In article 20.3 of the Organic Law 2/2006, of 3 May, of Education (LOE), as amended by the Organic Law 8/2013, of 9 December, for the Improvement of Educational Quality (LOMCE), it is indicated that " the teaching centers will carry out an individualized assessment of all pupils and students at the end of the third primary education course ". This evaluation will be developed as the educational administrations have and will " check the degree of mastery of the skills, abilities and abilities in expression and oral and written understanding, calculation and resolution of problems in relation to the degree of acquisition of competence in linguistic communication and mathematical competence ". If this assessment of a diagnostic nature is unfavourable, the teaching team must take the most appropriate ordinary or extraordinary measures.

Individualized assessment of all pupils in third primary education course completes the information and guidance they receive, their families and the centres; it makes it easier for all pupils to receive the measures specific support that is necessary; and provides information to educational institutions, with the aim of reviewing the teaching and learning processes and educational improvement from the results.

The evaluation of the third course of Primary Education will involve the elaboration of an individualized report for each of the students, on their progress in the degree of acquisition of the competencies in linguistic communication and mathematics, allowing for early detection of difficulties in learning. In addition, it will provide information to families, schools and educational administration on the progress of the students and to analyze the results. Finally, this assessment will facilitate the establishment of improvement measures by teaching teams, managers, inspection and educational administration.

the final provision of Order ECD/686/2014 of 23 April 2014 establishing the curriculum for primary education for the management of the Ministry of Education, Culture and Sport and regulating its implementation, as well as the assessment and certain organisational aspects of the stage, it empowers the head of the Secretariat of State for Education, Vocational Training and Universities to dictate how many provisions will require the implementation of the provisions of the in that order.

For all this, resolve:

First. Purpose and scope of the Resolution.

1. The purpose of this Resolution is to regulate the individual assessment of the third-course students of Primary Education, in which the degree of mastery of the skills, abilities and abilities in expression will be verified. oral and written understanding, calculation and resolution of problems in relation to the degree of acquisition of competence in linguistic communication and mathematical competence, in the field of management of the Ministry of Education, Culture and Sport.

2. The evaluation will be a census and will apply to all students who are performing the third course of Primary Education in the educational centers of the Ministry of Education, Culture and Sport.

Second. Purpose of the individualized assessment.

1. The individualized assessment that is the subject of this resolution will be aimed at verifying the degree of mastery of skills, abilities and abilities in expression and oral and written comprehension, calculation and resolution of problems in relation to the degree of the acquisition of competence in linguistic communication and mathematical competence. This assessment will provide information for the centres, where appropriate, to take the necessary steps to improve the educational process.

2. The individual assessment will be of a diagnostic nature. From it, the teaching teams will have to analyze the teaching and learning processes and their educational practice in general, for the subsequent decision-making on the planning of their teaching activities, in order to contribute to the improving results by applying the corresponding plan for improvement.

3. The individualized assessment will take into account contextual factors of social, economic and cultural character, which will be identified by the information provided in questionnaires filled out by the students ' families and other members of the educational community. Among other factors, the social, economic and cultural index of students (ISEC) may be assessed.

Third. Key skills and competencies assessed.

The degree of mastery of skills, abilities and abilities in expression and oral and written understanding, calculation and resolution of problems in relation to the degree of acquisition of the competition in communication will be evaluated. language and mathematical competence.

Fourth. Phases of the assessment.

Individualized evaluation will comprise the following phases:

a) The preparation of the IT application that allows the development of the tasks of the digital part of the assessment.

b) The elaboration of the tests and the context questionnaires.

c) Printing and distribution of printed materials needed for evaluation.

d) The application of tests and context questionnaires.

e) The process of correction and the processing of data obtained in the application of the tests and the context questionnaires.

f) Analysis of results and reporting.

Fifth. Units participating in the assessment.

The following units of the Secretary of State for Education, Vocational Training and Universities will participate in the evaluation:

(a) The National Institute of Educational Evaluation (INEE) will be responsible for the elaboration of the tests and the context questionnaires, as well as for the analysis of the results of the evaluation and the elaboration of the reports.

(b) The National Institute of Educational and Vocational Training Technologies (INTEF) will be responsible for the application of information technology to enable the development of digital assessment instruments as well as the sufficient security system to ensure both data integrity and privacy.

(c) The Subdirectorate-General for Territorial Cooperation shall coordinate with the Provincial Directorates of Education of Ceuta and Melilla all actions relating to the evaluation.

d) The General Subdirectorate of Educational Foreign Promotion, together with the Spanish Education Ministry in the corresponding countries, will coordinate the organization and development of the evaluation in the centers abroad.

e) The General Inspection Subdirectorate shall monitor the application and correction of the tests and monitor the dissemination of the results, the analysis and the adoption of measures in the improvement plan by the centres.

f) The General Subdirectorate of Lifelong Learning, will coordinate the organization and development of the evaluation of the students who have completed the third course of Primary Education in the Center for Innovation and Development of the Distance Education (CIDEAD).

g) Education centres in the scope of this resolution will deliver the results reports to parents, mothers or legal guardians of pupils and pupils and disseminate them to the educational community, analyse them and take action for improvement.

