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Assessment in inclusive classrooms - Estonia

When IEP does not help a pupil, it is possible to use an adapted curriculum. For using that the pupil has to attend a consultation committee. These committees work in every county centre. If a pupil studies according to an adapted curriculum he or she does not have to pass examinations. In Lehtse School approximately 10% of pupils are studying according to an adapted curriculum. These pupils are included in ordinary classes, so they are learning in inclusive classrooms.

Speech therapists who work regularly with a pupil can issue a certain paper. As a result of that, the pupil who does national standardised determined test in Estonian will get only one mistake counted for all the mistakes made in a certain field (the so-called orthographical rule mistakes), the possibility of passing tests is thereby higher. This can be applied up to 9th grade. On a school level it can be decided if the same kind of assessing should take place in everyday classroom work.

Most flexible assessment can be used in first and second grades, because it is allowed to use only verbal evaluation in assessment. As a result of that many schools have their own systems for assessing pupils, and following the development of their skills. An informal assessment is mostly used in schools that participate in the Step-by-Step programme.

For example, Konguta School uses individual progress plans for every pupil. Uuemõisa Primary School is using detailed informal evaluation sheets which are filled in by a subject teacher. These sheets are used for following the pupil’s progress and writing informal assessments at the end of each term. These sheets can be useful for noticing problems pupils may have in certain subjects and parts of a subject. An example of the sheet is given on the next page.

There are also systems used to assess a pupil’s behaviour. For example in Järveotsa School a pupil and a teacher give at the end of a school day an opinion about the pupil’s behaviour during the day. Another form of assessing behaviour is writing down the good deeds of the pupil. The systems are aimed at promoting and supporting positive behaviour.

Schools participating in Language Immersion programmes are dealing with the issue that pupils do not learn in their mother tongue. Therefore the teachers have to adjust the assessment and the amount of study material to make progress possible for the pupils and also to assess the progress in learning Estonian. For that reason there are assessment sheets (Click on the Annex hyperlink at the bottom of this page) where a pupil and a teacher can assess the progress of language study. The sheets for the first and the second grade at:

http://www.kke.ee/index_bin.php?action=REF&fname=109_Kuidas_minaI_klass.pdf

http://www.kke.ee/index_bin.php?action=REF&fname=110_Kuidas_minaII_klass.pdf 

Pupils learning in Language Immersion classes use also portfolios to assess their progress during a school year. The objectives and structure of portfolio learning are described here:

http://www.kke.ee/index_bin.php?action=REF&fname=192_04-15%20en%20Portfolio%20Assessment.doc 

Some schools have developed a system where pupils assess their progress themselves.

There are also pupil’s self-assessment sheets for progress meetings which are available for everyone. These can be found here:

http://www.ekk.edu.ee/oppekavad/arenguvestlused/kloren_kulderknup1.pdf 

More information can be found in the annex.

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