the adoption of pedagogical strateg
ies of differentiation and contributes to prepare, adjust and reshape the class
project, facilitating the student's school integration, supporting educational a
nd vocational guidance. It can occur at any time during the school year when com
bined with formative assessment. Formative Evaluation 19. Formative assessment i
s the primary mode of evaluation of basic education, takes a systematic and cont
inuous nature and aims to regulate the teaching and learning, using a variety of
tools to gather information, according to the nature of learning and the contex
ts in occurring. 20. Formative assessment provides the teacher, student, parent
and other stakeholders information on the development of learning and skills, to
enable review and improve work processes. 21. Formative assessment is the respo
nsibility of each teacher, in dialogue with students and in collaboration with o
ther teachers, especially under the collective organizations that design and man
age their design curriculum and also, where appropriate, with specialized servic
es educational support and carers, with recourse, where appropriate, the structu
red records. 22. The national executive board of the proposal of a full professo
r in January. Cycle, and the class director in the remaining cycles, from the da
ta of formative assessment, mobilize resources and coordinate existing education
at school or group in order to trigger responsive to the needs of students. 23.
It is incumbent upon the pedagogical support and monitor the process defined in
the preceding paragraph. Summative assessment 24. Summative assessment is the f
ormulation of a judgment regarding the development of student learning and skill
s defined for each subject and curriculum area. 25. Summative assessment include
s: a) the summative assessment;
b) The external summative assessment in September. th grade.
Summative assessment 26. The summative assessment occurs at the end of each term
of each academic year and each cycle. 27. The summative assessment is the respo
nsibility of each class teacher in conjunction with its board of teachers in one
. Cycle, and the teachers in the class council in February. St and 3. Cycles, ga
thering, to this end, the end of each period. 28. At the end of March. Cycle, 3.
Th period, the class council meets for the assignment of classification of summ
ative assessment. 29. The summative assessment and aims to: a) inform the studen
t and his parent on the development of learning and skills defined for each disc
ipline and subject area, b) decide on the pupil's education. 30. It is for the c
lass teacher in a cycle, and the class director in the 2nd and 3rd cycles, coord
inating the process of making decisions on the summative assessment and ensure b
oth the nature of globalization as respect for the evaluation criteria specified
in paragraphs 15 and 16 of this order. 31. The decision on the final evaluation
of the student is of competence: a) the class teacher in conjunction with the a
dvice of teachers in one. Cycle, b) the class council proposal (s) of teacher (s
) each discipline / subject area / non-disciplinary curricular area in February.
and 3. cycles. 32. In 1. Cycle the information from the summative assessment is
descriptive in all curriculum areas. 33. In 2. And 3. Cycles the information fr
om the summative assessment is expressed: a) On a scale of 1 to 5 in all subject
s, which may be accompanied, where deemed relevant, a descriptive assessment on
the progress of students, b) a qualitative indication of not satisfies, fulfills
and satisfies Well, in cross-curricular areas, which may be accompanied, where
deemed appropriate, an assessment note on the evolution of the student, 34. 3. C
ycle, the summative assessment of the disciplines of organization semester, Tech
nical Education and discipline of Art Education Area processase as follows: a) F
or the assignment of ratings, class council meets in extraordinary sessions at t
he end of January. º semester and ordinarily at the end of March. th period, b)
the classification assigned to one. semester, is on record and, like the rating
s of other disciplines, is subject to ratification by the Board of
Class evaluation at the end of 3rd period, c) At the end of January. Th and 2. T
h period, the evaluation is descriptive in character, for the disciplines that b
egin on the 1st and 2nd semesters, respectively. 35. In 1. Th period of 5. And 7
. Th grade the summative assessment may, by reasoned decision of the pedagogical
, not lead to the assignment of ratings or endorsements, assuming its expression
only descriptive character. 36. Based on the summative assessment task of the p
rofessor in one. Cycle, in conjunction with the relevant councils of teachers, a
nd the class council, the remaining cycles, review the class curriculum with a v
iew to introducing any adjustments or proposals for the next academic year. 37.
