Regulations on assessment in kindergarten (Beurteilungsreglement) - Subject Matter

1. This Regulation governs for the primary level and the secondary level of the public school

a) the assessment of students

b) the level changes

c) the promotion and change of the core class

1. In this Regulation mean

a) Subject-Related Competencies: subject-specific knowledge and the associated abilities and skills in individual subjects according to the timetable

b) Cross-Disciplinary Competencies: knowledge and skills that play an important role in learning inside and outside of school across all subject areas. These include, in particular, learning and working behavior, social behavior, and methodological competencies

c) Learning and Working Behavior: the ability to actively participate in class, work carefully and independently

d) Social Behavior: the ability to engage with others and collaborate, adhere to rules, and treat others with respect

e) Methodological Competencies: the ability to search for, evaluate, process, and present information; the ability to acquire learning strategies, plan, execute, and reflect on learning and working processes, and the ability to develop a broad repertoire of linguistic expressions

1. Assessment supports learning, personal development, and career decisions.

2. Students are assessed holistically.

3. The holistic assessment is derived as a whole from

a) assessments in the classroom, notably from the teacher's feedback on learning processes and learning success, from oral and written examinations, and other evaluated assignments

b) the assessment forms prescribed by the canton according to Article 4

1. Students shall be assessed using the following evaluation forms prescribed by the canton

a) Assessment interview

b) Report card

c) Standardized performance measurement with the "Stellwerk"

1. The assessment discussion informs the parents and the student about the learning status and progress in both subject-specific and interdisciplinary competencies.

2. It serves to promote the student and involves the parents in the learning process.

3. It supports the collaboration of the parties involved and assists in planning the student's further educational pathway.

1. In the 1st to 6th grade of primary level and the 1st to 3rd grade of secondary level, the class teacher conducts an annual assessment meeting with the parents. For this purpose, they use the materials provided by the Department of Education and Culture.

2. The assessment meeting can be combined with the transition interview in the 6th grade according to Article 4 of the Transition Regulations (RB 10.1711) and with the status determination in the 2nd secondary level according to Article 21.

3. The participation of the student in the assessment meeting is the norm.

1. The certificate provides information on the academic performance in both subject-specific and cross-disciplinary competencies, as well as the educational progression of the student.

1. The following shall be entered in the certificate

a) the school level and additionally the school model at the upper level

b) in subjects with differentiation of levels, the level (upper level)

c) adapted learning objectives in individual subjects

d) integrative special education (IS status)

e) assessment of subject-specific competencies

f) assessment of learning and work behavior and social behavior

g) level changes

h) promotion and transfer to the main class

i) date of the assessment meeting

j) absences

k) early release

1. The professional competencies are assessed in all attended subjects. The learning objectives of the lessons and, at the secondary level, additionally the demand level are decisive.

2. In the 1st and 2nd school years, the entry "Learning objective achieved" or "Learning objective not achieved" is made.

3. From the 3rd grade of primary school to the 3rd grade of secondary school, grades are recorded. This also applies to elective subjects and the final project in the 3rd grade of secondary school.

4. In the case of adapted learning objectives with integrative support, "Learning objective achieved" or "Learning objective not achieved" is entered in the respective subject or subjects.

5. For students with intellectual or multiple disabilities, assessment is based on the life areas according to the International Classification of Functioning, Disability and Health (ICF). Where reasonable and possible, individual subject areas may also be assessed. Schools may provide supplementary documents. These are not part of the certificate.

1. Students who are disadvantaged in assessments due to a disability as defined in Article 2 of the Disability Discrimination Act (SR [151.3](https://db.clex.ch/link/Bund/151.3/de)) are entitled to have the external conditions or the form of the assessment modified in such a way that the disadvantage caused by the disability is compensated for as much as possible, without adjusting the learning objectives.

1. The School Psychological Service assesses the need for measures to compensate for disadvantages. For this purpose, it diagnoses the disability or reviews corresponding diagnoses made by third parties, conducts an interview with the affected individuals, and proposes specific measures.

1. The school board orders the measures for compensatory disadvantage upon request of the teacher or the parents and based on the assessment of the school psychological service. It can delegate this task to the school management.

1. Organization and implementation of compensatory measures are school expenses and are to be financed by the school's governing body.

1. The following grading scale applies

a) 6 = very good

b) 5 = good

c) 4 = sufficient

d) 3 = insufficient

e) 2 = weak

f) 1 = very weak

2. The assessment of performance is conducted in whole or half grades using the numbers 6 to 1, whereby in the report card the notation for half grades is 5.5, 4.5, etc.

3. Report card grades are based on a holistic evaluation according to Article 3, Paragraph 3, Letter a.

1. The grading can be replaced with the entry "Learning Objective Achieved" or "Learning Objective Not Achieved" in the following subjects

a) Life Skills (Senior Level)

b) Subject-specific courses in the 3rd Senior Level

c) Project-based learning in the 1st semester of the 3rd Senior Level

1. In cases of foreign language proficiency, the assessment of subject competence in the report card may be waived for the duration of the instruction in German as a second language, in individual subjects or in all subjects.

