Answers to the conference issues from Austria

1.3. The individual achievement at the final examination as a selection criterion for admission to higher education (e.g. in the event of the numerus clausus, etc.)

The Austrian "Reifeprüfung" or "Reifeprüfung - and TVE Diploma Examination" in the technical and vocational education sector, commonly known as "Matura", is a school-leaving examination (the final examination of upper secondary school after year 12 - or 13 in the TVE sector).

It is also the normal means of entry (entry requirement) into post secondary institutions (universities, Fachhochschulen, "Kollegs" = post-secondary courses, "Akademien" = 3-year non-university courses in the teacher training, social and health care sector...) although in some cases there are alternatives (see below).

In the Austrian legal framework it is usually the qualifying institution that defines the extent of the qualification. Thus the school laws (worked out by the minister of education) define the qualifications connected with Matura, whereas university laws (prepared by the minister of science) define the qualifications connected with a university degree - although in the preparation of the relevant law the parties concerned have to be consulted.

So, once passed, the Austrian Matura gives general access to all post secondary institutions, regardless of the type of Matura or the grades. In some cases there may be additional examinations at the university (e.g. in descriptive geometry for architecture, if the subject "Descriptive Geometry" was not taken or offered at school). This is regulated in the "Universitätsberechtigungsverordnung", a decree passed by the minister of education, not the minister of science. Furthermore university entrance does not depend on the subjects actually taken at Matura. So a pupil need not have taken Descriptive Geometry as an examination subject to be qualified to study architecture without additional examinations as long as this subject was taken and passed in school.

There is no numerus clausus at university entrance in Austria, but in practice there are bottlenecks later on.

1.2. The final examination as an intermediary between secondary and higher education and/or a pathway to occupation and employment

Apart from the fact that certain types of Matura qualify for certain occupations (see below), Matura in itself is a requirement for certain payscales, e.g. in the civil service but also in the private sector (banks, insurance companies, ...), and can reduce the time of apprenticeship.

In the technical and vocational education (TVE) sector the "Reifeprüfung-and TVE Diploma Examination" provides a double qualification, which allows general access to higher education and professional qualifications allowing immediate entry into jobs on the executive level. Credit may be given to the graduates, if they continue their studies in a related "Fachhochschul"-course. In accordance with the Council directive 95/43/EC of 20 July 1995 (21/51 EEC in the version of directive 94/43 EC, Appendix D), the level achieved is recognised as equivalent to diploma level education, i.e. post-secondary vocational training in other EU member States. Within Austria the "Reifeprüfung-and TVE Diploma Examination Certificate" at colleges for engineering as well as agriculture and forestry are entitled to be awarded the professional title of engineering after 3 years' relevant professional experience.

For people who do not attend courses leading directly to higher education entrance qualifications, there are several alternative routes to fulfil the requirements. For leavers of the apprenticeship system and courses at TVE schools of a minimum of 3-4 years, the so-called "Berufsreifeprüfung" has been introduced. It also provides access to any university study intended but does not confer any supplementary professional qualifications (exams required: German, English, Mathematics and a subject area relevant to their professional background).

Adult education classes also offer courses leading to "Matura" are offered both in the general education and in the TVE-sector (incl. the professional qualifications).

There is also the opportunity to take particular entrance exams allowing access to study courses in the relevant field.

Issue 2: Compulsory and optional subjects in the final examination:

2.1. The number of compulsory and optional subjects and the aim of such a division
The Austrian philosophy favours breadth in education, so the number of compulsory subjects in all types of schools, but especially in upper secondary schools is high.

In AHS (general education sector) there are three groups of subjects:

• The "humanities", geography and the mother tongue
  
• Foreign languages (including Latin)
  
• Mathematics and the science subjects
  The candidates' choice is limited according to the type of AHS he goes to.

In the TVE sector, the same principles apply, the number of subjects is similar to that in the general education sector but the type of subjects and the possible combinations between written and oral exams vary according to the relevant field. German (mother tongue), at least one foreign language as well as Mathematics or Accountancy is usually among the mandatory written exams. For the orals that are compulsory there is usually a combination of subjects or subject areas that are mandatory and one or several groups of subjects the candidates are entitled to choose from. Of course, it is also possible to take supplementary exams in electives that have been attended. The above-mentioned "division" is to provide the necessary qualifications that allow any type of university study (general higher education access).

In the hotel and catering area the respective exams (e.g. catering management and organisation, restaurant and service) are taken prior to the final year at school, at the end of year 4 (duration of courses at technical and vocational colleges: 5 years).