The summative assessment in September. School year, also includes the achievemen
t of an overall test or a final paper in each discipline or subject area, focusi
ng on the learning and skills expected by the end of primary education, except f
or the discipline of Portuguese and Mathematics, for which students are subject
to national examinations. 38. The classification of each of the disciplines, wit
h the exception of Portuguese Language and Mathematics in September. Th year, wi
ll integrate with a weighting of 25%, the classification obtained by the student
in the overall test or final paper. 39. It is for the teaching council on the r
ecommendation of each department curriculum, adopt the modality and the array of
evidence or proceedings, as well as the dates and deadlines for their achieveme
nt. 40. A summative assessment at the end of March. Th period, means: a) A globa
l assessment of learning acquired and skills developed by students throughout th
e school year, translated in accordance with paragraphs 32 and 33, b) A decision
on the transition year, except in September. th grade, whose approval also depe
nds on external summative assessment, c) examine the conditions for admission to
the nine national surveys. th year.
External summative assessment 41.€The external summative assessment is the resp
onsibility of the central Ministry of Education and comprises the national testi
ng in September. Th year in the disciplines of mathematics and Portuguese, which
focus on the learning and skills of three. Cycle. (See transitional rule for 20
04/05) 42. Admission to the nine national surveys. Th grade all students, except
that after the summative assessment at the end of March. Rd period, falling in
the following situations: a) have obtained classification frequency simultaneous
ly at a level discipline of Portuguese and Mathematics b) have obtained classifi
cation frequencies below 3 in two subjects and a level of Portuguese Language or
Mathematics. c) have obtained classification of frequencies below three in thre
e disciplines, or in two subjects and no mention of meets in the project area, p
rovided that no
of them being Portuguese and mathematics, d) have obtained classification freque
ncies below 3 in a discipline, not to mention the project area meets at level 1
and Portuguese Language or Mathematics. 43. There are still permitted to nationa
l surveys of 9th grade students falling under subparagraph a) of Article 22 of L
aw No. 30/2002 of December 20, unless otherwise decided by the pedagogical counc
il, prior opinion of the class council. 44. The final rating to assign to each o
f these disciplines, in the range 1-5, is calculated using the following formula
, rounded to the units (see transitional rule for 2004/05) CF + 3 = 7 Cf 10 Ce
where: CF = final grade; Cf = classification of frequency at the end of the 3rd
period, Ce = result of the test examination
45. National examination under paragraph 43 are held in a single phase with two
calls, and the first call is mandatory and the second call is intended for excep
tional cases duly attested, to be examined. 46. Failure to perform the examinati
ons referred to in the preceding paragraphs imply retention of students in 9th g
rade. 47. The standards and procedures for the conduct of examinations are subje
ct to national regulation to be approved by the Ministry of Education.
Of two national surveys. And 3. Cycles of basic education (Special Situations) 4
8. National examination of the two. And 3. Cycles of basic education are the res
ponsibility of the central Ministry of Education, took place at the end of the s
chool year and are intended for students who are in the following situations: a)
attend schools without private and cooperative autonomy or parallel teaching; b
) Common seminars not covered by Decree-Law No. 293-C/86 of September 12 c) are
covered by individual and household education, d) reaches the maximum age of com
pulsory education without the approval rating
summative end in 6 or 9 years of schooling, and to apply for national exams, as
autopropostos in the same school year or school years thereafter; e) are over 15
years and while attending the primary applicant, have canceled registration unt
il the fifth day of classes of 3. No school term, and to apply for national exam
s, as autopropostos 49. Candidates mentioned in the above conduct national exami
nations in a single phase, while those of 3. Cycle, the written component of the
discipline of Portuguese and Mathematics held the evidence of one. Nd call of n
ational exams for regular education. 50. The student is considered approved when
there are conditions for the transition set for late February. And 3. Cycles of
regular education in disciplines in carrying out examinations. 51. The standard
s and procedures for the achievement of national exams for two. And 3. Cycles of
basic education are subject to regulation to be approved by the Ministry of Edu
cation.
III - Effects of the effects of formative assessment 52. The formative assessmen
t raises measures suit the needs of students and the learning and skills to be d
eveloped.
