The purpose of the Evaluations and Assessments module is to enable you to manage the process of assessing students across different educational systems.
In its initial version, the module is based on the French system of competency-based assessment.

General operating mode

The Evaluations et bilans module is designed to offer pedagogical managers and teachers in charge of assessments a tool that is quick to learn, ergonomic to facilitate and speed up data entry phases, and flexible enough to adapt to different school management methods.

Based on a typical school calendar, broken down by period (term, semester, etc.), the process can be structured into 4 main phases:

1. Pre-entry/beginning of school year: Preparation of reference frameworks and parameterization of subjects to be taught and assessed
2. During the period: Teachers enter assessments during the period, and publish results throughout the period (optional)
3. At the end of the period: Consolidation of results and collection of assessments from teachers, as well as general assessments from head teachers and management staff
4. At the end of the period: Generation of periodic reports by the pedagogical department and publication of report cards for families

Preparatory work is of vital importance to the smooth running of this process, since it is this preparation that will guide the input of assessments and expected appraisals, by subject/sub-subject, according to competency frameworks.it is this preparation that will guide the input of evaluations and assessments, by subject/subject, according to pre-established skills repositories, and on an evaluation scale that has also been pre-determined and may be adjusted during this phase.

All these components are described in the following section, indicating their interrelationships and specificities.

Reference systems used

The preparatory work involved in having teachers enter assessments into the module includes the creation of reference frames which will ultimately structure the information that appears on the periodic report.

It should be noted that these various frames of reference are defined on an annual, or even periodic, basis, in order to maintain a level of flexibility in the module's parameterization year after year.
However, for each new school year, a repository system is implemented, avoiding time-consuming parameterization each year.

A set of reference models is also available for import directly from Eduka, including those supplied by the Bulletins Officiels (B.O.) for the French education system.
These reference models will be made available according to the latest indications from the French Ministry of Education.

Pedagogical cycles

The definition of pedagogical cycles is essential for setting up the Evaluations and assessments model. Cycles enable school levels to be grouped together in a single set of parameters.
For example, in the Evaluations and Balance Sheets module, the periodic report template is defined by cycle. The same applies to evaluation scales and many other elements essential to school operation.

Pedagogical cycles are defined in the School Structure module, which groups together all the elements that define the school's pedagogical offer.
For each cycle created, you can define :

• A label and code identifying the cycle
• A Cycle Director, to be selected from the staff members defined in Eduka - who will, in particular, enable the user to enter the general assessments that will appear on the billan
• A CPE (Conseiller Principal d'Education) - who will - optionally - enable the user to enter general assessments that will appear on the log
• Levels are linked to the cycle

Evaluation periods

The definition of evaluation periods is essential in this preparatory phase as it will enable us to divide the school year into distinct periods, which can be differentiated by Cycle.
For example, it's perfectly possible to manage two half-yearly periods in Cycle 2 and 3, and quarterly periods in Cycle 1.

The periods will therefore enable you to schedule the frequency of balance sheet generation by Cycle, since at the end of each period, the system will enable you to consolidate the results of each cycle.at the end of each period, the system will consolidate all the period's evaluations, collect assessments and generate reports.
They can also be used to manage the closing of assessment and appraisal entries by Cycle, when required,

Assessment periods are set up within the Assessments and reports module, by the pedagogical manager who has access to the module's configuration functions.
From the Evaluation periods menu, it is possible to add a period and then adjust its parameters, covering :

• General parameters : cycles concerned, label, code, start date and end date
• Parameters related to assessment input
• Parameters related to the input process

rating scales

An evaluation scale must be defined for each teaching cycle in force at your school.
This scale groups together the different levels of mastery that teachers can use to :

• Enter assessment results throughout the period, indicating a level of mastery for each skill assessed
• Enter, at the end of the period, a level of mastery relative to learning objectives, by subject or sub-subject

Finally, these levels of mastery will appear on the periodic reports generated, according to different levels of detail configurable on the report template: by subject/sub-subject, by assessment, by skills or program elements worked on.

Eduka provides pre-configured evaluation scales that can be imported into your environment, including the "LSU" (Livret Scolaire Unique) evaluation scale.
You can add a new scale, or import an existing one from Eduka.

We strongly recommend that you do not modify this evaluation scale once evaluations have been entered.

Knowledge areas

The Domaines de connaissances (Areas of Knowledge ) reference system defines the main categories of knowledge taught to students at your school.
In the French education system, it corresponds to the Domaines du Socle commun de connaissances, de compétences et de culture, organized into five major domains that define the fundamental learning to be acquired by pupils during their compulsory schooling.

These areas of knowledge can be associated with different skills, which are needed to generate end-of-cycle skills assessments (currently under development).

