Assessment

The purpose of assessment is to manage teaching and learning quality. Improving the quality of learning is related to the learning process, while quality control is related to the learning outcome. In the School, the student is assessed using various criteria and activities (oral speech, essay, project, experiment, conducting a test, written, argumentative discussion, etc.). For the purpose of demonstration of own abilities, skills and thinking acquired during their studies by the students, the practice of conducting subject tours, internal Olympiads, educational-creative conferences, presentations, group work, debates to determine parameters and achievable results, and educational excursions has been introduced. Parents systematically receive information about their children's academic achievements in accordance with the rules established in the School. Two types of Assessment: developing and definitive are applied at the School.

Assessment types and components

Two types of Assessment: developing and definitive are applied at the School.
1. Definitive assessment monitors study quality, establishes level of achievements of a student against objectives determined by national curriculum. Definitive assessment is given in points.
2. Developing assessment monitors dynamic of development of each student and promotes improvement of study quality. During developing assessment there are used means, such as verbal comments, advices, checklist, self- assessment and mutual evaluation scheme etc.

Levels of academic achievements and assessment system

1. Academic achievements of students are evaluated using a ten-point system based on five levels.
2. In grades X-XII a student is assessed using a ten-point system.
3. The student is assessed in both compulsory and elective subjects provided by the national curriculum.
4. In grades X-XII, in the subject "Sports" a student is assessed by Pass/Fail system.
5. Assessment of additional compulsory subject(s) is not counted in the calculation of the total grade for the level. 

Subject midterm grade point constituent components

1. During the semester, the students in the school are evaluated according to the following three components:
a) Homework;

b) Classwork;

c) Summative work.

2. All three evaluation components have the same importance.
3. In homework and classwork components there are used both, developing and definitive assessment.
4. In summative work component it is necessary to use definitive assessment.
5. The national curriculum for each subject determines the mandatory minimum number of summative works to be conducted during the semester. During assessment by this component:
a) various forms of summative work are used in the school to meet the requirements of the standard;
b) the student is obliged to fulfill all the summative works in class (the mandatory minimum set by the national curriculum and the versions of the electronic form additionally set by the school);
c) if the student does not fulfill any of the summative work due to absence, the school allows him to recover the missed summative works.
d) Each teacher is obliged to collect and keep the documentation confirming the summative works conducted by him/her in the class. This documentation should include: the result/results of the standard, which was evaluated by specific summative work; the criteria by which these assignments were evaluated; several samples of the work done by the students and evaluated by the teacher or visual material showing the work done; grade points obtained by students of each class.

Types of grade points of definitive assessment

The following types of definitive assessment are used in the school:
a) Current and summative grade points of the subject – grade points for home, class and summative component received by the student during the semester;
b) Midterm grade point of a subject –grade point received for a subject in each semester (in case of passing the midterm exam, it is calculated taking it into account);
c) Annual grade point of a subject – Point for a subject based on semester grade points. The annual point may also reflect the grade point of the annual exam, which is provided by the school curriculum and is determined to have an impact on the annual grade point of a subject.
d) Total point of the level – the overall assessment of the secondary level of general education.

Mastering class and level

1. The class shall be considered mastered if a student's annual grade point (after rounding) for each subject is 5.0 or higher and credit has been earned for sports.
2. An intermediate level shall be considered passed if a student's overall grade point (after rounding) is 5.0 and all classes included in the intermediate level are passed.

Absences

1. Absences of a school student are recorded in the roll book of the students.
2. The teacher of the subject is responsible for the daily registration of students' attendance. Each teacher is obliged to register the students' attendance at the beginning of the lesson.
3. During the academic year, the student missed 30% or more of the hours allocated for a specific subject during the year, the student is assessed only on the basis of passing the external exam.
4. The school will transfer students who need treatment for more than one month to the homeschooling mode, and it becames known to the school based on the certificate issued by the medical institution. In this case, no absences will be recorded in the roll book for the student from the moment of transition to homeschooling.
5. For those students who participate in international sports and art events, as well as in international and national subject Olympiads, in case of from the school, based on the written request of the student's legal representative, the director is authorized to make a decision not to apply the requirements in case of absence of a specific student.

Exam types

The following types of exams may be conducted in the school:

• Midterm exam;
• Fall exam;
• External exam;
• School-leaving examination.

Assessment of vocational student learning outcomes within modular programme

1. Within the modular programme, achievements of a vocational student can be assessed by means of developing and definitive assessment.
2. Developing assessment monitors dynamic of development of each student and promotes improvement of study quality. During developing assessment there are used means, such as verbal comments, advices, checklist, self- assessment and mutual evaluation scheme etc. Developing assessment can be made using both grade poin and pass/fail principles.
3. Definitive assessment monitors study quality, establishes level of achievements of a vocational student against objectives determined by modular programme. The results of the definitive assessment are taken into account in the assessment of the learning outcome/module. Definitive assessment envisages only usage of pass-fail exam principle-based system (based on confirmation of competencies) and assumes the following two types of evaluations:
• Learning outcomes have been confirmed;
• Learning outcomes have not been confirmed.
4. To confirm completion of modular programme, positive evaluation of all programme-considered modules and all learning outcomes corresponding to module is necessary;
5. In case of positive confirmation of learning outcomes, a student is not required to reconfirm the same learning outcome;
6. It is possible to evaluate more than one learning outcomes at the same time;
7. Evaluation may be made within the Lyceim – in class-room, computer class, workshops, as well as at internship objects.
8. In case of failing to confirm learning outcome, a vocational student is given the right of confirmation of that learning outcome in accordance with the rule specified under the Law.
9. In case of failing to confirm learning outcome, a vocational student can undergo re-evaluation during and/or after completion of module taking into consideration of module pre-requisites.
10. Conditions of re-evaluation may be represented for each evaluation in corresponding evaluation tools.