The Law on Complete General Secondary Education defines the types of assessment of learning outcomes of primary and lower (basic) secondary education pupils. These include formative, current (not lesson-based) and final (divided into thematic, semester and annual) assessments, as well as the state final attestation (SFA).

Pupil Assessment

According to Ukrainian legislation, general secondary education institutions (GSEIs) may assess learners using the official 12-point scale or their own grading system. If a GSEI uses its own system, it must establish a methodology and rules for converting its grades into the official 12-point system. Assessment tools must be detailed in the institution's educational programme.

The assessment of learning outcomes is confidential information that is shared only with the learner and the learner's parents or guardians.

The main functions of assessment are: formative, diagnostic, motivational and stimulating, developmental, orienting, corrective, prognostic, ascertaining and educational. The Ministry of Education and Science of Ukraine (MESU) regulates the assessment of learning outcomes in GSEIs by methodological recommendations (Наказ Міністертсва освіти і науки України ‘Про затвердження методичних рекомендацій щодо оцінювання результатів навчання учнів 1-4 класів закладів загальної середньої освіти’).

The main types of assessment in GSEIs include: formative, thematic, final (semester, annual), assessment, as well as the state SFA.

Formative and final assessments focus on evaluating whether pupils’ learning outcomes meet the requirements of the educational programme. Teachers are responsible for carrying out these assessments and for determining their form, content and methods.

According to its purpose, the main functions of assessment in primary schools are formative and diagnostic. Learning outcomes for pupils in grades1-2 are expressed through verbal assessments, while in grades 3-4 either verbal or level-based assessments are used. The choice depends on the decision of the pedagogical council of the GSEI. 

Verbal and level-based assessments may be provided orally or in writing. The level of learning outcomes is indicated by the letters ‘initial’ (I), ‘average’ (A), ‘sufficient’ (S) and ‘high’ (H).

Annual and SFA in primary schools follow the system established by law. The results of such assessments are recorded in the certificate of achievement, which is issued annually when pupils are promoted to the next grade. The SFA determines how well pupils who complete primary education meet the requirements of the State Standard for Primary Education. These results do not affect the annual grade. At the primary education level, each pupil must pass the SFA in Ukrainian language, reading and mathematics. Promotion to grade 5 is based on the certificate of achievement, which reflects verbal or level-based assessments, depending on the system chosen by the GSEI.

Basic secondary education school uses the following types of assessment:

Formative (current, formative) assessment is a continuous process that takes place throughout the school year. During the formative assessment, the teacher provides and the pupil of lower secondary and upper secondary specialised schools receives feedback on their achievements (progress) in relation to the defined learning objectives.

Thematic assessment is carried out at the end of studying a particular topic of the standard educational programme for general secondary education. All types of learning activities assessed during the topic are taken into account. There are no separate tests for thematic assessment. 

A 12-point or 5-10 point scale is most commonly used in formative and thematic assessment. Verbal scales such as two, three and four levels are also used. The teacher carries out formative assessment using various tools such as cards, teacher observation protocols, portfolios of pupils' learning outcomes, etc.

Semester assessment is conducted twice a year. It is based on thematic assessment results and an overall assessment of learning outcomes. These results are recorded in the certificate of achievement (grades 5-6) and the report card (grades 7-11). Teachers independently plan and design diagnostic and control tasks during calendar-thematic planning. They follow state standards, educational and training programmes and the allocated hours in the curriculum for each subject or integrated course. The semester assessment uses a 12-point grading scale. 

Annual assessmentis held once a year and is based on the combined results of the first and second semesters. In the achievement certificate the ‘Year’ column records a single annual grade for each subject. The results of the SFA are not included in the annual assessment. The annual assessment uses a 12-point grading scale.

Learners may request to improve their semester or annual grades, which can subsequently be revised. 

The list of subjects for formative, thematic, semester and annual assessment in basic secondary education is the following:

• Grade 5: Ukrainian language, Ukrainian literature, language and literature of indigenous people, national minority (for classes with instruction in the language of indigenous people, national minorities), English language, foreign literature, history (introduction to history), mathematics, natural sciences, computer science, basics of healthcare.

