!!!Leistungsbeurteilung

School Performance Assessment, performance assessment of pupils became 
necessary when the number of pupils increased and a system of classes 
with homogeneous performance was introduced ( Jesuit School and 
Educational Organisation). The assessment of performance was at the 
centre of attention when selective measures were used to control the 
flow of pupils, but was not standardised in Austria until 1923. The 
main differences lie in the number of grades (the Jesuits, for 
instance, used 6 marks or grades, in the Maria-Theresian period 3 
grades were customary, in 1905 in primary schools and in the 
Buergerschulen 5; in 1908 a four-grade assessment system was 
introduced in secondary schools and from 1923 onwards also in primary 
and lower secondary schools, from 1938 until 1945 6, since 1946 5). 
The performance assessment is expressed in numbers or words or in 
detailed descriptive language. At present the following marks are used 
in performance assessment: Sehr gut (1)/very good, Gut (2)/good, 
Befriedigend (3)/average, Genuegend (4)/sufficient and Nicht genuegend 
(5)/not sufficient. Objectivising measures such as exams before boards 
of examiners are only used for crucial decisions such as school 
leaving exams (Matura). For a long time assessment of pupils´ 
performance was not restricted to intellectual performance but also 
included such criteria as talent, diligence and behaviour. Today the 
behaviour of students in school is only assessed in reports to a 
limited extent (not in the final-year report). The assessment of the 
presentation of work has formed a part of the assessment criteria for 
several subjects since 1993. The performance of pupils is recorded in 
pupils´ reports and examination protocols. Today performance 
assessment is based on the continuous observation of participation in 
class work as well as oral, written, practical and graphic 
examinations.


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