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ATA/539/1997•Judicial review of exam assessment and procedure
ATA/539/1997Court of Justice / Administrative ChamberSep 9, 1997
Extracted by Omnilex
In a dispute concerning a professional restaurant examination, the court distinguished between substantive grading and procedural complaints. It held that, consistently with the CRUNI case law, review of exam assessment is confined to arbitrariness. By contrast, objections relating to the manner in which the exam was conducted or evaluated are procedural in nature and must be reviewed with full cognition.
RRDBH.21 para. 2; judicial review of professional examination grading and procedure. The court holds, in line with CRUNI, that the reviewing authority's cognition is limited to arbitrariness when controlling the substantive assessment of an examination. By contrast, complaints directed at the conduct of the examination or at the way the evaluation was carried out concern procedural regularity and are subject to full review. The distinction turns on whether the grievance attacks the evaluative judgment itself or the fairness and legality of the examination process.
Descripteurs
PROFESSION; RESTAURANT; EXAMEN(EN GENERAL); POUVOIR D'APPRECIATION; JPT
Normes
RRDBH.21 al.2
Résumé
A l'instar de la CRUNI, le pouvoir d'examen du TA est restreint à la question de l'arbitraire lorsqu'il s'agit de contrôler l'appréciation d'examens. En revanche, se rapportent à des questions de procédure, qui doivent être examinées avec plein pouvoir de cognition, les griefs relatifs à la façon dont l'examen ou son évaluation se sont déroulés.
Extracted by Omnilex
What is the scope of judicial review of exam grading decisions?
The Administrative Court's review is limited to arbitrariness when it examines the assessment of examination performance.
Following the CRUNI approach, the court does not substitute its own assessment for that of the examiners and intervenes only if the grading is arbitrary.
How must complaints about the conduct of the exam or its evaluation be reviewed?
Grievances concerning how the exam was conducted or how the evaluation was carried out are procedural issues and must be examined with full cognition.
These complaints do not concern the substantive grading judgment itself but the regularity of the examination process, which calls for complete review.
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