• Grade 6: Ukrainian language, Ukrainian literature, language and literature of indigenous people (for classes with instruction in the language of indigenous people, national minority), national minority (for classes with instruction in the language of indigenous people, national minority), English language, foreign literature, history of Ukraine and world history (integrated course), mathematics, biology, geography, computer sciences, basics of healthcare.

• Grade 7: Ukrainian language, Ukrainian literature, language and literature of indigenous people (for classes with instruction in the language of indigenous people, national minority), national minority (for classes with instruction in the language of indigenous people, national minority), English language, foreign literature, history of Ukraine, world history, algebra, geometry, biology, geography, physics, chemistry, computer sciences.

• Grade 8: Ukrainian language, Ukrainian literature, language and literature of indigenous people (for classes with instruction in the language of indigenous people, national minority), national minority (for classes with instruction in the language of indigenous people, national minority), English language, foreign literature, history of Ukraine, world history, algebra, geometry, biology, geography, physics, chemistry, computer sciences.

• Grade 9: Ukrainian language, Ukrainian literature, language and literature of indigenous people (for classes with instruction in the language of indigenous people, national minority), national minority (for classes with instruction in the language of indigenous people, national minority), English language, foreign literature, history of Ukraine, world history, algebra, geometry, biology, geography, physics, chemistry.

Basic secondary schools also offer elective subjects such as arts (drawing and music), technology (work training) and Polish language (as an optional course). 

By the decision of the pedagogical council, an educational institution may refuse to evaluate learning outcomes or implement its own assessment scale for subjects and integrated courses in certain branches of knowledge. These include the arts (drawing and music), social sciences and health, and physical education. They may, for example, choose a scale for learning outcomes by level, such as high/sufficient/average/initial for certain branches. 

Principles of assessment

According to Ukrainian legislation, every pupil has the right to a fair and objective assessment of his/her learning outcomes. The main features of the system of assessment of learning outcomes are:

• It implements the child-centred approach to assessment activities, providing learners with opportunities for continuous development based on their individual abilities to cope with the educational experience;

• It avoids dividing learners into groups based on their learning abilities;

• It is in line with the principles of the New Ukrainian School (NUS) and helps pupils achieve the compulsory learning outcomes set out in the State Standard for Primary Education.

Teachers use assessment results to select lesson content, formats and teaching methods, ensuring that the educational process is coherent. Teachers have the autonomy to choose or develop their own methods for recording and responding to learner feedback.

The state standards for primary and basic secondary secondary education define the mandatory learning outcomes, expressed in terms of specific objectives and assessment benchmarks. These must be achieved during the respective stages of learning.

Assessment during learning

The state standards for primary and basic secondary education require a formative assessment to monitor learning outcomes during the educational process. The aim is to monitor pupils' personal development and help them to build individual educational trajectories.

The objects of formative assessment are the pupils' learning process, which is aimed at achieving a certain expected result, and the result of their educational activities at a certain stage of learning. 

Within the framework of formative assessment, teachers conduct thematic diagnostic tasks during the school year. These tasks evaluate pupils' mastery of a certain programme topic, its part or section. They serve as a feedback mechanism to regulate and adjust the educational process in a timely manner, thereby increasing its overall effectiveness. The purposes of thematic diagnostics are:

• To determine the qualitative and quantitative characteristics of pupils' mastery of a sufficiently complete part of the curriculum, based on the expected learning outcomes defined in the educational programme.

• To identify difficulties encountered by pupils in the learning process, enabling the teacher to adjust the educational process and, if necessary, revise the calendar and thematic plans to address those difficulties.

• To predict future learning outcomes and refine teaching methods for the next stages of the curriculum.

Teachers decide independently on the number and frequency of diagnostic tasks while developing their calendar and thematic plans. The MESU recommends scheduling diagnostics every 16-20 academic hours of programme material.