This repository is defined via the Evaluations and Assessments module, Configuration menu, then Knowledge Areas tab.
You can add or import an existing repository, including a set of repositories made available by Eduka, including the Domaines du Socle commun de l'Education Nationale française repository

Competencies

Competency frameworks are used to define competencies that can be used by teachers to assess students in the subjects they teach.

The module can be used to create several programs, applicable to one or more teaching cycles.
These programs can be created on the basis of reference frameworks made available by Eduka, such as the competency frameworks published in the Bulletins de l'école.published in the Bulletins Officiels for the French education system, or can be created from scratch.

Each program consists of :

• Cycles for which skills can be applied
• Name, code and description
• Customizable list of disciplines, enabling the list of skills to be applied to one or more subjects

Under each discipline, it will be possible to define :

• Skill categories or groupings, which can be linked to knowledge areas
• Skills, which you can create, modify, delete or order

Import and copy-and-paste functions let you quickly define these repositories.

Subjects taught

The Subject Framework must be precisely defined, as it is here that the various subjects and sub subjects and sub-subjects to be assessed by teachers, for a particular class or group.
It also results in the articulation of assessment entries and the layout of the report cards that will be generated at the end of the period.

It should be noted that this repository is managed by Cycle, and by Period, in order to offer a useful flexibility of parameterization, while also offering functionalities for duplicating, importing, editing and editing.s for duplicating, importing and retrieving timetables, saving you a great deal of time in detailed parameterization.

It is through this repository that the pedagogical management can, if desired, set the program elements to be worked on (see next section).

Subjects and sub-subjects are definedfor each cycle and period, and can be reordered by drag-and-drop.
The repository can be set up as follows:

• by manual addition
• by import from the timetable
• by import from another cycle or school year
• by copying parameters from one period to another

For each subject or sub-subject, you are asked to indicate, by period, the classes or groups concerned, as well as the teacher(s) who will be assessing them.

Curriculum elements worked on

As early as the preparation phase by the pedagogical manager, it is possible to pre-set worked program elements.which teachers can use when creating an assessment, or when periodically consolidating results.
It should be noted that this approach remains optional. In fact, it is possible to let teachers specify their own Curriculum Elements worked on from their data entry portal.

Pre-setting of the program elements to be worked on is carried out via the Subjects menu, defined by Cycle and Period, and applied to specific Classes or Groups.

Learning paths

In the French education system, the " Parcours éducatifs " represents a structured, progressive and continuous set of lessons, not limited to one discipline, and educational practices, both in-school and out-of-school, around a theme.
Students build skills and acquire knowledge through the experiences, encounters and projects they take part in.

For the French education system, these pathways followed by pupils must be recorded and included in periodic LSU (Livret Scolaire Unique) assessments, in the form of four types of pathway:

• Artistic and Cultural Education Pathway
• Health Education Pathway
• Citizenship Path
• Future Path

From the Evaluations and Assessments module, in the Educational Paths menu, it is possible to import standard paths.
Then, pedagogical managers can pre-capture and apply path elements that will be automatically applied to the selected classes.
In addition to these pre-entered elements, the head teacher can enter course elements manually, individually or for an entire class, at the end-of-period consolidation.

Preparation of assessments by the head teacher (optional)

As soon as all these elements have been prepared, the module is ready for teachers to create assessments and enter results.

There are two possible, non-exclusive approaches to creating assessments for the subjects and classes or groups concerned:

• Approach #1 : the teacher creates assessments throughout the period, based on the subjects/subjects and classes/groups concerned, using the pre-set competencies.the pre-set competencies for the Discipline being assessed and, if applicable, indicating the Curriculum Elements being worked on
• Approach #2: pedagogical management creates assessments expected over the period, which it places in classes or groups, for subjects or sub-subjects, on an assessment date.

In both cases, you can choose when the assessment will be published to families on their Class Life portal.

Thus, in the case of the approach of early creation of assessments by the pedagogical director, this preparatory work can be carried out before the start of the period. All the teacher has to do is enter the results of the planned assessments.

From the Evaluation and Assessment Management module, the Evaluations menu lists all existing evaluations for the school year.
To create a new assessment, use the Data entry portal menu to create a new assessment.

Preparation of report templates

at the end of the evaluation period, and once the assessments have been collected from the teachers and staff concerned, the periodic assessments can be generated and the report cards published.
Prior to this final stage of report generation, it is possible to anticipate the parameterization of report templates, in order to define your own template, customizable by Cycle.

In the Assessment and Report Management module, access the Configuration menu, then Report Layout.
Here you can add new templates or import templates from a previous year. When you add a new template, the system offers you different default templates, including the LSU (Livret Scolaire Unique) template.
To preview the template, click on Go to template layout wizard.



The template layout wizard lets you customize the report template using a system of customizable blocks to be positioned on the template.
At the end of the period, you'll be able to preview the document as it will be created in PDF format.