The evaluation procedure integrates and regulates the learning process, which, once analysed, offers systematic information pertaining to the academic development of the student and the quality of their education.In the Upper Intermediate Level, internal evaluation is centred on the content and competencies defined in the National Curriculum, in accordance with the specific evaluation criteria for each subject.
The criteria is defined by each department and based on the directives issued by the Ministry of Education. The school community is informed of these criteria at the beginning of each academic year, allowing for the regulation and reorganization of the learning process.
The evaluation process has various purposes according to their timing and nature, be this diagnostic, formative or summative. Diagnostic evaluation provides information on the level of competencies of a specific student or group of students at any given moment. 'This leads to the implementation of adapted teaching strategies and contributes to the elaboration, adjustment and reformulation of Work Plans, Class Curricular Projects', psychological evaluations, the accompaniment of students with particular characteristics, etc. Evaluation is considered Formative when it is the 'main means of evaluation at this level of education. This method is continuous and systematic, with the objective of regulating the teaching process, using a variety of instruments in accordance with the nature of the programmes and contexts in which these occur, as well as the criteria of the subject at hand.'
Throughout the educational process, teachers provide their students with a study plan for each test, commonly designated as a Study Guide. The aim of this document is to guide the student's study methods and prepare them for each period of evaluation.
Lastly, Summative Assessment provides a summary of information about the development of skills and competencies defined for each subject area, with special attention to the progress made throughout the learning process. Consequently, different measures and guidelines are stipulated in the implementation, follow up and evaluation of Recovery, Accompaniment and Development Plans. These measures aim to promote academic success, as is regulated by the normative order N.º 50/2005 of 9th November.
At the end of each term, school year and school level, the internal Summative Assessment is of the class teachers' responsibility and is published in all documents with grades on a scale of zero to twenty. These grades are also converted to a scale of zero to five (which are registered on all official documents issued by the Ministry of Education at the end of each term).
The grades obtained at the end of each term are the result of the observations made in two main parameters: Learning Skills and Behaviour / Attitude.
In regards to External Evaluation, the Ministry of Education demands that End of Level Examinations in the Portuguese and Mathematics take place for students in grade 9.
As such, throughout the academic year, the school organizes a careful and systematic preparation of its students, providing them with the necessary tools in terms of course content for each subject, as well as knowledge of the specific requirements of these exams. During the school break before these examinations, the school organizes sessions which allow our students to familiarize themselves with the exam format, thus giving our pupils the necessary confidence and motivation for this type of evaluation.
Sites: www.gave.pt; www.jne.pt
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