Procedures for Assessing Learners’ Learning Achievements

1.  General provisions

1.1.  The purpose of the Procedures for Assessing Learners’ Learning Achievements (hereinafter – the Assessment Procedures) is to ensure a uniform, transparent, objective and high-quality approach to assessing learners’ learning achievements at the Skrivanek Training Centre (hereinafter – the Training Centre), in compliance with the requirements of applicable laws and regulations. The Assessment Procedures establish the principles and requirements for assessing learners’ knowledge, skills and competences in the adult non-formal education programmes implemented by the Training Centre (hereinafter – the Programmes).

1.2.  The Assessment Procedures shall be approved by the Director of the Training Centre.

1.3.  The Assessment Procedures shall be available to the teachers and learners of the Training Centre and to other persons involved in the learning process.

1.4.  The Director of the Training Centre shall familiarise teachers with the Assessment Procedures and the principles for applying them.

1.5.  Teachers at the Training Centre shall continuously and purposefully assess learners’ learning achievements in accordance with the objective and intended learning outcomes of the specific non-formal education programme, ensuring that assessment is objective, substantiated and equitable.

2.  Assessment of learners’ learning achievements

2.1.  Assessment of learners’ learning achievements shall be organised in accordance with the objective, content, scope and intended learning outcomes of the specific non-formal education programme, observing the following basic principles:

2.1.1.  principle of objectivity – assessment shall be carried out according to predetermined and uniformly applied criteria, based on the knowledge and skills actually demonstrated by the learner;

2.1.2.  principle of openness and clarity – before assessment, the learner shall be informed of the intended learning outcomes, the type of assessment, the criteria and the conditions;

2.1.3.  principle of relevance – the assessment content, tasks and methods shall correspond to the objective, content and intended learning outcomes of the specific programme;

2.1.4.  principle of practical applicability – priority shall be given to assessing the learner’s ability to apply the acquired knowledge and skills in appropriate situations;

2.1.5.  principle of diversity – various methods may be used for assessment, including oral and written assignments, practical tasks, discussions, presentations, tests, self-assessment and other methods appropriate to the objective of the programme;

2.1.6.  principle of proportionality – the scope and complexity of assessment shall be proportionate to the scope, content, target audience and intended learning outcomes of the programme;

2.1.7.  principle of inclusive assessment – assessment methods shall, as far as possible, be adapted to the learner’s needs while maintaining the requirements for the intended learning outcomes specified in the programme;

2.1.8.  principle of developmental feedback – assessment results shall be used to inform the learner about their achievements, identify areas for improvement and support further learning.

2.2.  The following types of assessment shall be used in the Programmes to evaluate learning outcomes:

Type	Purpose	Assessment method	Form of assessment
Initial* assessment	To determine the learner’s prior knowledge, skills and learning needs and their suitability for the selected programme or language proficiency level.	Oral, written, practical or combined.	Descriptive assessment, percentage result or specified language proficiency level.
Formative** assessment	To provide the learner and teacher with feedback on the learner’s progress during the learning process in order to promote purposeful learning and, where necessary, adapt the learning process.	Oral, written, practical or combined.	Descriptive assessment, oral or written feedback, percentage result, or “passed”/“not passed”.
Summative*** assessment	To determine the level of learning outcomes achieved by the learner at the end of the programme, a module thereof or a specified stage of learning, and to assess whether the learner has fulfilled the programme completion requirements.	Oral, written, practical or combined.	“Achieved”/“not achieved”, “passed”/“not passed”, percentage result, descriptive assessment or assessment of the language proficiency level.
Final**** assessment	To determine whether the learner has achieved the learning outcomes specified in the programme and fulfilled the programme completion requirements.	Oral, written, practical or combined.	“Achieved”/“not achieved”, “passed”/“not passed”, percentage result, descriptive assessment or assessment of the language proficiency level.

* Initial assessment shall be carried out before the start of the programme or part thereof where necessary to determine the learner’s prior knowledge, skills or language proficiency level.

** Formative assessment shall be carried out during the learning process in accordance with the programme content, scope and intended learning outcomes.

*** Summative assessment shall be carried out at the end of the programme, a module thereof or a specified stage of learning where provided for in the programme description. The results of summative assessment shall be used to determine whether the learning outcomes achieved by the learner meet the requirements specified in the programme.

**** Final assessment shall be carried out at the end of the programme or after completion of a specified part of the programme where provided for in the programme description.