Effects of summative assessment 53. Summative assessment gives rise to a decisio
n on progression or retention of students, expressed in the terms, respectively,
Not Move, at the end of each year, and approved (a) or Fail (a) at the end of e
ach cycle. 54. The decision of student progress to the next grade is an educatio
nal and decision should be taken whenever the professor in class, having heard t
he advice of competent teachers in the first. Cycle, or the class council in Feb
ruary. º and 3. cycles, consider: a) In the terminal loop,€that the student ha
s developed the skills necessary to successfully pursue their studies in the cyc
le or subsequent schooling, safeguarding, in the case of 9. th grade, as set out
in Item 40 b) In the non-terminal loop that the skills demonstrated by the stud
ent permit the development of basic skills set for the end of its cycle. 55. 1.
Th grade retention has no place, unless it has exceeded the limit of unjustified
absences in compliance with the provisions of Law No. 30/2002 of December 20. 5
6. A student retained in the second. Or 3. Th grade should include the end of th
e cycle class that already belonged, unless otherwise decided by the competent a
dvice of teachers or pedagogical school or group, according with the rules laid
down in the school or group, based on a proposal from Professor of class and hea
rd, wherever possible, the
Professor of possible new class. 57. In the situation mentioned above, a student
will be assessed at the end of January. Cylce and if you develop the skills nec
essary to successfully pursue their studies in the cycle or level of education t
hereafter, will transit to the 2nd cycle. 58. At the end of February. Cycle, and
as part of summative assessment, the class council may decide to progress from
a student who did not develop the basic skills, where it: a) has obtained a rati
ng below 3 in the discipline of Portuguese and Mathematics, b) has obtained a ra
ting below 3 in three disciplines, or in two subjects and no mention of meets in
the area of design, since they do not cumulatively integrating the disciplines
of Portuguese Language and Mathematics. 59. The decision referred to in the prec
eding paragraph must be taken unanimously. If there is unanimity, must be follow
ed by another meeting of the class council, in which the decision to progression
, reasoned, should be taken by two thirds of teachers in the class council. 60.
3. Cycle at the end of March. Period of the class council meets for the assignme
nt of classification of summative assessment, after the tests overall. 61. At th
e end of March. Cycle, the student does not progress and get a statement not app
roved (a) if a Tuscan of the following situations: a) has obtained a rating belo
w 3 in the disciplines of Portuguese Language and Mathematics, b) has obtained r
ating of less than three in three disciplines, or in two subjects and no mention
of meets in the area of design, since they do not cumulatively integrating the
disciplines of Portuguese Language and Mathematics. 62. The discipline of religi
ous and moral education is not considered for progression of students. 63. In 2.
And 3. Cycles in both years terminal cycle, as in years not terminal, retention
is reflected in the repetition of all areas and disciplines of the year in whic
h the student was retained. 64. In situations of detention, it is the teacher ho
lds class at the first. Cycle, and the class council in February. And 3rd cycles
, write a report that identifies the competencies the student, which must be tak
en into account in drafting the curriculum of the class in which that student wi
ll be integrated into the following academic year. 65. In reaching a decision on
a second retention in the same cycle, except for September. School year should
be involved the advice of competent teachers and the pedagogical and heard the p
arent of the student, in terms defined in Rules.
Review of evaluation results 66. The decisions arising from the evaluation of a
student in March. Th period of one academic year may be a request for review, gr
ounds, directed by its parent body to the school board or group within three wor
king days date of delivery of sheets
log in first evaluation. cycle or the posting of tariffs in February. and 3. cyc
les. 67. The professor, at first. Cycle, in conjunction with the advice of compe
tent teachers, or class council in February. And 3. Cycles, shall, within five b
usiness days after receipt of the request for review , analysis of the same, bas
ed on all relevant documents to that effect, and makes a decision that may confi
rm or modify the initial assessment. 68. The decision referred to in the precedi
ng paragraph shall, within five working days, be referred to final decision of t
he board of the school or educational group. 69. The decision taken under the pr
eceding paragraphs, which is considered as definitive, the national executive bo
ard of the school or group shall,€with the reasons, the parent by registered le
tter with acknowledgment of receipt, within five working days. 70. The parent ma
y also, at its discretion, within five working days after the date of receipt of
the answer, lodge an appeal with the Regional Director of Education, when it is
based on procedural defect existing in the process. 71. The decision of the app
eal will fit any other form of administrative appeal.
