When providing a verbal assessment or a grade in English, the teacher evaluates pupils’ skills in relation to the objectives defined for each grade level (1–6) in the local curriculum, doing so within the framework of bilingual education. In other words, the assessment is based on the evaluation target of the City of Pori’s curriculum, taking into account the broader learning objectives set for language acquisition in bilingual education.

In addition to the proficiency descriptors used in assessment, the evaluation of English in bilingual education places emphasis on the following areas.

Spelling
The Spelling programme begins in the spring term of Grade 1. Spelling is taken into account in assessment at every grade level. Assessment includes both spelling test results and the sentences pupils produce in writing.

Reading
Learning to read in English begins in the spring term of Grade 1. In the early grades, assessment focuses on reading fluency. In the later grades, reading assessment focuses on reading comprehension in both age-appropriate books and textbook content.

Interaction
Interaction refers to the ways in which the pupil communicates in different situations. In the early grades, assessment also considers the pupil’s non-verbal ways of showing understanding. In later grades, the assessment focuses on how the pupil actively uses the language in various situations.

Grades 1–2

Spelling:

• The pupil can form short sentences using practised structures.

Reading:

• By the end of Grade 2, the pupil can read words and short sentences.

Interaction:

• The pupil is able to communicate in everyday situations by showing understanding of the language used in class and by using short sentences in English.

Grades 3–4

Spelling:

• The pupil can independently produce sentences.
• Sentence structures vary.

Reading:

• The pupil can read short texts and books in English, and comprehends what they read.

Interaction:

• The pupil uses English proactively in interactive situations.
• The pupil can discuss different topics using subject‑specific vocabulary in English.

Grade 5

Spelling:

• The pupil can use a varied vocabulary in their sentences.
• Sentence structures are diverse.
• The pupil has mastered grammar rules.

Reading:

• The pupil can read texts and books in English, and comprehends what they read.

Interaction:

• The pupil can use context‑appropriate, subject‑specific vocabulary both orally and in writing.

Additionally, the pupil can conjugate irregular verbs from memory.

Grade 6

In bilingual education the assessment is based on the evaluation criteria of the national curriculum (oph: Arviointikriteerit)