Reports

Assessment in primary schools or 12-point system assessment in basic secondary schools, based on thematic diagnostics, is recorded in thematic diagnostic notebooks or on pupils' work sheets. They are reported to the pupils and their parents or legal representatives during the next lesson.

The final (annual) grade is recorded in the class journal and in the pupil's certificate of achievement for a given year of primary school. For basic secondary school pupils it is recorded in the achievement certificate (grades 5-6), the report card (grades 7-9) and the class journal.

The results of the annual assessment of primary school pupils are recorded in a certificate of achievement, which contains a detailed description of the learning outcomes achieved by the pupil during the school year.

For primary school, the MESU has developed two sample certificates of achievement, separately for each cycle of education, such as adaptation and play (grades 1-2) and basic (grades 3-4). Both sample certificates of achievement contain the following parts: ‘Characteristics of learning activities’, ‘Characteristics of learning outcomes in certain branches of knowledge’, ‘Teacher's recommendations’ and ‘Parental wishes’. Certificates of achievement may be supplemented by teachers considering the educational programme of the GSEI.

The basis for enrolling pupils in grade 5 of basic secondary education is their achievement certificate, which describes learning outcomes either verbally or through a level-based assessment. The type of assessment (verbal or level-based) is determined by the educational institution based on a decision of the pedagogical council. 

The results of the annual assessmentof pupils in grades 5-6 for subjects/integrated courses are recorded in the certificate of achievement. It contains two fields such as ‘Characteristics of learning activities’ and ‘Characteristics of learning outcomes’. The field ‘Characteristics of learning activities’ records the results of observations of the pupil’s activities conducted by the teacher during the school year. It is filled out by marking either ‘Formed’ or ‘Developing’ for each specific skill. The field ‘Characteristics of learning outcomes’ contains grades for each group of general results and ‘overall assessment of learning outcomes’. The certificate also describes the level of development of learning activities, following the list of transversal skills defined by the State Standard for Basic Secondary Education. 

A report card is an annual record of the learning outcomes of pupils in grades 7-9. It reflects the results of annual assessments in all academic subjects, with grades awarded on a 12-point scale. The class teacher is responsible for completing and issuing the report card. At the end of the first semester, the class teacher gives the report card to the pupil, who then returns it signed by the parents at the beginning of the new semester. The school keeps the report card. At the end of the second semester or the end of the school year, the pupil receives a report card with the year's grades, the school head's signature and the school seal. 

Final assessment

The object of the final assessment is the pupil’s learning outcomes for the year. During this process, the teacher compares the pupil’s achievements with the expected learning outcomes outlined in the educational programmes of the GSEIs. They take into account the Reference Framework for Assessment.

The basis for the final assessment of learning outcomes for the year may be the results of thematic diagnostics, records of evaluative judgments about learning outcomes documented in feedback tools shared with parents and teacher observations during the formative assessment process. The annual grade is determined considering the dynamics of the pupil’s progress in achieving specific learning outcomes. 

The final assessment for the year in courses for such branches of knowledge as technology, computer sciences, arts and physical education includes summarising data obtained during formative assessments. It also considers the dynamics of the formation of the learning outcome throughout the year.

To implement an individual approach to pupils during the final assessment of learning outcomes and to create opportunities for each pupil to take responsibility for their own learning and achieve the highest possible results, the teacher summarises the pupils' preliminary learning outcomes 10–15 days before the end of the school year. These outcomes are recorded either in the class journal or exclusively in feedback tools shared with the pupil's parents (legal representatives). If pupils (their parents or legal representatives) want to improve the results obtained, the teacher can offer to carry out an individual assessment. Its purpose is to identify the state of formation of only those results that the learner wants to improve. Learners usually do this as part of their individual work during lessons. The teacher then determines the final (annual) grade for such a learner. They take into account the results of the individual assessment if their performance shows an improvement in learning outcomes.

Progression of pupils

The Law on Complete General Secondary Education (Закон України ‘Про повну загальну середню освіту’) regulates the progression of primary and basic secondary school pupils to the next grade. Pupils progress to the next grade after the end of the school year, except in cases specified by law. 