Sixth. Evaluation coordination commissions.

For the development of the individualized assessment, three levels of coordination are established linked to the actions to be carried out: a central commission, a local commission in each of the cities of Ceuta and This is the case in the case of the Ministry of Education, the Ministry of Education, the Ministry of Education, the Ministry of Education, the Ministry of Education, the Ministry of Education, the Ministry of Education and the Ministry of Education. A specific committee will be set up at CIDEAD to carry out the tasks entrusted to the local commission and the coordination commission.

Seventh. Central evaluation committee.

(a) The central committee shall be composed of the persons holding the General Secretariat of the National Institute of Educational Evaluation, the Deputy Director General of the National Institute of Educational and Training Technologies of the Teachers, the Subdirectorate-General for Territorial Cooperation, the General Subdirectorate for Educational Foreign Promotion, the General Subdirectorate for Inspection, and the General Subdirectorate for Lifelong Learning, and the Subdirectorate General Deputy for Territorial Cooperation and the Deputy Directorate-General for Inspection.

b) Corresponds to the central commission:

1. º) Dictate the instructions for the application and the rating of the tests.

2. º) Set the dates, time, and procedure of application of the tests.

3. º) Designate and train the teaching staff responsible for applying and correcting the tests.

4. º) Determine the procedures for moving information about the results of evaluations to students, families and centers.

Eighth. Local evaluation commissions.

(a) A local commission will be set up in each of the cities of Ceuta and Melilla formed by the head of the Provincial Directorate, which will be its president, two education inspectors and two director of centres, one of them public and other private, all of whom are appointed by the head of the Provincial Directorate.

(b) A local commission shall be set up in each of the Board of Education on which the institutions are dependent abroad, which shall be composed of at least the person who holds the relevant education counseling; education attaché, director of educational programmes or technical adviser; and by a director of the centre, all of whom are appointed by the person who holds the education counseling.

(c) The CIDEAD-specific commission shall be composed of at least the head of the Directorate of CIDEAD, an inspector or inspector of the General Inspection Subdirectorate, and four Technical Advisors of the Subdirectorate General of Learning throughout Life.

d) Corresponds to each local evaluation commission, in its respective field:

1. º) Coordinate the realization of the assessment.

2.) Propose and communicate to the central commission and the centers, the teaching staff who will be responsible for applying and correcting the tests.

3.) To provide teachers with all the information needed to carry out the tests.

4. º) Monitor the application phase in the teaching centers.

Ninth. Evaluation coordination commissions at each teaching center.

(a) In each teaching centre, a coordination committee shall be set up for the evaluation of the director, the head of studies, a tutor teacher from one of the groups to be evaluated and the coordinator of the information and communication from the center.

(b) This commission shall be responsible, as regards the centre, for:

1.) Report and sensitize the educational community on the purpose and characteristics of the assessment.

2.) To collaborate, where appropriate, with the educational administration and with the persons in charge of applying the tests in all matters related to the organization and application of the same, as well as to the dissemination of the final reports of the assessment.

3.) Facilitate the material means for the proper conduct of testing, plan and coordinate the entire process at its center and ensure that the application of the tests is performed in the right way.

4. º) Organize the delivery of the results reports to the parents, mothers or legal guardians of the students, and the dissemination among the educational community of the information on the results of the evaluation applied in the center.

10th. Computer application.

The IT application should enable the development of the digital assessment instruments as well as the security system sufficient to ensure both integrity and privacy of the data.

11th. Application of the tests and context questionnaires.

1. The tests will be carried out on paper and in digital format. To evaluate oral understanding, audio records will be used that will be played at the time of the application.

Information about context, process, and resource data will be obtained through questionnaires.

2. The tests of mathematical competence (calculation and problem solving) and of competence in linguistic communication (oral and written understanding and written expression) will be carried out in a single day. Those corresponding to the calculation and problem-solving skills will be developed in two sessions of 40 and 30 minutes, respectively; the one of written expression in a 25-minute session, and the oral and written understanding, in a session of 50 minutes, which will begin with the playback of the audio records. Between the different sessions there will be a break of 25 minutes.

The evaluation of the oral expression will be conducted through individualized interviews over a week.

3. The tests shall be carried out during the month of May in accordance with the provisions of Articles 20 and 144 of the LOE, as amended by the LOME.

