Main menu

People involved in assessment - Hungary

Participation of pupils, parents in assessment. Forms of co-operation among parents, teachers and pupils

The general tendency is to involve as many actors as possible in assessment at the institutions. Description of the assessment system of the institutions is part of the pedagogical programme approved of by parents, pupils and teachers. Diagnostic, formative and summative assessment is based on this. 

Pupils are directly involved in the process of assessment. During the lessons there is indirect differentiation, the pupils assess their own capabilities by choosing a task sheet. At the end of the lesson they give an account of the work accomplished in the form of self-assessment.

Teachers use assessment cards, which are children centred, aesthetic and motivating. The assessment cards reflect not only the achievements in certain subjects but adaptation to school life and peers. 

Parents can get an insight of assessment at teacher/parent meetings. Teachers strive to achieve common interpretation and to involve parents in pedagogical work. Further possibilities of development are sought by discussing the system of diagnostic tests.  

Classroom assessment is continuous, achievements are confirmed and no external rewards are given. When closing a lesson the teacher assesses the work done. This assessment is always personalised, differentiated, taking into account individual capabilities and the work accomplished. 

Pupils’ participation in evaluating their own work can be observed at several levels.  They evaluate their own capabilities when making a choice from among differentiated tasks of diverse difficulty. Co-operative task solving is always followed by an account of pupils of the work done and how they co-operated with each other. In order to develop proper self-assessment pupils assess their own work at the end of each lesson.

Assessment in report form is formulated by teachers. While assessing the common areas (observing rules, co-operation, learning techniques, etc.) the teachers teaching the given pupil discuss their experiences and give a common assessment. As of Year 3 pupils assess their own work in writing at the end of the first half and at the end of the school year. This assessment is also recorded in the assessment book of the pupil. 

The programme provides opportunity for parents to discuss their questions and share reflections with the teachers following the assessment period. 

Pupil, parent and teacher opinions on assessment. Approval of the assessment system of the institution

In the first 4 Years parents welcome assessment in report form, emphasising that it gives a personalised picture of their children’s development.  In Years 5-8 the same parents tend to have doubts and believe that marks would motivate their children more. In continuous communication teachers try to convince them that the desirable attitude is when children learn not for marks but for knowledge. Parents demand more frequent assessment, which would cover performance in certain subjects as well. This kind of assessment is given on a monthly base as of Year 4. 

Parents give positive feedback on assessment letters that contain a totally personalised, motivating assessment building on positive features.  The areas to be improved are defined by the teacher and they try to work accordingly together with the pupil and the parents. The letter stresses the pupils’ positive features that have a decisive role in determining their role in the classroom and facilitate self-assessment. 

Experiences show that parents can be convinced about the formative effect of assessment in report form in higher grades as well, once they are involved in the assessment process.

Pupils accept assessment in report form. They indeed learn not for external motivation, but for knowledge. Their task consciousness is of a high standard, their self-assessment and acceptance of their peers is also good. In Year 7 the transition to marks does not cause any problem as they are by then mature enough to cope.   

For teachers, assessment in report form gives extra work but a teacher of a personality centred school undertakes this task and experiences prove that pupils benefit from it greatly.

The experiences of the institutions show that the diagnostic assessment systems focusing on the individual development are considered to be good, effective and humane by a majority of pupils, parents and teachers. Appropriate preparation and permanent communication is necessary for achieving common interpretation. One reason for that is that achievement and performance being the core, characterising the school system is very much present in pedagogical thinking as well as in parents’ expectations. 

For the pupil assessment partly certifies their outcomes and partly influences their further development. It has an impact on motivation for learning as pupils themselves are partners in assessment, they are familiar with the assessment criteria, understand and interpret the assessment and their bearings on practical work. For the teacher the results serve as short and medium term sources of information and provide opportunities for analysing the teaching process and for changing or retaining its priorities in the future.  For the parent assessment has an informing function as well as an interpreting function requiring partnership, facilitating learner’s development.

  • LinkedIn
  • Google +