1. The following criteria are assessed in learning and work behavior

a) actively participate in class

b) work diligently

c) work independently

2. The following criteria are assessed in social behavior

a) collaborate with others

b) adhere to rules

c) treat others with respect

1. Criteria in Learning and Work Behavior and in Social Behavior are assessed with the following grades

a) Exceeded objectives

b) Met objectives

c) Partially met objectives

d) Did not meet objectives

2. The assessment is conducted by the class teacher. The class teacher incorporates the other teachers who instruct the student into the assessment process.

3. If one or more learning objectives are expected to be assessed as "Did not meet objectives," the class teacher must contact the parents no later than two months before the end of the semester.

1. In the case of a behavioral disorder with the entry "Integrative Special Education" in accordance with Article 18 paragraph 1 letter f, learning and work behavior is assessed within the framework of a learning report. There is no entry of the assessment in the certificate.

2. The teaching staff uses the materials provided by the Office for Public Schools.

1. Methodological skills are linked with subject-specific learning and are incorporated into the assessment of subject-specific competencies.

1. Excused and unexcused absences are recorded in half-days in the report card.

2. Absences include absences, leaves of absence, and self-dispensation.

1. Remarks in the Certificate are permissible with the following entries

a) upon entry or exit during the school year: "Entry on (date)" or "Exit on (date)"

b) for the justification of extended absences: "Illness", "Accident", "Hospital stay", "Alpine dispensation", "Gifted and Talented Program", "Individual Trial Apprenticeship" or "Exempted from classes for (number) weeks by decision of the school board"

c) upon exemption from attending individual subjects according to Article 7 of the regulations on absences and leaves for students (RB 10.1467): "Exempted from (name the subject)" or "In the 1st (2nd) semester exempted from (name the subject)"

d) on renunciation of the assessment of professional competencies according to Article 12: "Non-native language: no assessment" or "Non-native language: partial no assessment"

e) in the case of early release: "Early release as of (date)"

f) in the case of integrative special education: "Integrative Special Education"

2. The enumeration is final.

1. The report card is issued after the end of the first semester and at the end of the school year.

2. The end of the first semester is considered to be January 31.

3. At the Uri special school, the report card is issued at the end of the school year.

1. The report card is to be reviewed and signed by the parents, and returned to the class teacher within the deadline specified by them.

2. By signing, the parents confirm that they have reviewed the report card and participated in the assessment interview.

3. If the parents refuse to sign, the class teacher will inform them of the significance of the signature according to paragraph 2. If the parents persist in their refusal, the school board will record the situation in the minutes.

1. In the 2nd semester of the 2nd senior grade and at the end of the 3rd senior grade, the "Stellwerk" test system is conducted with all students.

2. In the 2nd senior grade, the Stellwerk serves as a basis for an assessment, while in the 3rd senior grade, the student's level of learning at the end of compulsory schooling is recorded.

3. The Directorate of Education and Culture determines the test areas and the timing of execution.

1. The class teacher announces the individual results of all test areas to

a) the individual student and their parents

b) the teachers who instruct the student in a tested area

2. The class teacher announces the class results of all test areas to the school administration.

3. The school administration can compare the anonymized results of their school with the results of other schools in the canton.

4. The school administration informs the school board of the school's results.

5. The cantonal school supervision has access to the overall results of the schools, but not to the results of individual classes and students.

6. It brings the overall results to the attention of the education council. No rankings are published.

1. In the cooperative and integrated upper secondary school levels, there is the possibility to change levels in the leveled subjects.

2. Leveled subjects in the cooperative upper secondary level are Mathematics, English, and French.

3. Leveled subjects in the integrated upper secondary level are German, Mathematics, English, and French.

1. A student can transfer from Level B to Level A if they achieve at least a grade of 5 in the relevant level subject and meet the requirements for successful attendance at Level A based on a comprehensive assessment.

2. A student must transfer from Level A to Level B if they have a grade lower than 4 in the relevant level subject and do not meet the requirements for successful attendance at Level A based on a comprehensive assessment.

1. Level changes can occur upon request by the student or the parents, or on the recommendation of the teacher.

2. The decision is made by the teacher who teaches the respective subject. Before making their decision, the teacher shall consult the parents and the student.

3. If remaining in Level A is at risk, the parents and the school administration must be notified in writing two months before the end of the semester.

4. Level changes generally occur at the beginning of the second semester or the next school year.

5. The class teacher shall inform the parents and the school administration of the level change in writing.

1. The evaluations in the level that is attended at the time of assessment are decisive for the entry into the report card.