2.2. Breadth vs. depth of the examination

In the oral examinations in AHS there are two questions, one goes for breadth, one for depth:

• At the beginning of the final year the teacher has to inform the pupils of the main topics (covered in upper secondary school according to the curriculum). At examination time the candidate has to choose one out of two such questions ("Kernfrage": overview).
  
• Furthermore the pupil and the teacher have to agree upon one topic in which the pupil will specialise in his preparation. Then there are two relevant questions in the examination from which the candidate has to choose one (Erweiterungsbereich: specialisation).

In the TVE sector again this very much depends on the field and the particular subjects/subject areas. In general, the underlying basis of the exam is the complete course content of the relevant subject. There is a growing tendency towards a higher number of exams asking for generic cross-curricular competencies and the (team) presentation of diploma projects as well as the relevant documentation that have been elaborated in the course of the final year within the framework of the orals. As colleges can also offer a particular focus within the framework of school autonomy, the requirements for the exams are adapted accordingly.

The nature of the written exams depends on the given subject/area. In German (mother tongue) candidates can select one of two different assignments, in other subjects there are usually at least two different types of assignments to be carried out. As for the orals, candidates can usually choose one from two given assignments.

2.3 The role of Mathematics and Foreign Language(s)

In AHS the mother tongue, a foreign language and mathematics are compulsory written examinations. In addition there has to be an oral examination in one modern foreign language. It is believed that these subjects are an integral part of "Allgemeinbildung".

In the TVE sector again, this depends on the relevant field. German (mother tongue) is generally mandatory for the written exams. Apart from the engineering and the agricultural sector, candidates need to take at least one foreign language in writing and another one within the orals; Mathematics or Accountancy is usually among the mandatory written exams. In courses that specialise in languages, additional language exams may be selected.

A foreign language may also be used as a working language in any other subject either for particular parts/assignments or the complete duration of the exam (both teacher/s and students need to have agreed on this prior to the exam).

2.4. Optional subjects: only academic or others in addition?
2.5.1. Are there (de)privileged subjects?

Some subjects are privileged insofar as they can (or must) be taken for the written examination: German, mathematics and one foreign language (or Latin) compulsory, optionally another language, physics, biology and descriptive geometry.
Oral examinations can be taken in all compulsory subjects (with the exception of PE) and some elective subjects (mainly depending on the length of time they were taught and their level).

2.5.2. Effects on class teaching

There are strong effects of examination standards on teaching. One vivid example was the introduction of testing listening comprehension into the written examination in the first foreign language. Listening comprehension had been part of the curriculum for some time, but teaching became only really effective when it was introduced into the examination. Teachers immediately began to pay more attention to this area from the first year of language instruction.

There is another example for this: The introduction of Fachbereichsarbeit (although optional for the pupil) has, after some years, begun to produce an increase in project oriented approach in the classroom (although again the foundations in the curricula and in in service training had been laid earlier).

2.6. Are students specially prepared for various levels (standard, higher levels)?

There are no different levels (standard level, higher level) at one and the same type of school as the level is defined by the curriculum of this school. In Realgymnasium mathematics has a few more teaching hours than in Gymnasium and a slightly more demanding curriculum. The differences in achievement, however, are marginal to an outside observer.

Of course a pupil may choose to write a paper in the first foreign language (8 years of instruction), a language taught for six years or for four years. There are also shorter foreign language courses, but these are not eligible for Matura.

Generally preparation takes place within the normal teaching process. Between the written and the oral examinations there are special preparation units in each subject of the oral examination amounting to the number of lessons in these subjects during that period (i.e. these subjects are still offered for the candidates, whereas the ones not taken are dropped).

Issue 3: Assessment and certification of achievement

3.1. The definition of national standards (if defined)

In the Austrian context this issue has to be seen together with the next (issue 4).

National standards are defined in the curricula, which are rather detailed in defining aims. They basically remain, however, on an abstract level. Thus Austria relies more on input control than on output control. It is the task of the inspectorate to see to it that schools implement these standards. Therefore school inspectors play also an important role at Matura where they represent the external element.

The five grades with "Sehr gut" (Excellent) being the top and "Nicht genügend" (Insufficient) the lowest grade are defined within the Austrian School Instruction Act. The same criteria apply for the assessments of the Matura exams.

The certificates contain the lists of subjects/areas and the relevant grades as well as an overall grade based on something like the average of the different grades (e.g."with distinction"). In the TVE sector the certificates also provide information on the entitlements for entry into certain occupational fields. The certificates are also supplemented by a list of competencies achieved at the end of the respective course.

