Pupil assessment

Assessment in general upper secondary education combines continuous/formative assessment (supporting learning during the course) and summative assessment (documenting achievement through marks and examinations). Together, these forms of assessment provide feedback to pupils, support teaching decisions, and ensure that pupil attainment can be documented for external purposes.

Continuous/formative assessment

There is ongoing evaluation of both teaching and pupils’ work throughout general upper secondary education. The purpose is to support pupils’ learning and to help teachers adjust instruction to pupils’ needs. Based on the evaluation, the individual teacher has the possibility of adjusting the teaching so it is compatible with the pupils’ needs. In addition to this, the evaluation also provides a basis for a detailed guidance of the pupils with regard to their progress and academic level in the subject concerned.

The method of evaluation is determined by the pupils and the teacher together and pays regard to the form and content of the instruction. The teacher keeps an eye on the development which the individual pupil gains from the instruction. At suitable intervals, this is discussed collectively and individually with the pupils. Typical elements used in continuous/formative assessment include: 

• Tests and short written tasks
• Special assignments/reports
• Conversations and feedback sessions

General proficiency marks are given at least once every school year as part of the continuous evaluation of the pupils.

Summative assessment

For external purposes, an evaluation of each pupils’ achievements is made through different types of marks and examinations. This includes the following forms of assessment:

• Marks for the year’s work
• Term marks
• Testimonials
• Examination marks

Marks are awarded using the Danish seven-point grading scale, which indicates the performance of the pupil. The grading scale is compatible with the European Transfer Control System grading scale (ETCS).

Apart from the seven-point grading scale, pass/fail assessment may also be used. An overview of the grading scale and its conversion to ECTS and to the former Danish grading system can be found on the Ministry of Higher Education and Science's website (in English).

The four forms of summative assessment are organised as follows:

• Marks for the year’s work appear on the pupil’s examination certificate and are given at the end of the school year, in which instruction in the subject concerned is conducted. Marks for the year’s work are given by the subject-teacher and reflect the subject-teacher’s appraisal of the pupil’s level of attainment at the end of the year.
• Term marks are typically given twice during the school year in subjects where end of year marks are given.
• Testimonials may be accompanied by a written testimonial describing the pupil’s aptitude for and work with the subject. A testimonial must be provided:
  • if the mark is below 02, which is the minimum mark for passing an exam, and
  • if the mark is two points or lower than the mark given in the previous evaluation.
• Examination marks. To complete the programme, pupils must take a total of ten written and oral examinations, of which up to three may be taken after the first and second year. The examinations can be written, oral, case, project tests or take mixed forms.

During most examinations, the pupils may utilise all types of aids, including IT tools, but are usually not allowed to communicate with each other. At the end of the final year, all pupils take a written examination in Danish and written examinations in any other subjects studied at A-level, which is the most comprehensive level in terms of scope and depth. The number of oral examinations varies for the individual pupil depending on the number of A-level subjects chosen.

In addition to the compulsory exams taken each year, the Ministry of Children and Education decides which subjects form part of the examinations for the individual pupils. Towards the end of the programme, pupils must also submit a specialised study project in two or three subjects which form part of the examination.

Responsibilities in examination and marking

The Ministry of Children and Education produces written examination questions. For each subject there is an examination committee consisting of teachers and the ministry's advisers for the subject in question. The subjects in which the oral examinations are held are selected at random by the Ministry of Children and Education for each individual school. 

Written examination papers are marked by two external examiners. Oral examinations are marked by the teacher and one external examiner, who has the ultimate say in the assessment. The Ministry of Children and Education chooses external examiners on the basis of recommendations from the schools.

Progression of pupils/students

Progression of pupils from one form (year) to another is automatic in upper secondary education. However, if the pupil’s average mark does not meet the requirements for passing and the pupil’s learning outcome is assessed as insufficient, the school can decide that the pupil repeats a form (year).

Certification

An examination certificate is issued when the pupil has achieved a minimum of 02 as a weighted average of the concluding term marks and examination marks. If the weighted average is below 02, the pupil has failed the programme. When calculating the examination average, marks are weighted differently depending on the level of the subject. The examination average forms part of the basis for admission to higher education. The certificate is issued by 5 July. The Ministry of Children and Education is responsible for the content and examinations.

The examination certificate usually contains:

• All marks for the years’ work
• Examination marks
• Marks for the specialised study project/major written assignment
• The examination result reflecting the different weights of the marks
• The overall average mark

The Ministry of Children and Education draws up the certificates and the headmaster of the school where the examination took place signs the certificate. Only one original certificate is issued, however, the pupil may request a copy of the certificate translated into English.

References

Bibliography

Ministry of Children and Education (Børne- og Undervisningsministeriet), 2019: Certificates (Beviser). [Accessed 19 October 2020]

Ministry of Children and Education, 2020: About the four Upper Secondary Education Programmes. [Accessed 19 October 2020]

Ministry of Children and Education (Børne- og Undervisningsministeriet), 2020: Laws and legislation for upper secondary education programmes (Lovgivning og politiske aftaler). [Accessed 19 October 2020]

Legislation and official policy documents

Legal Information (Retsinformation), 2016: Ministerial Order on tests and exams in general and academic preparatory upper secondary and adult education (Bekendtgørelse om prøver og eksamen i de almene og studieforberedende ungdoms- og voksenuddannelser), BEK no. 343 of 08/04/2016. [Accessed 19 October 2020]

Legal Information (Retsinformation), 2017: Ministerial Order on the General Upper Secondary Education Programmes (Bekendtgørelse om de gymnasiale uddannelser), BEK no. 497 of 18/05/2017. [Accessed 19 October 2020]