European Trade Union Committee for Education

The EURYDICE network has published the report ‘Languages in Secondary Schools in Education: An Overview of National Tests in Europe.’ The report assesses the systems of national tests on languages competences, which are defined as standardised examinations. It shows that the number of language testing is increasing, although only few tests cover all four areas of competences (listening, speaking, reading and writing). The testing regimes have two different main objectives: The high-stake tests aim to summarise students’ achievements at the end of school years or are used in upper secondary schools for certification purposes to select students for higher education institutions. The low-stake tests evaluate the education systems, schools or individual classes. These tests mostly take place at lower secondary school level, and the results are often used by teachers, parents, pupils, local authorities or other education stakeholders.

According to ETUCE it is difficult to assess language capacities of pupils out of one test which does not even cover all language competences. On the basis of these tests it is impossible to draw conclusions on the effectiveness of education systems or even teachers’ competences. Furthermore are standardised examinations counterproductive when they only focus on memorising and reproduction, as education should enhance creativity, autonomous and critical thinking. The focus of teachers’ competences and the effectiveness of education systems should be on reaching pupils and students equally, regardless their socio-economic background, their gender or heritage. ETUCE criticises that testing increases the pressure on teachers, although they rather need more support in tackling every day challenges in their profession.

To read the complete report, please click here.