Assessment in Finnish basic school
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The document discusses assessment as a continuous process in the Finnish basic school system. It explains that assessment is used to guide students and provide feedback to help them learn, and that there are no national standardized tests during basic education. Teachers are responsible for assessing students based on the objectives in the national core curriculum and providing verbal or numerical feedback to students and parents. At the end of basic education in 9th grade, students receive a school certificate that is used to select students for further studies based on their grades, but there is no ranking or comparison between students.
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Assessment in Finnish basic school
- 1. Anne Raasakka - anneraasakka@gmail.com ASSESSMENT AS A CONTINUOUS PROCESS in Finnish Basic School
- 7. Assessmentduring the studies (according to National Core Curriculum for Basic Education 2014 – Finnish National Board of Education) • CORE CURRICULUM: Assessment is based on the objectives of instruction and assessment targets in each subject – all objectives should be taught (nothing less or more). • In all grades, assessment during the studies mainly consists of guidance of learning through feedback. • Its key objective is to guide and encourage studies, support learning and promote the skills of self-assessment and peer assessment. • Pupils are not compared with each other. Anne Raasakka - anneraasakka@gmail.com
- 8. Anne Raasakka - anneraasakka@gmail.com • Assessment during the studies → describing the pupils' progress and achievement level in discussions; assessment notes and reports at certain points of time via digital application → the teacher decides when • The arrangements in classroom support continuous assessment → different kinds of learning environments are very important. • The pupil and the guardian must be informed about the pupil's progress, working skills and behavior at adequately frequent intervals → the school can decide the ways.
- 14. Anne Raasakka - anneraasakka@gmail.com The school year report should contain: (according to National Core Curriculum for Basic Education 2014 – Finnish National Board of Education, p. 58-59) • the title of the report • the name of the education provider and the school • the pupil’s name and date of birth • the report’s date issue • the signature of the teacher responsible for the teaching group or of the principal • the pupil’s study plan and verbal assessment or numerical grades indicating the extent to which the pupil has achieved the objectives in the subjects he or she has studied • an assessment of the pupil’s behavior • in subjects in which there are multiple syllabi (mother tongue and literature, the second national language and foreign languages), the syllabus/syllabi completed are noted • the student’s promotion to the next grade or possible retention • a notation to indicate that the report conforms to the National Core Curriculum approved by the Finnish National Board of Education on 22 December 2014. Decision on the visual appearance of the certificate is made by the education provider.
- 19. EXERCISE (HUMAN TRACES): • Take a walk outside or look at your home/some other room inside a house: what kind of traces do you see (beautiful, ugly, boring, scary…)? Do you see different kinds of traces? Who’s traces are they? Can you follow the traces? Do you see the influence of time in the traces? Size (small/big)? Choose your theme! Write it down! • Take 15-20 photos of the traces. Use different compositions (show the environment but also go close enough). • When you have taken enough photos make a presentation and put on the digital learning environment • Next lessons: we’ll watch all the presentations together at school. TIME: 3 hours of work at school, homework, includes sketching, experimenting, taking photos, making presentation, presenting, writing the self-assessment. MATERIALS: your own self phone (camera), computer/tablet-computer (for making the presentation) SELF-ASSESSMENT (write on your portfolio after presentation): • What did you learn about following traces? Do you see your environment in a different way now? How? • In your experience, was it easy or difficult to choose the theme? Tell more about that! • How did you choose the right composition (from Extreme Long Shot to Extreme Close-up)? Was it easy? • What about visual thinking and telling a story, was it easy or difficult? Tell more about that! • Include your self-assessment into your portfolio → put it on the digital learning environment ASSESSMENT: • Visualization of the process, visual thinking (the portfolio) • Using different compositions • Story telling and how mood is conveyed Example of the self-assessment in visual arts:
- 20. Anne Raasakka - anneraasakka@gmail.com ABOUT A LEARNING CONVERSATION… • Is the use of language understandable to all (choice of words, terms, contents)? • What does the nonverbal communication of the conversation feel like? • Does the overall method direct towards future learning? • Is the tone of the conversation supportive? • Is the student being actively encouraged to take part in the conversation? • Does the teacher give students the opportunity to become aware of their own learning process? • Are the student’s strengths taken into account? • Are concrete goals being set? Will there be any follow-up for these goals?
- 21. Anne Raasakka - anneraasakka@gmail.com • Do teachers also get feedback about their work? Does the conversation help the teacher orientate towards future work? • In what ways can the conversation be prepared for? • In what ways can self-evaluation and peer- evaluation be included as a part of an assessment conversation? • How is feedback collected from teachers? • What are the advantages of verbal assessment compared to numeric assessment? (continue…)
- 22. Most students continue their studies after basic education • Student selection to upper secondary schools is mainly based on the students’ numerical grades in their basic education certificate. • More than 90 % of the relevant age group starts general or vocational upper secondary studies immediately after basic education.
- 23. Anne Raasakka - anneraasakka@gmail.com Links: • National Core Curriculum for Basic Education 2014 – Finnish National Board of Education • National Core Curriculum for General Upper Secondary Schools 2015 – Finnish National Board of Education • http://www.oph.fi/english/publications/brochures