The Order of the MESU (Порядок переведення учнів закладу загальної середньої освіти на наступний рік навчання)regulates the procedure for progressing pupils in GSEIs to the next grade. 

Primary school pupils (except those in grades 1 and 2) progress based on final assessment results (for grade 3) and/or SFA results (for grade 4). Pupils in grades 1 and 2 may not progress to the next grade and may have to repeat the same grade only based on a written request to the GSEI. One of their parents or other legal representatives may do it, but not more than once during the pupil’s primary education.

Pupils in grades 3-4 who have reached the initial level of learning outcomes in one of the subjects (Ukrainian language, mathematics) as a result of the annual assessment have options. Based on the decision of the pedagogical council of the GSEI and one of the parents or other legal representatives, they include:

• Progression to the next grade to continue general secondary education according to an individual individual curriculum. It applies to subjects with the initial level of learning outcomes. The head of GSEI should approve it;

• Repeat the same grade in this GSEI, but no more than once during their primary secondary education.

In the absence of results of the annual assessment and/or SFA after completing a certain grade of primary school, the learner has the right to undergo an annual assessment and/or SFA before the beginning of the new school year. In this case, the annual assessment takes place by the schedule and tasks agreed upon by the pedagogical council and approved by the order of the head of the GSEI. If there is a repeated failure to pass the annual assessment and/or SFA, the pedagogical council of the relevant educational institution, together with the parents (legal representatives) of the learner, decides on the form and conditions for obtaining complete general secondary education before the beginning of the new school year.

The progression of pupils in grades 5-9 of a GSEI to the next grade is based on the results of the final (semester and annual) assessment and/or the SFA (for pupils in grade 9). The decision on progression is made by the pedagogical council of the institution. When progressing to the next grade or leaving a GSEI, pupils enrolled in grade 1 before 2018 are issued a report card showing the results of their final assessment.

Pupils in grades 5-8 with the initial level of learning outcomes (1-3 points) according to the results of the annual assessment in one of the subjects (Ukrainian language, mathematics, algebra, geometry) have some options. Pupils in classes with instruction in the languages of indigenous peoples or national minorities also include the language of instruction. Those options are: 

• Progression to the next grade to continue general secondary education according to the individual curriculum. It applies to subjects with the initial level of learning outcomes. The head of the GSEI approves the individual curriculum; 

• Repeat the same grade in this GSEI, but no more than once during their primary or basic secondary education.

Pupils in grade 9 who have completed basic secondary education may progress to grade 10 under the following conditions:

• Without in-depth study of specific subjects within the same institution, at their own request (if aged 18 or older) or at the request of a parent or legal guardian.

• With in-depth study of specific subjects within the same institution, based on the results of a competition (if held).

Pupils who do not progress to grade 10 with in-depth study of certain subjects due to competition results may move to grade 10 without in-depth study. This can be done at their own request (if they are 18 or older) or at the request of a parent or legal guardian. Alternatively, they may leave the GSEI. The school head formalises this decision, allowing the pupils to continue their general secondary education in another GSEI.

Pupils in grade 9 who have completed basic secondary education (regardless of the form of completion) progress to the next grade or complete a GSEI. They receive a certificate of basic secondary education. Pupils with high learning outcomes (10-12 points) in the annual assessment in all subjects studied in grade 9 receive a certificate of basic secondary education with honours.

Pupils in grade 9 without the results of the annual assessment in any subjects and/or SFA must undergo an annual assessment at the GSEI. They continue general secondary education and/or SFA as determined by the Procedure for Conducting the State Final Attestation (Порядок проведення державної підсумкової атестації).

Pupils who have not attended a GSEI for the last six consecutive months of the school year and have no annual assessment and/or SFA results are considered to have dropped out. This is the case if there is no information about their residence or the whereabouts of their parents or legal representatives. Such pupils do not progress to the next grade. The pedagogical council makes this decision, and the GSEI head issues the relevant order. In the case of orphans and children deprived of parental care, the decision to recognise them as drop-outs requires the approval of the relevant children's services.

