Langue(s) : anglais 

Assessing learners’ competences. Policies and practices to support successful and inclusive education : thematic report.

Auteur(s) :  Looney Janet, Kelly Gillian

Editeur(s) :  European Commission (EC)

Date :  10/2023

 

Under its 2021-25 mandate, the Working Group on Schools, subgroup Pathways to School Success supports the implementation and follow-up of the Council Recommendation on Pathways to School Success, which aims to reduce underachievement and early leaving from education and training, as well as promoting well-being at school. The Working Group contributes to high quality, inclusive education across the European Education Area through its analysis of how more inclusive, culturally responsive and participatory assessment practices can be supported, with the overall objective of improving learning and well-being for all children and young people. The Group focused its work on exploring the overarching 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.

1. INTRODUCTION AND BACKGROUND

2. EVALUATION AND ASSESSMENT ECOSYSTEM

3. KEY THEMES AND COMMON CHALLENGES 

4. KEY MESSAGES FOR NATIONAL AND REGIONAL POLICYMAKERS

4.1 Ensure a balanced and coherent approach to assessing student competences

4.2 Ensure that student assessment approaches are ‘fit for purpose’

4.3 Develop a long-term strategy to integrate new approaches across systems

5. CONCLUSION

Télécharger le document :  https://op.europa.eu/.../y1Eq

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mot(s) clé(s) :  inclusion, politiques éducatives, santé et bien-être