IV - Special requirements for evaluation of progression Special cases 72. A stud
ent showing exceptional learning capabilities and an adequate level of maturity,
together with the development of skills expected for the cycle to attend, you c
an make faster progress in basic education, benefiting from one or both of the f
ollowing assumptions: a) Complete 1. cycle to nine years old, completed by 31 De
cember of respective year and can complete one. cycle in 3 years, b) passage of
years of schooling before the end of the school year, once only over the 2. and
3. cycles. 73. One student held in February. Or 3. School year, showing that it
has achieved the learning necessary for the development of basic skills set for
the end of the cycle, you can complete the first cycle in four years provided fo
r its duration through a more rapid progression in the academic years subsequent
to retention. 74. Any of the possibilities listed in the preceding paragraphs c
an only be triggered if any, to this end, consistent opinion of the guardian of
the student and professional services support or educational psychologist and al
so the pedagogical proposal of the professor or the class council .
Special situation classification 75. If by reason of the exclusive responsibilit
y of the school or group, or for lack of attendance prompted by prolonged illnes
s, or legal impediment is proven, do not exist in any discipline / subject area
curriculum area or not disciplinary, elements of summative assessment relating t
o three . No school term, the classification of this is that the student has obt
ained the second. th period
school, the class council so decides. 76. In the disciplines subject to final na
tional examination is mandatory to provide examinations, except when the absence
of evidence evaluation in these disciplines is the sole responsibility of the s
chool, the situation must be examined case by case and subject to the order of t
he State Government.
Students covered by the form of special education 77. Students covered by the ty
pe of special education will be assessed, except as provided in the following pa
ragraph, according to the assessment regime defined in this law. 78. Students wh
o have in their individual education plan for assessing the special conditions d
uly explained and justified, are evaluated as defined in that plan. 79. Students
who attend an alternative curriculum under subparagraph b) of paragraph 1 of Ar
ticle 11. Decree-Law No. 319/91 of 23 August, do not conduct national examinatio
ns in September. Th year.
V - Certification 80. The student who obtains a pass at the end of the three sum
mative cycle are awarded by the respective board of directors and management, di
ploma in education. 81. The student who reaches the age limit of compulsory scho
oling and who have attended school or group, with attendance, shall, upon reques
t of their parent or their own, when larger, being sent through by the board and
management of the establishment education, a certificate of compulsory school a
ttendance. 82. The previous paragraph does not prevent students who have reached
the maximum age of compulsory schooling without a pass at the end of March. Or
cycle without having completed 9. Th grade, have applied to obtain a certificate
in elementary education, by conducting national surveys to all subjects. 83. Fo
r professional purposes, and where requested by the parent or the student, when
older, must appear on the certificate of basic education for final ranking of 3.
Cycle, expressed in the range of levels 1-5 in all subjects and does not meet,
meets and satisfies Well, in cross-curricular areas.
VII - Transitional provisions and final 84. Exceptionally in the academic year 2
004-2005, since it is held for the first time national examination of 9. Th year
, the final score to be allocated to each subject to subject them, in the range
1-5, is calculated according to the following formula, rounded to the units:
3 CF = Ce + Cf
4
where: CF = final grade; Cf = classification of frequency at the end of March. f
irst term; Ce = result of the test examination
85. Exceptionally in the academic year 2004-2005, since it is held for the first
time national examination of 9. Th year, these relate to learning from the 9th
grade.
86. The following statutes are repealed: a) Order No. 43/SERE/88 of September 30
, b) Order No. 7-A/SERE/90 of March 7, c) Order No. 11 / SEEI/96 of April 1, d)
Normative Order No. 30/2001 of July 19 e) Order No. 5020/2002 of 6 March