2.3.  The types, methods and criteria of assessment applicable to a specific non-formal education programme and the conditions for completing the programme shall be specified in the description of the relevant programme.

3.  Assessment of learning performance

3.1.  Depending on the objective, content and intended learning outcomes of the programme, the assessment of a learner’s learning achievements may be expressed in one or more of the following forms:

3.1.1.  as “passed” (p) / “not passed” (n/p);

3.1.2.  as “achieved” / “not achieved”;

3.1.3.  as a percentage result (for example, the percentage result of a test or assessment task);

3.1.4.  as a descriptive assessment or qualitative feedback on the learning outcomes achieved;

3.1.5.  as a language proficiency level in accordance with the Common European Framework of Reference for Languages (CEFR) – A1, A2, B1, B2, C1, C2 – in language learning programmes.

3.2.  Where the programme description provides for assessment as “passed” or “not passed”, the following conditions shall apply:

3.2.1.  “Passed” (p) – the learner has achieved the learning outcomes specified in the programme or the specific assessment and has fulfilled at least 70 per cent of the requirements of the work being assessed, unless a different threshold is specified in the programme description.

3.2.2.  “Not passed” (n/p) – the learner has not achieved the learning outcomes specified in the programme or the specific assessment to a sufficient extent, or has fulfilled less than 70 per cent of the requirements of the work being assessed, unless a different threshold is specified in the programme description.

3.2.3.  “Not assessed” – the learner did not participate in the assessment, did not submit the required work, or the assessment cannot be determined for objective reasons.

3.3.  In language learning programmes, the language proficiency level achieved by the learner shall be assessed in accordance with the Common European Framework of Reference for Languages (CEFR), expressed at the relevant level from A1 (basic level) to C2 (highest level).

4.  Organisation of the assessment of learning achievements

4.1.  Assessment of learning achievements is an integral part of the learning process, carried out throughout the programme, and these procedures must be followed by all Training Centre teachers in all programmes.

4.2.  Learners shall be familiarised with the assessment procedures and the assessment conditions of the specific programme at the beginning of the programme. At the first class, the teacher shall inform learners about the types, methods and criteria of assessment and the conditions for completing the programme.

4.3.  The type, methods, scope and timing of assessment shall be determined in accordance with the objective, content, scope and intended learning outcomes of the programme.

4.4.  Assessment shall be carried out by the teacher of the relevant programme.

4.5.  Teachers of the Training Centre shall:

4.5.1.  prepare assessment tasks in accordance with the intended learning outcomes of the programme;

4.5.2.  use assessment methods appropriate to the objective and target audience of the programme;

4.5.3.  monitor the learner’s learning progress and, where necessary, adapt the learning process or assessment methodology;

4.5.4.  provide the learner with feedback on assessment results and, where necessary, arrange a consultation.

4.6.  The teacher shall record the assessments obtained in the Training Centre’s electronic register and in the final course assessment record.

4.7.  Where a learner has not participated in an assessment for a justified reason, the learner shall be given an opportunity to take the assessment at another time, subject to prior agreement with the teacher.

4.8.  The learner is entitled to receive feedback on their learning achievements.

4.9.  Where a breach is identified (for example, cheating or the use of unauthorised aids), the work shall be invalidated and the assessment recorded as “not passed” / “not achieved”.

4.10.  Opportunities to improve an assessment:

4.10.1.  a learner who has not achieved the learning outcomes specified in the programme or wishes to improve the assessment received may retake the assessment, agreeing the time and form with the teacher;

4.10.2.  where the learning outcomes specified in the programme are not achieved on a repeated attempt, the learner may be offered an individual consultation or additional tasks to reinforce knowledge and skills;

4.10.3.  improvement of an assessment shall not apply to work in which a breach has been identified.

5.  Recording and documenting assessments

5.1.  The assessment of a learner’s learning achievements shall be recorded in the learner learning achievement register and in the final course assessment record.

5.2.  Upon successful completion of the programme, the learner shall be issued a certificate of completion of the non-formal education programme in accordance with the requirements of laws and regulations and the conditions of the programme.

6.  Final provisions

6.1.  The Assessment Procedures are binding on all teachers and learners of the Training Centre.

6.2.  The Assessment Procedures enter into force upon their approval. Upon the entry into force of these Assessment Procedures, the previously approved procedures of the Skrivanek Training Centre for assessing learners’ learning achievements shall cease to apply.