Assessment
Assessment is part of the learning process, and its role is to support learning.
At OIS, we follow the national assessment requirements based on the Finnish Core Curriculum (Opetussuunnitelman perusteet) while also using assessment guidelines and criteria based on the IB programme.
According to the Finnish national curriculum, assessment is equal, open and interactive. Students’ learning, skills and work are assessed in a variety of ways against the objectives (O’s in English and T’s in Finnish) set in the curriculum.
This means that assessment is based on a variety of evidence, such as written tests, oral tests, working skills, projects, lab work, presentations, and writings depending on the subject. Students' behaviour is assessed separately against locally defined behaviour criteria. Self-assessment and peer feedback support assessment.
At the beginning of the school year, teachers inform students and their guardians about the subject-specific objectives and the principles of assessment. In addition, teachers provide guidance and encouragement throughout the school year to help students identify their own strengths and areas for improvement.
Students and their guardians also receive feedback on their progress, work and behaviour throughout the school year.
More about the assessment
PYP Assessment
In grades 5 and 6, the students receive a grade (4 -10) in their report cards and working skills are a part of the report card grades. Gr 1-4 students have assessment discussions after the fall semester and report card by the end of the spring term. Gr 1-3 assessment in the report card is on a scale of 1-4 and gr 4 assessment grades on a scale of 4-10.
The grade for the report card is defined by using grade boundaries (arvosanakuvaukset) which are based on the Finnish curriculum. The grades are a “pedagogical average” which corresponds to the descriptions of the Finnish grade boundaries.
The points or grades the students get from different assessed tasks/tests do not directly indicate the grade in the report card but give feedback on where the student is doing well and where they need to improve. Criteria for different objectives and their grade boundaries will also always be discussed and given before each assessed task/test considering the age of the students.
MYP Assessment
In MYP, the students receive a grade (4 -10) in their report cards and working skills are a part of the report card grades.
The grade for the report card is defined by using grade boundaries (arvosanakuvaukset) which are based on the Finnish curriculum. The grades are a “pedagogical average” which corresponds to the descriptions of the Finnish grade boundaries.
The points or grades the students get from different assessed tasks/tests do not directly indicate the grade in the report card but give feedback on where the student is doing well and where they need to improve. Criteria for different objectives and their grade boundaries will also always be discussed and given before each assessed task/test considering the age of the students.
Final assessment of each subject describes how well and to what extent the student has reached the targeted learning objectives of the Finnish core curriculum in the subject at the end of studying that subject. For some subjects end already before grade 9 e.g., the final grade for history will be given at the end of grade 8 because history won’t be studied in the grade 9.
Behavior Assessment
Behaviour assessment is targeted at how a student takes into consideration other people and the environment, how they value their own and other’s work and how they obey the school rules as well as good manners. Guidance of behaviour as well as teaching knowledge and skills connected to behaviour are a part of a school’s education. The context of a student’s age is taken into consideration in behaviour assessment. (Arvioinnin ABC PYP and MYP)
Students are assessed according to the following behaviour criteria given by Oulu City:
| Exemplary | 10 |
|
| Excellent | 9 |
|
| Good | 8 |
|
| Satisfactory | 7 |
|
| Mediocre | 6 |
|
Poor
| 5 |
|
| Very poor | 4 |
|
*common affairs refer to: following school rules, supporting other students (e.g., in their studies, being a good friend) and/or having an active role, e.g., in the student body.