Learning Achievement Assessment Procedure For Special Education Programs

Original Language Title: Mācību sasniegumu vērtēšanas kārtība speciālās izglītības programmās

Read the untranslated law here: https://www.vestnesis.lv/ta/id/138365

Cabinet of Ministers Regulations No. 492, Riga, 20 June 2006 (pr. No 33 § 6) textbook procedure for the evaluation of the achievements of the special education programs, released under the General Education Act, article 4, paragraph 13 1. determines the procedure for the evaluation of the learning outcomes of special education programs. 2. Learning achievements scored in licensed special education program, which is implemented for learners with special needs (mental disabilities), special education, education authorities in a separate class, as well as including general education learners in the classroom. Learners with special needs (vision, hearing, mobility, language disorders, somatic, psihoneiroloģisk diseases, with mental development delay and difficulties in training) training achievements scored in accordance with the national education standards and teaching standards. 3. Learners with mental development disorders learning achievements evaluated by observing the learner's level of development, capacities and State of health. 4. Learners with mental development disorders learning achievement evaluation takes place in two ways: a descriptive evaluation 4.1-brief oral or written assessment of learner training work, style, interaction and collaboration skills, attitudes towards teaching and learning achievement Dynamics according to the learner's abilities;
4.2. summary evaluation-evaluation for each expression in the learner's capacity to 10 balls scale. 5. special education student with mental disabilities learning achievements scored as follows: 1.5.1-3. learners class know-how and skills valued in descriptive evaluation system;
5.2.4. classroom student learning achievements in the native language, a national language and mathematics scored 10 balls scale, other subjects — descriptive scheme;
5.3 student with moderate and severe mental disabilities (C level) knowledge, skills and competences, based on each individual program assessed the descriptive system, providing a brief, descriptive assessment of the overall development of the learner, access and self-expression skills and abilities;
5.4.5.-9. class and arodklas the student knowledge and skills valued in 10 balls scale, subject to certain evaluation criteria. 6. Learners with mental development disorders (A and B) learning achievement evaluation criteria 10 balls scale: 10 6.1 Ballroom-if students according to ability to declare autonomy, creativity or outstanding achievements;
6.2.9 Ballroom-if students according to ability superbly mastered the 100-90% of the lessons; stand alone stories and answer questions; the ability to execute a textbook or teacher tasks; levels one, two or three significant errors or inaccuracies; the students know how to distinguish the essential from the non essential; the ability to use the knowledge in practice and similar situations; excellent communicative skills, i.e. he can listen to other ideas, easy to present your views; training and personal development systematically observed in evolution;
6.3.8 ball-if the pupils according to ability well mastered 80-70% of the lessons; independently perform tasks, allowed for three, four or five minor errors or inaccuracies; students can your actions and thoughts well enough justify; able to predict the consequences of the action; able to get a special experience, working with peers and teachers; training and personal development in experiencing the dynamics;
6.4. If the student Ballroom-7 under abilities mastered the 70-60% of the lessons in the volume, one, two or three errors; the students have acquired the necessary skills; Learn about and understand the concepts, but their nature can be revealed with a teacher asking questions; successfully use technology; asked do dutifully, but there may be no specific initiatives; Mastering the knowledge and skills to use that pattern practice and similar situations; training and personal development progress;
6.5.6 Ballroom-if students according to ability acquired 50% of the lessons; understand the practical consequences, but they can only be set out with a teacher asking questions; independently can tell part of the target, the correct answer to the key questions; the work requires the training of teachers in organizing and dynamic help; independently make generalization and conclusions could not; know how to use the help and AIDS; training and personal development there has been little progress;
6.6.5-If a pupil Ballroom under the ability to partially mastered 50-40% of the lessons; work with the teacher's assistance; answer the easiest questions; independently can be done most basic tasks; knowledge and skills are used in accordance with the specimen given in a new situation and practice its not used independently; assistance used in part; training and personal development in progress according to individual capacity;
6.7. If the pupil-4 according to the abilities mastered 40-30% of the lessons; the narrative is not independently, but partly answer questions; Unable to determine the main idea independently; You can perform common tasks with the assistance of teachers; knowledge and skills used in that pattern, the similarities to be used; student activity must be organised and controlled; training and personal development progressing in weak according to individual capacity;
6.8.3 Ballroom-if students according to ability caught a 30-20% of the lessons; answer questions with one or two words; teaching understanding insufficient conclusions not logical; training and personal development progressing in very poor according to individual capacity;
6.9.2 Ballroom-if students according to ability took a 20-10% of the lessons; reply with gestures to the monosyllabic or elementary questions; the teacher's aid used with difficulty; communicative skills very weak; learning Dynamics observed very rarely (only in certain times);
6.10.1 ball-if the pupils according to ability had received less than 10% of the lessons; could not independently make individual tasks; assistance shall not be used; learning Dynamics observed in a very rare and it is very weak. Prime Minister a. Halloween, Minister of education and science Rivž of B.