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Assessment

a.
European Business College was the first educational institution in Bulgaria, which since the very first day of its establishment in 1990 introduced the point system of assessment of the level of subject comprehension. The forms of examination are only tests or written practice-oriented papers.
The tests always include open questions in the form of practical problems. The degree of difficulty of each question is assessed in points. The total number of points of the test is 100. For a “fair” grade it is required that at least 60% of all the questions be answered correctly, for a “good” £ 70%, for a “very good” £ 80% and for an “excellent” £ 90% and more.
The tests for the resit exams may include questions from the regular exam test but these questions will contribute less points to the final score.
The practical written papers in the respective speciality get elaborated during the entire course of training and with next vocational qualification degree these papers become more and more complicated thus reaching the level of business plans worked out in conformity with the European standards.
The practical written papers are also assessed in points with appropriate scheme of measurement, described in the training documentation.
b.
European Business College was also the first educational institution in Bulgaria, which introduced the credit system of assessment of the learning outcomes (in 1990) according to the following scheme:
bа) Nominally each subject gives 1 credit for school engagement (CSE) for every 15 hours of training and 15 hours self-training.
bb) If after examination mark of the test and the self-training practical problems is “excellent”, than the credit for school engagement acknowledged as credit for vocational training (VT). If the examination mark is “very good” for one credit for SE is acknowledged 0.8 credits for VT. If the examination mark is “good” for one credit for SE is acknowledged 0.7 credits for VT. If the examination mark is “fair” for one credit for SE is acknowledged 0.6 credits for VT. This reduction of the credits of SE in credits of VT trough the obtained score for the level of subject comprehension binds the credits with the learning outcomes.
bc) If a number of training subjects form a normatively defined vocational qualification, by means of which a specific profession (or part of profession) could be practiced, the sum of credits for VT represent credits for vocational qualification (VQ).
All this means that the credits for SE are equal to the VT or VQ credits only when the examination mark in the given subject is an excellent one. In all other cases the VT or VQ credits are less and this is equitable since one course of training mastered excellently is not equal as a component of the VQ to the same training course mastered satisfactorily.
c.
The obtained by this scheme credits for VT and respectively VQ are correlated to the SE credits to find their percentage proportion. These percentages are called “qualitative points” (in USA) and indicate what percentage of the subject is comprehended by the trainee. To assess the mastering of DVQ is used the weighted average examination mark of the trained subjects and modules.
The College implements the credit-point system so as to assess more precisely the vocational training and qualification of the college-leavers. Moreover this assessment (in percentage) is comprehensible all over the world and corresponds completely to the requirement of the European Union of binding the credits not only with the school engagement but also with the learning outcomes.