Monitoring Student Progress in Mathematics and Science
In addition to autonomously deciding how and to a large extent, when to teach the core objectives of the Dutch curriculum, schools may decide when to assess students. Schools often use curriculum embedded tests that correspond with the subject matter covered in their textbooks.
With the exception of a compulsory final summative test at the end of sixth grade, there are no national examinations during primary school. However, the use of a student monitoring system is compulsory. A majority of schools test their students regularly using tests developed by the National Institute for Educational Measurement (CITO). All sixth grade students are tested in the main subjects at the end of the school year (a policy introduced in the 2014–2015 school year). Schools can choose to use tests from a small number of test developers (including CITO), as long as the tests are officially approved by the government. The results of these tests indicate which educational track might be appropriate for each student in secondary school, as well as the reference level students have reached. It is not the final summative test results, however, that determine the initial track of students in secondary school, but rather principal and teacher recommendations. Experts decide whether a student will need extra support in secondary school, or should enroll in practical training (PRO) or special needs education.
Secondary education culminates with national examinations in each subject during the last month (usually around May) of the final year of education (Grades 10, 11, or 12, depending on the track). The content of these examinations depends on the track and the program of the student.
Student grade promotion policies are determined by individual schools, and in most cases are described in the School Guide. The Ministry of Education, Culture, and Science discourages retention based on the premise that retention will decrease student motivation and not necessarily address the student’s learning difficulties. Over the last two years, the rate of retention has decreased in most grades, with the exception of the second year of kindergarten.19 The percentage of students who repeat this grade (mostly because students are regarded as “not school ready” yet) remains relatively high (approximately 7 percent).