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EACEA National Policies Platform:Eurydice
Assessment in vocational lower secondary education


6.Secondary and post-secondary non-tertiary education

6.6Assessment in vocational lower secondary education

Last update: 27 November 2023

Pupil/Students assessment

Procedure for assessing pupils’ achievements and progress

Assessment of pupils’ learning achievements and progress is part of the content of school education. It must be consistent with the educational objectives. The school, in accordance with the legislation and school agreements, develops its own Description of the procedure for assessing the achievements and progress of the school pupils. The director approves it and publishes it on the school's website.

The school decides on:

  • Methods and tools used to assess or/and evaluate pupils’ achievements and progress. The school decides whether it will use: marks (ten-point evaluation system), comments, cumulative points, folder (e-portfolio, e-folder), descriptions of learning achievements, pupil’s characteristics, pupil’s success stories, (self-) assessment, descriptive evaluation, etc.
  • Evaluation methods for studying subjects, chosen subjects, subjects modules. For example, if a student in an upper secondary education programme intends to choose a degree in sport, it is suggested that the learning achievement in physical education be evaluated using marks and not by a record.
  • Conversion of assessment to a ten-point system. If a teacher is not using a ten-point system to evaluate pupils’ achievements, the school establishes the time by which the assessment must be converted to a ten-point system. It is not necessary to convert achievements if the pupil is evaluated by “credited”/“not credited”.
  • Ensuring consistency between forms of student achievement and progress assessment.

In initial VET, pupils’ learning achievements are summarised in the training period (semester, year, and/or final) or at the end of the module. In continuous VET, the assessment is carried out at the end of the module or learning process. The VET provider can determine other periods for interim assessments.

Types of assessment

The usual types of assessment that are used in the education process are used here. These include formative, self-evaluation and summative evaluation. More information about these types can be found in sub-chapter 6.3.1. “Types of assessment”.

VET schools evaluate pupils’ professional knowledge, skills and products on a 10-point scale. Theoretical courses usually end in an examination that is evaluated on a 10-point scale.

Satisfactory/Unsatisfactory assessment. Scores from 4 to 10, as well as the terms “credited”, “passed” and “dismissed” are considered to be a satisfactory assessment. Meanwhile, scores from 1 to 3, “not credited” indicate unsatisfactory assessment.

Participants in evaluation

Participants in evaluation are described in the sub-chapter 6.3.1. “Participants in assessment”.

Progression of pupils/students

When a pupil is learning not only a profession but also getting lower secondary education in a VET institution, the progression of the pupil is organised according to the Description of the procedure for sequential education in general education, approved by the Minister of Education, Science and Sport.

In sub-chapter 6.3.2. “Progression of Pupils” there is a detailed description of the procedure for transferring pupils to the next grade and for following the upper secondary education programme.

In sub-chapter 6.15.2. “Progression of Pupils” the transfer to the next VET course is described.


A pupil who acquires lower secondary education and a vocational qualification receives two certificates. One is the evidence of acquired lower secondary education; the other confirms the acquired vocational qualification.

certificate of lower secondary education is issued to a pupil who has acquired lower secondary education. 

The year-end marks/grades in each subject from the second part of the lower secondary education programme, social civic activity, as well as other annual assessments and the results of assessment of lower secondary education achievements are entered on the certificate.

Pupils who have not completed the lower secondary education programme receive a certificate of learning achievements. This certificate includes the subjects that were taught, the satisfactory and unsatisfactory annual evaluations, the number of hours spent on the subject in the class according to the curriculum (for graduating from the second part of lower secondary education in 2007 and later), evaluations of the assessment of lower secondary education achievements, social civic activities.

Pupils in grade 10 with unsatisfactory year-end assessments, those who have completed a special lower secondary education programme or followed adapted curricula receive a certificate of a specific form.

Full information on VET certification is given in sub-chapter 6.15.3 “Certification“.