Main menu

People involved in assessment - Denmark

The “Good examples” study and experiences from Egedalsskolen (mentioned in the section 'Learning and Teaching') show some important aspects in terms of assessment in school. The best results are obtained where all employees are involved, which means that it is a clear management task to ensure that everybody gets involved. Assessment is normally used as a basis for elaborating an in-company plan, which is common practice in the Danish school system.

Experience from the good assessment culture projects shows the importance of the school’s management. The management is responsible for creating possibilities to develop an assessment culture, and the teacher and the teacher teams must exploit these possibilities the best way. The teacher plays an important role in the development of practice, thus it is not possible to point out specific schools with good or bad assessment practices. The teacher is still a key person in the development of new assessment methods in Danish schools. Teacher teams are more and more often organised so that each team is composed of teachers from the same Year group and around the same class. Thus, teachers’ work has been more collectively organised within the past few years, and this might imply that assessment and inclusion procedures have become less dependent on the individual teacher. An article by Nielsen (2005), the head of an Educational Psychological Advisory Service, underlines the necessity for schools to develop a more appropriate mixture of individual and collective orientations in order to maintain and further develop inclusion.   



  • Nielsen, B. (2005): PPR i den inkluderende skole. (The psychological service in the inclusive school). Psykologisk Pædagogisk Rådgivning. 42/3.219-236. (In Danish)
  • LinkedIn
  • Google +