With international developments in this area (TIMSS, PISA) gaining more influence in Austria, advantages and disadvantages of such standards are being discussed. It is felt that in any case feedback culture has to be improved (also for teachers) and that such standards could contribute to this aim.

3.2. What is to be measured: knowledge alone or also other skills and abilities?

Certainly knowledge plays an important role. By knowledge we do not mean rote learning, but insight into a subject matter and its interdependencies (comprehension). Also creativity, application, and the ability of arriving at solutions independently are assessed.

It is felt that in future more stress should be laid on the candidates' ability to present their knowledge effectively. Key competencies play an ever-increasing role.

3.3. Assessment of different levels of examination
see above (2.6.) and issue 4

Issue 4: External and/or internal (school-based) final examinations

4.1. The definition of »external« and »internal« final examinations
4.3. The proportional weighting between external and internal assessment and the aim of such a division

The Austrian Matura diploma consists of two parts: The grades of the final year and the assessment of Matura itself. The grades of the final year are not taken into consideration when assessing Matura achievement.

Austrian Matura is an internal examination with external elements, mainly represented by the inspectorate. The questions for the written papers are set by the class teacher. Then they have to be approved by the regional school authorities (in practice the inspectorate) that can reject them. The papers are corrected by the class teacher who suggests a mark. Then they are sent to the chairperson of the examination (a school inspector or a headmaster) for control that usually consults additional experts. The mark is agreed upon in a meeting of the chairperson and the examination commission (team of the examiners), i.e. the teachers who examine the candidate.

The oral examination is a public examination, monitored by the chairperson and the head of the school. The chairperson can intervene in the examination and put questions himself. At the end of each half-day or day there is a meeting of the team of examiners. The examiner suggests a mark that has to be approved by the team. The chairperson cannot directly change a mark, but he can suspend a decision of the meeting on legal grounds, in which case the regional school authority has to intervene.

4.2. Reasons for the selected type of examination
4.4. The advantages and deficiencies of external and internal examinations
4.5. Effects on class teaching (see also 2.5.2)

This procedure has had a long tradition in Austria and, in its basic elements, is as old as the Austrian Matura (about 150 years) and this may also be one of the reasons why this issue is not widely discussed in Austria.

Advantages and disadvantages are obvious:

Although the ethical standards among teachers are high, sometimes elements of complicity between examiner and the person examined may come in, especially as sometimes teachers feel they are examined themselves at Matura (which is not totally wrong, after all). On the other hand the element of assessing the teacher's work would be much stronger in an external examination.

At an internal examination it is also more difficult to compare standards and to keep them on the same level.

The main argument in favour of the Austrian (mainly internal) system is that throughout school it is the task of the teacher to interpret the curriculum. While the aims to be reached are mandatory, the way and methods in which they are reached are up to the teacher and also greatly depend on the classroom situation. It seems only fair that this should not change in the examination situation.

Quality control is provided by the school inspectors and heads of schools acting as chairs, as they can compare the levels, the types of exams set at the different schools and colleges. This also allows for immediate (and rather personal) feedback to examiners and for a rather quick flow of information (e.g. dissemination of ideas, examples of good practice).

One practical reason to abstain from external examinations (in countries where they do not exist so far) is that external examinations require additional institutions and bureaucracy (and therefore additional funding).

It is also felt that in case of external examinations teachers would lose sight of the aims of the subjects. Secondary aims (i.e. the ability to answer certain types of questions) would take the place of these primary aims. The aims to be reached in a subject are manifold and not all of them lend themselves equally well to being examined. Preparation for examinations is not the only task a school has, after all.

Issue 5: The organisation of the final examination

The Austrian rules for Matura examinations excel in breadth and depth, so an attempt at a simplified presentation is made.

5.1. The start dates and duration of the final examination: one or more examination sessions per year

There are three examination sessions, the main session at the end of the school year, one session at the beginning of the following school year and another one in the middle of the following school year.

In the main session all pupils that have successfully completed their final year are examined. Also pupils who fail in only one subject can sit for the examination, but they have to take an additional examination.

The main sessions usually take place in May and June, with at least 3 weeks' time between the written and the oral exams. The final year is assessed prior to the written exam. The young people are thus no longer considered students as they have finished their respective course. They are exam candidates and there is no more regular timetable. Within this period workshops are organised by the teachers for the candidates in the respective subjects to prepare for the orals. There is no such thing as one particular national exam-period or day, as inspectors usually chair the exams of more than one school/college or division.

