Never let the children fail; make them succeed by helping them if necessary, through a generous participation of the teacher. You have to make them feel proud of their work. This way it will be possible to lead them to the end of the world. There are many researchers and education professionals who have been studying educational change for years and who maintain that the key to this change lies in modifying our way of evaluating. Questioning how we evaluate, changing the objectives of the evaluation, encouraging a formative evaluation, experimenting with new ways of evaluating is for many the first step for educational change.
All higher education entities must complete their courses with corresponding exams. The exams can be done independently or correspond to different topics of the material studied. Normally, oral or written exams are taken at the end of each semester during the exam session. The students take an exam of each subject. The evaluation of results covers a semester or the entire academic year. In order to pass a semester (or year), the student must obtain at least the minimum (sufficient) grade in all the exams and tests of the subjects included in the teaching program, as well as obtain the ECTS points of the practices included in the study program.
The didactic classes and the exams of knowledge or skills, including diploma exams, can be done in foreign languages, according to the conditions determined in the study regulations. The exams of knowledge or skills, necessary to enroll in a career, as well as the works submitted to obtain diplomas, can also be done in foreign languages. Higher education centers organize polish courses for foreign students who are studying.
Higher education institutions do not charge registration fees for the following semesters or years of studies, exams, including exams of matric and psychometric! In a certain way, we have confused the act of learning with that of passing exams. And this, in addition to causing exclusion, is a very limited way of addressing the complexity of education and learning. Assessing is not the same as examining, nor evaluating what to qualify. Learning is not passing exams.
Our own experience makes us equate the evaluation to the act of qualifying. In general, the purpose of accountability over the learning and learning objective dominates. We know, however, that exams are not the only way to evaluate learning. We have a wide range of ways to evaluate rather finer than the exam or the test ( here ). It seems obvious but it never hurts to remember that our goal as teachers is the quality of our students’ learning.
How a student study depends on how the teacher asks, depends ultimately on the expected evaluation. Evaluations and examinations determine not only what the student studies but, above all, how he studies it. Learning in order to pass an exam is very different from learning to learn. The hidden curriculum, as opposed to the open curriculum that is what you see (learning objectives, agendas), is among other things what is implicit in the exams. And it conditions not only what students study but also and more important how students study.
There are studies that show that students study better (or at least in another way) when they expect open-ended questions. That a superficial approach to the study is associated with good results in a test type test and worse results in a test of open questions and on the contrary that deep learning is associated with good results in open tests and worse in “objective” tests ”
Nowadays, it is increasingly clear that we must work mainly on deep learning, as it is the one that best develops the high-level skills needed to live in the 21st century, such as critical thinking, communication, collaboration, problem-solving and learning. to learn. The world is not a book that we must learn to read. It is rather a variable set of open and changing questions. Learning to live would be, develop ” our ability to think, to affirm or negatively assess what happens, to speculate about the unknown or the unknowable .”
The exams are part of a traditional teaching model in which information is transmitted to students so that later students “vomit” that information. High Q is an official preparatory exam centre and exam centre for several international educational institutions. Each year we prepare hundreds of students to obtain their official certificate with total confidence thanks to the preparation we give them. We are not interested in the overall percentages of approved. We only want you to approve and obtain your official certificate. For this reason, we have designed an exclusive exam guarantee that shows that we are strongly committed to the quality of our teaching.
High Q approves our courses and if the terrible situation arises in which, after having been presented to the official exam, the results were not favourable, High Q will be in charge of immediately of the exam fees for the next call. This exam guarantee is for all the students that you study in our school and you prepare yourself to one of the exams of matric and psychometric
WE TRUST YOU
We offer you this exclusive guarantee, not because we believe that you are going to suspend, but because we trust you and we want you to focus on the preparation of the exam without any concern. Do not get bogged down with the rates or with the question “what do I do if I suspend?” You devote yourself to give the best of yourself.
WE HAVE THE BEST PREPARATION
Our teaching team is made up of official examiners and qualified teachers with experience. Our classes are dynamic and communicative, we work with top quality materials and all our courses are structured according to the syllabus of international educational institutions. It is very simple and has no additional cost. You meet all the requirements, you submit to the official exam in our call and if you suspend it we take charge of the exam fees for the next call of our centre.