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Features of best assessment practice - Denmark

Best practice of assessment in inclusive classrooms will be formative assessment done in collaboration between teachers around the pupil, between teachers and

pupil and between teachers, pupil and parents. This must be done using a multitude of methods, logbooks, portfolios, self assessments, observations, questionnaires and tests. Teachers must emphasise the use of written and other means of documentation to ensure the progressive nature of formative assessment.

The system must also ensure that information, including assessment material, from preschool services is used. All too often valuable information is lost in the transition from one system to another. The system must also ensure that good co-operation is established between pre-school teachers and teachers in primary schools in order to promote the transition between two educational cultures, where pre-school care with its focus on development is combined with primary school with more focus on academic skills.

Policy that supports best practice

An inclusive assessment policy must strengthen the need for formative assessment for all pupils – not only special needs pupils. An inclusive assessment policy must also detach allocation of resources from a traditional medical-psychometric assessment of individual children’s deficiencies to the promotion of flexible organisation of teaching and learning environments. If extra resources are dependent on a diagnosis and referral to resource rooms, special classes or special schools, inclusion will not happen except from a few idealistic teachers. An inclusive assessment policy must also avoid publication of test and exam results – naming and shaming is not promoting inclusiveness. Comparison between schools can only be done using value added methods which take pupils’ background and initial level into account.

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