Pupil Assessment
Assessment is part of the learning process and aims to support learning.
According to the curriculum, assessment is equal, open and interactive. Pupils' learning, competence and work are assessed in a diverse manner in relation to the goals set in the curriculum.
Diverse assessment means that assessment is based on various evidence, such as written exams, oral demonstrations, working skills, project work, presentations and essays. A pupil's behavior is evaluated separately in relation to locally determined behavioral criteria.
At the beginning of the school year, teachers inform pupils and their guardians about subject-specific objectives and assessment principles. In addition, teachers provide pupils with guiding and encouraging feedback throughout the whole school year in order for the pupils to learn to identify their own strengths and areas for development.
During the school year, the pupil and their guardian also receive feedback on the pupil's progress, work and behavior.
Mid-term Evaluation Discussion for Grades 1–2
In Oulu, the mid-term evaluation for grades 1–2 is conducted as a mid-term evaluation discussion, and no separate mid-year report is issued. The discussion replacing the mid-year evaluation takes place between November and January. These discussions are scheduled outside of the pupil’s regular lesson times, and remote connections may be used.
Each pupil in grades 1 and 2 will have a mid-year evaluation discussion with their class teacher and guardians. Other teachers who teach the pupil may also participate in the discussion. With the guardians’ permission, a school assistant or special education teacher may also be present.
Learning Discussion for Grades 3–9
During the school year, each pupil in grades 3–9 will participate in a learning discussion with their class teacher or homeroom teacher and guardians. These discussions are scheduled outside of the pupil’s regular lesson times, and remote connections may be used.
The learning discussion covers the pupil’s strengths, learning, skills, working habits, and assessment-related topics, as well as behavior and current issues related to studying and developmental stage. The discussion also includes well-being aspects relevant to the child’s or young person’s life, which can support growth and learning.
Together, the pupil, guardian, and teacher will set goals for learning and schoolwork and reflect on how the pupil can achieve those goals.
Forms of assessment
Mid-term assessment
Mid-term assessment for Grades 1–2
In Oulu, the mid-year evaluation for grades 1–2 is conducted as an evaluation discussion. These discussions typically take place between November and January, and no separate mid-year report is issued. Both the pupil and their guardians participate in the evaluation discussion.
During the discussion, the class teacher reviews the pupil’s performance in various subjects.
Mid-term report for Grades 3–9
In grade 3, pupils receive a mid-year report with verbal assessments of subjects and behavior.
In grades 4–9, pupils are given a mid-year report with numerical grades for subjects and behavior.
If desired, teachers in grades 4–9 may also provide verbal assessments to support the numerical grades. These verbal evaluations are included as a separate attachment to the report.
Annual assessment
At the end of the school year, pupils receive Annual assessment.
In grades 1–3, pupils receive verbal report.
In grades 4–8, the report includes numerical assessments for subjects and behavior.
If desired, teachers in grades 4–8 may also provide verbal feedback to support the numerical grades. This verbal assessment is included as a separate attachment to the report.
Pupils' assessment is based on the subjects' syllabi objectives in the curriculum.
In grade 6, the assessment is conducted accordingly to the national criteria for grade 6. Read more about the criteria for grade 6 annual assessment on the website of the Finnish National Agency for Education (in Finnish).
Final assessment
At the end of comprehensive school education, a final certificate is issued to a pupil who has achieved the objectives of the entire basic education syllabus with a minimum requirement of competence corresponding grade marking 5. The final assessment assess the entire competence demonstrated during grades 7–9.
The assessment is based on the objectives of the syllabi of the subjects, and it is conducted in accordance with the national final assessment criteria.
It is worth noting that teaching of some subjects ends in grades 7 or 8. The final assessment of these subjects is done already in those grades.
In the final assessment, the subjects are assessed in numbers. An exception to this is the A2 language, which can, at the request of the pupil and their guardian, be assessed with a pass marking.
If the pupil studies according to an individualized curriculum, they are assessed in relation to the goals set in their individual learning plan. Individualization may concern one or more subjects. Individualized subjects can be assessed either numerically or verbally with a pass mark.
Final assessment criteria by subject in Oulu
History Final Assesment Criteria (pdf) (in Finnish)
Social Studies Final Assessment Criteria (pdf) (in Finnish)
Mathematics Final Assessment Criteria (pdf) (in Finnish)
Physics Final Assessment Criteria (pdf) (in Finnish)
Chemistry Final Assessment Criteria (pdf) (in Finnish)
Biology Final Assessment Criteria (pdf) (in Finnish)
Geography Final Assessment Criteria (pdf) (in Finnish)
Home Economics Final Assessment Criteria (pdf) (in Finnish)
Health Education Final Assessment Criteria (pdf) (in Finnish)
Handicrafts Final Assessment Criteria (pdf) (in Finnish)
Physical Education Final Assessment Criteria (pdf) (in Finnish)
Music Final Assessment Criteria (pdf) (in Finnish)
Finnish Language and Literature Final Assessment Criteria (pdf) (in Finnish)
Swedish Final Assessment Criteria (pdf) (in Finnish)
English Final Assessment Criteria (pdf) (in Finnish)