المملكة: No “a second role” for students of the first and second grades

The Ministry of Education revealed that students of the first and second primary grades will not have a second role test at the end of the school year, in the event that they are unable to achieve the levels of perfection required that they obtain at least 75% of the criteria for each subject.
The Ministry confirmed that the treatment of the conditions of these students will be through the student guidance committee formed inside the school, which will undertake each case independently, and to issue a decision either to raise the student for the next grade or keep him in his class for another academic year.

This clarification came in the fifth article of the explanatory note and the executive rules of the student evaluation regulations for the evaluation in the first and second grades and the first grade of continuing education.
She explained that the evaluation of the achievement in these classes is different from the rest of the other classes, given that this stage represents the basic rule of the education process, as when he enrolled in education, the student needs special care to reveal his abilities and explore the psychological and study difficulties that may hinder his development later throughout the years of general education.

Continuous formative evaluation

The Ministry indicated that one of the most prominent challenges facing the evaluation in these classes is the adoption of some traditional teaching methods based on indoctrination and the repetition of information without real understanding, which leads to an omission of the basic aspects related to the necessary skills, knowledge and educational experiences.

Accordingly, the evaluation in these classes depends on the “continuous formative evaluation” to measure the student’s achievement of basic skills and knowledge, according to the specific performance levels, with the need to achieve one of the three levels of perfection at a rate of not less than 75% of the criteria of each subject, including fulfilling all the approved minimum standards, which represent the basis for the transition to higher standards, based on the results of the calendar over the year.

Article Five emphasized that the failure to adopt a second role test in this age stage is due to its inability to the developmental characteristics of students, who cannot withstand the burdens of re -remembrance or preparation for an additional test at the end of the school year.

Student participation in classroom activities

The ministry added that the process of learning and providing the supposed skills has already been exhausted throughout the year through continuous evaluation methods, and therefore any subsequent test will not be a substitute for the actual educational process that extends throughout the school year.

She explained that the tests, despite their importance, are not the only tool in evaluating students in these classes, but rather a part of a evaluation tool group that includes the daily note of the teacher, the student’s participation in classroom activities, his performance in homework, and classroom training, in addition to teachers’ observations reports, which ensures an accurate and integrated assessment of students ’collection.

Student Guidance Committee

Regarding students who do not achieve the rates of mastery required by the end of the year, the article explained that the school’s student guidance committee will be responsible for studying their files since the beginning of the school year, reviewing the results of their evaluation, then verifying the accuracy of the decision to keep the student in his class, or promoting him to the higher class, and if it becomes clear that the student has the necessary ingredients to continue his academic achievement successfully in the next grade, a decision can be taken to promote him, especially If it is proven that the decision to repeat may harm his educational career.

But if the committee sees that the student’s educational interest requires granting him more time to acquire the required skills, he will be recommended to keep him in his class for an additional year.
In cases where the reason for the academic stumbling is the result of the existence of an educational disability or special difficulties, the ministry explained that the school is obligated to transfer the student to the special education services center, to conduct an accurate evaluation of his condition, and to determine the extent of his possibility of continuing public education with his peers or joining approved special education programs, in a way that guarantees him to achieve the best educational success and academic adaptation opportunities.