2. If a level change has occurred shortly before the report card is issued, an empirical grade may be used.

1. Determination of Promotion Must Occur

a) at the Primary Level

b) in the Separate Secondary Level

c) in the Cooperative Secondary Level

2. Determination of Promotion Is Waived

a) in the 3rd Secondary Level

b) in the Integrated Secondary Level

c) in the Vocational School

d) for Students with Adapted Learning Goals (Primary School)

e) for Integrated Special Education Students

3. The Criteria for Determining Promotion Are

a) the Assessment of Subject Competence in the Promotion Areas according to Article 28 or 32

b) in the Cooperative Secondary Level, additionally the Level Affiliation in the Level Subjects

1. Promotion Areas

The promotion areas are the departments of Languages, Mathematics and Nature, Human, Society. These include

a) the promotion area Languages includes the subject of German and the mandatory foreign languages

b) in the separated upper level, the promotion area Nature, Human, Society includes the subjects Spaces, Times, Societies, and Nature and Technology

1. Advancement to the next higher class occurs for those who achieve satisfactory assessments in two out of three promotion areas by the end of the second semester of a school year.

2. A satisfactory assessment is considered to be the entry "Learning objective achieved" or a grade 4 on the report card.

3. For meeting promotion areas that include multiple subjects, the following applies

a) In the promotion area of Languages in the segregated upper school, a satisfactory assessment must be present in the subject of German and at least one mandatory foreign language.

b) In the promotion area of Languages in the primary school, a satisfactory assessment must be present in the subject of German and the mandatory foreign language English.

c) In the promotion area of Nature, Human, Society, there must be at least a satisfactory assessment in Nature and Technology or as an average from Spaces, Times, Societies.

1. Anyone who does not meet the promotion requirements according to Article 29 must either repeat the school year, receive adjusted learning objectives, or transfer from secondary school to vocational school or from vocational school to practical school.

2. The parents decide which measure according to paragraph 1 will be implemented. They consult the class teacher beforehand.

3. Articles 37 and 41 paragraph 1 remain reserved.

**1. The class teacher confirms the fulfillment or non-fulfillment of the promotion by entering it into the report card at the end of the second semester of a school year.**

1. Areas of Promotion are German and Nature, Human, Society as well as the level-specific subjects in accordance with Article 23, Paragraph 2.

2. The area of promotion Nature, Human, Society includes the subjects Spaces, Times, Societies, and Nature and Technology.

1. Promotion to the next higher base class A shall be granted to

a) anyone who, at the end of the second semester of a school year, achieves an average report card grade of at least 4.0 in the subjects German, Space, Time, Societies, and Nature and Technology in base class A, and

b) is assigned to Level A in at least one advanced subject.

2. Anyone in base class A who does not fulfill the promotion requirements according to paragraph 1 must either repeat the school year or transfer from base class A to base class B.

3. The parents shall decide which measure under paragraph 2 applies. They shall consult the class teacher in advance.

4. Article 41 paragraph 1 remains reserved.

1. Pupils of core class B are promoted to the next class. Subject to paragraph 2.

2. A student will either repeat the school year or transfer to the vocational school if they have an unsatisfactory assessment in German in core class B, as well as in level B in Mathematics and English. Subject to Article 37.

1. A student may transfer from Core Class B to Core Class A if

a) they achieve an average grade above 5.0 in Core Class B in the promotion areas of German, Nature, Human, and Society, with subjects including Spaces, Times, Societies, and Nature and Technology, and

b) they are assigned to Level A in a level-specific subject.

2. Students who are exempt from instruction in a foreign language cannot transfer to Core Class A.

3. Transfers are possible with or without the loss of a school year.

4. Transfers generally occur at the end of a school year.

1. The class teacher confirms the fulfillment or non-fulfillment of promotion and the change of the base class by entry into the report card at the end of the second semester of an academic year.

1. The transfer to the workshop school in accordance with Article 30, Paragraph 1, and Article 34, Paragraph 2, shall be executed if, in addition, a comprehensive evaluation reveals that the conditions for continued attendance in the secondary school or in the regular class B are not met.

**1. A student transfers to the vocational school if:**

a) They have an insufficient assessment in each of the three core subjects: German, Mathematics, and English, and

b) Based on a holistic evaluation, they do not meet the requirements to remain in the integrated upper secondary model.

1. Students who receive support through instruction in German as a second language and do not meet the requirements for promotion may still progress to the next class at the discretion of the class teacher.

1. If promotion is at risk, the parents and the school administration must be notified in writing no later than the beginning of the second semester of the school year.

2. If a level change according to Article 24, Paragraph 2 entails a simultaneous change of the main class according to Article 33, Paragraph 2, this fact must be communicated to the parents and the school administration in writing no later than the end of April.

1. During the compulsory school period, a student is allowed to repeat a year a total of only twice, with only one repetition of the same grade.

2. Students with adapted learning objectives and students in the integrated upper school generally do not repeat grades. Exceptions are possible.

3. The class teacher informs the school administration about the repetition of a grade.

1. Within the first four months of a school year, a demotion to the next lower class is permissible. The class teacher submits a corresponding request to the school board after consulting with the parents.

1. Legal Protection is Governed by the School Act (RB 10.1111).

1. The Office for Public Schools may issue directives in relation to this regulation.

1. The Regulation of 7 December 2011 on the Assessment and Promotion in Primary School (Assessment Regulation) is repealed.

1. This regulation enters into force on August 1, 2017.