1. Pupil Assessment

This section should explain the way evaluation is organised, distinguishing between continuous/formative (carried out during the learning process for the purpose of evaluating progressive learning and teaching in order to inform, modify them), and summative (designed to measure the acquisition of knowledge and skills through the tests and examination; it occurs at the end of learning module/cycle or at the end of level of education).

For each of the types of evaluation, authors should indicate which subjects are evaluated, how frequently evaluation occurs, and if this evaluation is reported and how often. Please also specify techniques used by teachers/schools to assess pupils (for example using scale grades, verbal qualitative comments, etc.) and if these techniques change during different years of primary (or single-structure) education.

Authors should describe whether there are differences between the evaluation carried out in different years and/or different subjects in terms of frequency, method and/or the significance of the results. Are these results used, for example, for detection of learning difficulties, etc.? In case nationally standardised tests are used during primary education, authors should give the name of these tests, specify their purpose and the subjects they cover, as well as explain to which pupils they are administered.

Please also indicate if at the end of each year of primary (or single-structure) education pupils receive the annual report/marks transcript? Is the progression to the next grade dependent on this? Please note that end-of-primary (or single-structure) education certification issues should be explained in the sub-section ‘Certification’ (below).

The distribution of responsibilities in relation to pupil evaluation (role of the teacher, the school head, support and/or monitoring staff, parents and other bodies such as the school council) should also be indicated at this point. If in your country any particular ways/methods for evaluation of pupils at primary level exist, please explain them here.

2. Progression of Pupils

This section should be devoted to a description of the circumstances under which the decision to allow pupils to progress from one class and/or stage to another is taken. Authors should explain if, according to the legislation in force, progress to the next grade is automatic or if it is possible for a pupil to repeat a class (year) in primary (or single-structure) education. If so, how frequently does grade repetition occur?

If retention is allowed in your country, please describe the criteria that determine whether pupils remain in the same grade or move on to a higher one (such as the pupil's overall assessment, school attendance, behaviour). Please also indicate if there are any official regulations/rules defining these criteria.

The role of participants in the decision making-process on grade retention (for example teachers responsible for the class, teaching staff of the whole school, the school head, support and/or monitoring staff) should be explained here. What is the role of parents (or legal guardians) in this process? Are they consulted during the decision-making process? Have they more active role during this process (for example they may lodge on appeal if they object the decision to make their child repeat the year; or they may request that they child repeats the year; or their agreement or consent is required in any decision regarding grade repetition)?

The points during schooling at which grades may be repeated (e.g. the end of a year or stage) and any limit to the number of times this may occur should be indicated, as well as procedures if that limit is reached.

3. Certification

In this section authors should describe the issues concerning certification delivered to pupils at the end of primary (or single-structure) education. Please provide the information concerning the authority responsible for certification – if such a body exists – the content (e.g. the subjects included, numerical/qualitative marking) and methods (e.g. written/oral examinations, external/internal examinations or work during the year).

The title of such qualifications awarded to pupils, as well as the body which officially recognises them (for example, the State) should also be indicated here. Please also explain if progression of pupils to the next educational level is based on this certificate.

If no certification occurs at the end of this level, then this should be stated explicitly. Other requirements relating to the completion of primary (or single-structure) education should also be described.