If a pupil who has dropped out of a GSEI wishes to return and continue their education, they must submit a written application personally (if they are 18 or older). Otherwise, the application should be submitted by a parent or another legal representative. Re-enrolment is granted based on an order issued by the head of the GSEI.

Learners (if aged 18 or over), their parents or legal guardians may appeal against decisions of the pedagogical council of the institution regarding grade progression, withdrawal or graduation. Appeals may also concern adjustments to annual assessment results.

The GSEI may establish a commission to consider appeals. Based on its review, the commission may recommend that the decision of the pedagogical council be overturned, amended or upheld, or that the learner's annual assessment results be adjusted. The relevant findings and recommendations are documented in the commission’s meeting protocol.

The procedure for progressing pupils to the next year in specialised educational institutions with a scientific profile has specific features. The appropriate order of the MESU (Наказ Міністерства освіти і науки України ‘Деякі питання переведення учнів на наступний рік навчання’) regulatesit.

The progression of pupils to the next grade at the lyceum is based on the results of the final assessment of pupils and/or SFA (for pupils in grade 9). The pedagogical council of the lyceum makes the decision according to the order of its head. When progressing to the next grade, pupils are issued a certificate of achievement. 

Pupils in grade 9 who have completed basic education of scientific profile at the same time as receiving basic secondary education at the lyceum progress to grade 10 in the same lyceum. Pupils who, on the basis of their entrance examination results, do not progress to grade 10 in another study profile may either apply (if they are 18 or older), or have their parents or guardians apply, to transfer to grade 10 in the same study profile that they followed up to grade 9. Alternatively, they may leave the lyceum. The lyceum director formalises their transfer or release through an official order, allowing the pupils to continue their general secondary education in another GSEI.

The procedure and principles of the commission for appealing decisions of the pedagogical council are similar to those described above.

Certification

The SFA (state final attestation) is a form of monitoring the educational level of pupils in GSEIs who complete primary education (grade 4) or basic secondary education (grade 9).

The MESU determines the specifics of conducting the SFA, including requirements for its content and assessment criteria.

At the end of grade 4, the SFA for primary education is conducted only to monitor the quality of educational activities in GSEIs and/or the quality of education. Its results do not affect the pupil’s final grade for the year.

For primary school pupils, certification in the Ukrainian language, reading and mathematics is compulsory.

Learners completing primary education who are studying in the languages of national minorities or indigenous peoples and have been abroad may undergo certification in their language of instruction instead of Ukrainian. This applies only if they began learning Ukrainian during the current school year. It is possible upon the request from one of their parents or legal representatives and a decision by the pedagogical council.

Certification in primary schools is conducted in written form within the institution. The head of the educational institution approves the terms of certification annually within the school year. Tasks for conducting certification for primary education learners are developed at the educational institution and approved by its head.

Every 9th-grade learner (basic secondary education) must pass the SFA for each level of basic secondary education in the official state language and mathematics. The certification in the Ukrainian language is compulsory. After completing basic secondary education, pupils take exams in the history of Ukraine and a foreign language. Exceptions apply to languages of states recognised as aggressors or occupiers by the Parliament of Ukraine, unless otherwise stipulated by law. The list of foreign languages ​​and other subjects for the SFA is determined by the central executive body in the field of education and science, i.e. the MESU.

Pupils of a basic secondary school (grade 9) with instruction in the languages ​​of national minorities who come from abroad and have started studying Ukrainian in the current school year may take the SFA in the language of instruction instead of taking an attestation in this subject. This requires a request from their parents and the decision of the pedagogical council. 

The SFA is carried out in writing. The certification tasks are prepared by the educational institutions in accordance with the indicative requirements for the content of certification tasks approved by the MESU. 

The results of the SFA in basic secondary school are determined on a 12-point grading scale based on general criteria for assessing learners’ academic achievements. The results of the SFA are recorded separately from the annual grades. Schools include the results of the SFA in the сertificate of basic secondary education (grade 9). They are taken into account when determining the average score of the relevant document. It is also used when determining applicants for receiving a certificate of basic secondary education with honours.