Assessment in inclusive settings

Odense,

February, 2009

Assessment in Inclusive Settings

Assessment is a crucial factor in supporting the learning of all pupils, including those identified with special education needs. When we think about including pupils with special educational needs in our mainstream schools, then assessment can contribute to the success of the process of inclusion, but it can also be a real barrier. 

This is one of the major conclusions of the experts from 25 countries (Austria, Flemish and French speaking communities of Belgium, Cyprus, Czech Republic, Denmark, Estonia, Finnland, France, the German Bundesländer, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, the Netherlands, Norway, Poland, Portugal, Spain, Sweden, Switzerland and the United Kingdom (England and Wales)) collaborating over a 3-year period on the project Assessment in Inclusive Settings conducted by the European Agency for Development in Special Needs Education (www.european-agency.org). In the first phase of the Assessment in Inclusive Settings project the experts at first defined and agreed a new concept: Inclusive Assessment, as an approach to assessment in mainstream settings where policy and practice are designed to promote the learning of all pupils as far as possible and in which the overall goal is that all assessment policies and procedures should support and enhance the successful inclusion and participation of all pupils vulnerable to exclusion, including those with SEN.

The second phase explored inclusive assessment in practice via 5 case study sites, identifying implications for policy and practice. This resulted in a clear differentiation of Assessment for Learning (collecting evidence about learning that is used to adapt teaching and plan next steps in learning) and Assessment of Learning (ensuring accountability). Crucial factors for implementing inclusive assessment were determined that were not context specific, but were apparent across all case study sites. Inclusive assessment is a process involving innovation and flexibility in thinking and action on the part of policy makers and practitioners as well as a shared value system. Leadership with a vision, reflective practice and positive attitudes towards meeting diversity in education determine how the given infrastructure is actually implemented within the school’s practice.

Another major outcome of the Assessment in Inclusive Settings project was the collection of Outline Indicators and a series of ‘preconditions’ for Inclusive Assessment covering pupils, parents, teachers, schools, multi-disciplinary assessment teams, policies and legislation. 

In collaboration with the Cypriot Ministry of Education, the Agency hosted an international conference to debate the results of the Assessment in Inclusive Settings project. The main outcome of this event is the Cyprus Recommendations on Inclusive Assessment. This document presents recommendations to policy makers and practitioners for developing assessment processes that support inclusion and was disseminated by the Minister of Education and Culture for Cyprus, Dr Andreas Demetriou, to all his Ministerial colleagues.

All materials and outcomes of the Assessment in Inclusive Settings project can be downloaded free of charge via www.european-agency.org in up to 21 languages.

Print materials available are: 

• Assessment in Inclusive Settings – Key Issues for Policy and Practice
• Assessment in Inclusive Settings – summary flyer
• Implementing Inclusive Assessment 
• Assessment for Learning and Pupils with Special Educational Needs
• Outline Indicators for Inclusive Assessment
• The Cyprus Recommendations on Inclusive Assessment

Web based resources available are the Assessment in Inclusive Settings Web Area (http://www.european-agency.org/site/themes/assessment/index.shtml) where you will find all the above mentioned print materials and the Assessment Resource Guide (http://www.european-agency.org/assessment/resourceguide) a searchable web database with entries describing and where possible providing and linking to tools and materials for supporting teachers and involving pupils and others in assessment.

For more information, please contact the Agency Secretariat: secretariat@european-agency.org