Assessment Synergies and Tensions in Finland

• In Event: Synergy and Tension Between Large-Scale and Classroom Assessment: International Trends

Abstract

Objective: To draw on policy and research to describe the tensions and synergies between large-scale assessment and classroom teaching, learning, and assessment in Finland.

Perspectives and Findings: According to Author (in press) very little attention has been paid to the model of the Finnish educational assessment system and the lack of standardised measurement and control. Thus, these factors in large are contributing to the overall functioning of the system. School Based Assessments (SBA) are the most common form of assessments in Finland and conducted by the teachers at the classroom level. The teacher evaluates formatively how student performance is improving over time on all grade levels. This allows the teacher to adjust teaching methods to the individual student’s specific needs and to improve the learning outcome. The national core curriculum for basic education determines the learning objectives for each school subject. Also grading guidelines are given, but only for good competence. This serves as a baseline when grading students at the end of the compulsory education. The objectiveness is important here since the received grades determines students’ next steps in the education system (see also Author 2016).
National Assessments (NA) provide valuable information for educational authorities. All of the national assessments, conducted by the Finnish Education Evaluation Centre (FINEEC), are sample based (around 5-10 percent of the age group). These assess how well students have reached the learning objectives of the national curriculum in different subject areas. Basic education is expected to secure equal educational opportunities for all students and therefore the equity of learning outcomes is especially evaluated. Schools selected for national assessments receive feedback in the form of reference data and use this feedback to develop their instruction in different subjects. However, there are no nation-wide examinations during or at the end of basic education. Further, a school’s participation in NA is infrequent (see also Vainikainen et al. 2017).

International Large-Scale Assessments (ILSA) are gaining more momentum in Finland. Data from these assessments are used to develop the overall education system. A declining trend in international assessments since 2006 have been observed (Author 2016; 2014; Hautamäki et al. 2013). This trend has been taken seriously and programmes have been launched to address it, including thematic assessments of the education system and additional funding for municipalities and schools to improve their practices.

Significance: Assessments on different levels are used to ensure equality of education on all levels of the education system. Lack of standardised examinations gives more freedom to schools and teachers to implement curriculum in a purposeful way. According to Author (in press) the declining trend in international assessments and increasing segregation call for a slightly more detailed monitoring system across the country.

Author

• Heidi Katarina Harju-Luukkainen, University of Helsinki