Assessment during the academic year

Core values of the school and conception of learning

The school’s activities are based upon core values that have been collectively considered.

View the school “core values” image (pdf file in Finnish)

Read more in Chapter 2 of the curriculum (pdf file in Finnish)



Our conception of learning is the basis for guiding the pupil’s learning.

View the “conseption of learning” picture (pdf file in Finnish)

Read more in Chapter 2 of curruculum (pdf file in Finnish)



The school’s operating culture and areas of evaluation

The operating culture picture shows the different aspects of the school’s activities.

View the “operating culture” picture (pdf file in Finnish)

Read more in Chapter 4 of the curriculum (pdf file in Finnish)




Assessment focuses on behavior and learning and work is assessed as part of the subject evaluation.

View the list of evaluation targets (in Finnish)



Annual plan for evaluation

The annual evaluation plan provides for mutually agreed upon evaluations during the academic year.

Read more annual evaluation plan (pdf file in Finnish)




View Chapter 6 about evaluation

Note the local content in Chapter 6 has its own page numbering at the end of the chapter. You can find where the local content begins by looking at the green cover image.

Read more about the evaluation criteria

Behavioral assessment

Behavior is assessed in all grades with a numerical rating scale from 4-10. The behavioral assessment is written in the pupil’s annual report card but not in the pupil’s final report card or certificate of termination of studies. The grades appear on the mid-term report card for grades 4 to 9. In grades 1-3, behavior is discussed in the evaluation discussion and the report card has a numerical rating.

The objectives of behavior are defined in Chapter 5 and Chapter 6 of the Rauma Teacher Training School curriculum. The assessment of behavior is linked to compliance to the school’s rules.

View Chapter 6 of the curriculum (pdf file in Finnish)

Local content can be found at the end of the chapter with its own numbering. See page 22.

Multi-disciplinary learning modules

The school implements multi-disciplinary modules which are part of the subject assessment.

View Chapter 4 of the curriculum (pdf file in Finnish)

The aim of the pupils’ teaching in basic education is broad-based competence, which is also not assessed separately. The objectives of comprehensive competence for each subject are discussed with the pupils, as the objectives are included in the objectives of the subject.

View Chapter 3 of the curriculum (pdf file in Finnish)