In autumn pupils having failed in two subjects in their final year have the chance to take examinations in these subjects. If they fail, they have to repeat the year, if they pass, they can sit for Matura in autumn. Candidates having failed in the main session can (under certain circumstances) retake the examinations they failed in autumn. This also applies to the mid-year-session.

If and when a pupil can take an examination in case of a failure mainly depends on the kind of examination (written, oral) and the number of examinations he failed in.

5.2. The design of question papers

The design of the question paper is up to the examiner, but there are extensive guidelines for the tasks to be set in the written examination (e.g. - depending on the subject - aims, types and number of different tasks, length of texts, duration of different parts, ...). For the external supervision of this procedure see above (issue 4). There are various additional requirements, again depending on the subject (e.g. translation or summaries of texts, in mathematics and descriptive geometry the whole paper including the necessary calculations, weighting of different parts of the task, expectations, ...).

5.3. The time available for grading the papers

The examiners have to correct the papers, propose a grade and explain in writing why they propose this mark.

There has to be an interval of 3-4 weeks between the written and the oral examination. In case of failure in a written examination (which normally leads to an additional oral examination) the candidate has to be informed of this one or two weeks before the oral examination. So this leaves about two weeks for the examiner and the chairperson together. Usually the chairperson needs about one week to check the grading. This leaves about one week for the teacher, a little more, if the subject is examined early on in the week that is usually dedicated to written exams.

5.4. Regulations for sitting examinations and the invigilation of examinations

There are very detailed regulations for these matters covering various issues like length of examination, earliest time for beginning in the morning, one day without written examination for the candidate in the middle of the examination week, documentation of invigilation (e.g. where the candidates sit, length of stay on toilet, actual time of beginning, individual time of handing in the paper), procedures in case of cheating, additional materials used in the examination (e.g. handhold calculators, dictionaries - they have to be handed in advance of the examination, are controlled and handed out at examination time). Only especially marked paper may be used to write the assignment on.

There are also detailed regulations for the oral examinations (length of examination, time for preparation, maximum number of oral exams allowed per half day and candidate, leaving the examination room, presence of members of examination commission, procedures at the meeting at the end of each half day, ...).

5.5. Is grading part of teachers' workload or is it paid separately (If so, how much - in Euros)?

According to recent regulations, the teaching load is increased for the current academic year in proportion to the reduction at the end caused by the exam period. Teachers who are not involved in the exam have fewer hours to teach during the exam period. Teacher acting as examiners get extra pay for the preparatory workshops (specific rules for the max. numbers apply) and the candidates and exams they have to conduct. There is a special law (Prüfungstaxengesetz) that covers this matter. It is adapted every September according to the index.

An excerpt of the present rates ("Prüfungstaxen", June 1999, in Euros):

Fachbereichsarbeit	correction per paper	30,23	one to five papers per teacher permissible
	supervision basic payment	127,25	lump sum for one to five papers
	supervision per paper	169,61	in addition to the figure above
Chairperson	per candidate in the session	14,97
Head of school	per candidate in the session	12,50
Examiner written examination	per paper	22,16
Examiner oral examination	per candidate	25,00
Protocolist oral examination	per candidate	7,63
Form-master oral examination	per candidate	7,63

5.6. The role of external assessors (experts, teachers, university teachers …)
See above, issue 4.

5.7. Regulations and provision for students with special needs

For handicapped candidates the content of the prescribed examinations as well as the procedures can be adapted according to the handicap, as long as the general aims of the curriculum are fulfilled. Parts of written examinations (e.g. those requiring drawing) can be replaced by other parts. In special cases written examinations can be replaced by oral ones. More time can be afforded, etc. These measures can be more easily implemented, as Matura is basically an internal examination.

5.8. Students' rights to complain and complaint procedures

After the final grading of the papers, candidates have the right to see their papers. Complaints can only be lodged if the examination is failed (i.e. normally after oral examinations) - as soon as they are officially informed of their failure, but not later than five days after they get written confirmation. Then the regional education authority has to reach a decision within three weeks. There are three options: The decision of the examination commission may be confirmed, it may be revoked (i.e. a negative mark may be replaced by a positive mark), or, in case of insufficient evidence, there may be a re-examination in front of a commission.

If this complaint fails, the candidate may complain to the ministry of education (there are a few cases every year). In principle the same procedure as mentioned above applies to this second complaint.

Mag. Johann Wimmer (johann.wimmer@bmuk.gv.at)
secondary academic schools
Mag. Eleonora Schmid (eleonora.schmid@bmuk.gv.at)
TVE sector