4. The supervision of the application and the correction of the tests is entrusted to the Subdirectorate-General of Inspection, which shall carry it out in the centres which are duly determined, completing the control document to be drawn up to the latter. effects.

5. The CIDEAD will be able to adapt the tests and the context questionnaires to apply to the students of CIDEAD.

12th. Correction of the tests.

The tests shall be qualified, taking into account the provisions of Articles 20 and 144 of the LOE, as amended by the LOME. The National Educational Assessment Institute will be responsible for the criteria for correcting each of the tests.

13th. Reports.

1. The National Institute of Educational Evaluation will produce a report of individualized results for each student, which will be delivered at the end of June and which will include the levels achieved in each competition. These reports will contain the following sections:

a) The results of the students in each of the skills of the competencies evaluated.

(b) The overall results of the student or pupil in relation to the overall averages of the territory concerned, their centre and their group.

2. The National Institute of Educational Evaluation will prepare the reports of centers, which will be delivered during the month of October. These reports will provide useful information for the reflection and decision-making aimed at improving education. The centre report shall include the following paragraphs:

a) The results in each competition and their respective skills.

b) The overall results of the centre and group in relation to the overall average of the territory in question.

c) The results in relation to the social, economic and cultural index.

14th. Information to the educational community.

1. The tutor, at the end of the course, taking into account the results of the internal evaluation processes and the results of the individualized evaluation, will inform parents, mothers or legal guardians of the students of the degree of achievement of the objectives and the acquisition of the relevant skills, the possible measures to be taken and their possibilities for collaboration to alleviate the learning difficulties encountered.

2. The head of studies shall inform the respective teaching teams of the results of the evaluation of the group of students in each group.

3. The management of the centre will be responsible for informing the School Board, the Pedagogical Coordination Commission and the Faculty of Teachers of the general results obtained by the Centre in the individual evaluation of the third course of Primary education; all in order to ensure that, at each level of responsibility, the results can be assessed, the causes of the results identified and, if appropriate, the proposals for reinforcement and improvement that are deemed necessary.

15th. Elaboration of the improvement plan.

Analyzed the reports, the centers will develop improvement plans that, based on the review of the didactic and organizational processes that require it, include the ordinary and extraordinary measures aimed at ensuring that all students and students reach the corresponding key competences; all in collaboration with the Education Inspectorate of the respective Provincial Directorate of each Autonomous City, or in the case of the centers abroad, in collaboration with the Education Department and the Central Education Inspectorate. The improvement plans will be part of the annual general programming of the centres and will be the subject of reflection in the final memory.

Additional disposition first. Adaptation of the standards set out in this resolution to the needs and situation of the centres located outside the national territory, international programmes and distance education.

The Ministry of Education, Culture and Sport will be able to adapt the rules set out in this resolution to the needs and situation of the centres located outside the national territory, international programmes and distance education.

Additional provision second. Private centres.

Private centres may adapt the content of this Resolution as far as the governing bodies and the teaching coordination are concerned. In any case, the dates, times and procedures for applying the tests shall be the same as for public centres.

Additional provision third. Students with special educational needs.

The most appropriate measures will be put in place so that the conditions for carrying out the tests are adapted to the needs of the students with special educational needs. The measures may include adaptations of access, organisational and curricular arrangements where students have a curriculum adaptation. Access and organizational adaptations may affect the format and presentation of the tests, as well as the time and space of performance.

When the student has a significant curricular adaptation, it will be assessed according to this adaptation and the corresponding level and its results will not be part of the statistical analysis for the calculation of the data. Global This will also take place with those who have been in school in the Spanish education system less than a full school year and who, as a result, have serious linguistic deficiencies in the Spanish language. It will be the psycho-pedagogical and guidance team of each educational centre, together with the tutor and the student support teacher, who will develop the assessment tools and the individual reports taking into account the results of the internal evaluation processes and the results of the individual assessment, where the level of acquisition of the relevant competences is established and the possible measures to be taken.

The Educational Inspection Service shall be responsible for verifying the accuracy of the data of the students referred to in the preceding paragraph.

Additional provision fourth. Teacher participation.

According to the provisions of Articles 20.3 and 142 of Organic Law 2/2006, of 3 May, of Education (LOE), as amended by the Organic Law 8/2013 of 9 December, for the Improvement of Educational Quality (LOMCE), in the their professional duties, the teachers of both the public and private institutions, will participate and will collaborate in the realization of the individualized evaluation in the third course of Primary Education in the terms foreseen in the Resolution.

Additional provision fifth. Generic references.

All references for which the generic male form is used in this Resolution should be understood to be applicable, interchangeably, to women and men.

Single end disposition. Effects.

This resolution will produce effects from the day following its publication in the "Official State Bulletin".

Madrid, 30 March 2016.-The Secretary of State for Education, Vocational Training and Universities, Marcial Marin Hellin.