Examination and certification system at the end of the upper secondary general education

Examination and certification system at the end of the upper secondary general education
(Electronic conference, May - December 1999)

Conference Issues

Index
Introduction
Final
   Report
Conference
   Issues
Conference
   Rules
Report 1
Participating
   countries
EURYDICE
   Glossary
Admission
   to HE

Austria
   Issues
   Q&A
Bulgaria
   Description
   Issues
   Q&A
Czech Republic
   Description
   Issues
   Q&A
Estonia
   Issues
   Q&A
France
   Issues
   Q&A
Germany
   Issues
   Q&A
Hungary
   Description
   Issues
Latvia
   Issues
Lithuania
   Issues
   Q&A
Netherlands
   Issues
   Q&A
Poland
   Description
   Issues
   Q&A
Portugal
   Description
   Issues
   Q&A
Slovakia
   Description
   Issues
   Q&A
Slovenia
   Description
   Issues
Spain
   Description
   Issues
Sweden
   Description
   Issues
United Kingdom
   Description
   Issues

Issue 1 * Issue 2 * Issue 3 * Issue 4 * Issue 5
The collected data on national systems of upper-secondary school-leaving examinations show that, despite having many points in common, different countries have developed different procedures and solutions.

Please consider the following issues and try to clarify the basis and rationale for each solution by answering why you decided on a specific arrangement in your country and taking into account:

the historical background, the philosophy of education and particular educational concepts;
the interdependence of solutions within the system of education.

In the same way, please clarify additional changes to the system you are planning to make.

Issue 1: The examination as a school-leaving »maturity« exam (Abitur, Bac, Matura, etc.) and/or as an »entry examination« to higher education (university):

Does the »final examination« serve

to achieve both aims - Why and how?
as the school-leaving »maturity« exam – Why and how?
as the »entry examination« to higher education - Why and how?

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

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

The number of compulsory and optional subjects and the aim of such a division
Breadth vs. depth of the examination
The role of Mathematics and Foreign Language(s)
Optional subjects: only academic or others in addition?
Effects on class teaching - Are there »(de)privileged subjects«?
Are students specially prepared for various levels (standard, higher levels)?

Issue 3: Assessment and certification of achievement:

The definition of national standards (if defined)
What is to be measured: knowledge alone or also other skills and abilities?
Assessment of different levels of examination

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

The definition of »external« and »internal« final examinations
Reasons for the selected type of examination
The proportional weighting between external and internal assessment and the aim of such a division
The advantages and deficiencies of external and internal examinations
Effects on class teaching

Issue 5: The organisation of the final examination:

The start dates and duration of the final examination: one or more examination sessions per year?
The design of question papers
The time available for grading the papers
Regulations for sitting examinations and the invigilation of examinations
Is grading part of teachers' workload or is it paid separately (If so, how much - in Euros)?
The role of external assessors (experts, teachers, university teachers …)
Regulations and provision for students with special needs
Students' rights to complain and complaint procedures

Issue 6: Additional comments about issues which in your opinion should also be addressed.

Index
Last update: 28 December 1999