New thematic report - “Assessing of learner competences: policies and practices to support successful and inclusive education”
The report provides guidance on how to improve and make classroom-based assessment more inclusive and better integrated. It is one of the key outcomes of the European Education Area Working Group on Schools.
Changing curricula require new assessment practices
EU countries are introducing new competence-based curricula. With its emphasis on the application of knowledge in real life situations, competence-based teaching and learning represents a significant departure from content-only based education. It requires new approaches to assessment.
Multiple types of assessment are essential over time to get a full picture of learner performance and progress. In addition to standardised tests, new assessment methods are needed that capture a broader range of learning aims. This means not only assessing knowledge, but also the ability to use knowledge in various contexts – as well as learners’ personal and social development and well-being.
Integrating key competences
During the first semester 2023, the working group on schools explored the question of how effective alignment of formative and summative assessments (sometimes described, respectively, as “assessment for learning” and “assessment of learning”) of learners’ key competences can be ensured, supported and more effectively integrated into teaching and learning.
Their report captures the main findings and sets out key messages to guide national and regional policy makers.
Report's key messages
Ensure a balanced and coherent approach to assessing student competences
For example, by developing a clear and shared vision on education, in cooperation with all relevant stakeholders, ensuring consistency between curriculum, learning standards and assessment; fully embedding the principles of inclusion, equity and participation in the design and implementation of effective assessment of competences.
Ensure that student assessment approaches are 'fit for purpose'
For example, by supporting teachers to use a combination of assessment approaches, starting with initial teacher education and throughout opportunities for continuous professional development, networking and learning communities and by promoting and disseminating high-quality research and proven good practices of classroom-based assessments.
Develop a long-term strategy to integrate new approaches to assessment across systems
For example, by piloting and refining new assessment approaches in selected schools prior to introducing system-wide change, supporting school leaders and ensuring that teacher certification examinations, professional standards, teacher appraisal and school evaluations require to demonstrate competences related to classroom-based summative and formative assessment.