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Assessment practice: introduction - Finland

It is important for the evaluation and assessment practices to function properly in the different dimensions and levels of the educational system. International, national, regional, local, communal and individual evaluations and assessments are equally valuable in developing the process of inclusive education. The various levels of assessment need to be collated and to interact in order for the information to be integrated and used extensively among the different agents of education.

The theoretical framework of education consists of various scientific perspectives. A holistic point of view is always the starting point in educational assessment. The systemic approach is reasonable especially when the assessment applies to pupils with SEN. The tendency of overlapping problems has become more common.

The National Core Curriculum of Basic Education gives a flexible framework in which to apply innovative educational practices. There is one core curriculum which is common for all pupils regardless of their learning difficulties. When a pupil cannot achieve the objectives of the general syllabus the syllabus can be individualised. It is also possible for pupils who are severely disabled or ill to study according to their needs. When the pupil has milder or more severe difficulties or needs in learning it is recommended to use an individual learning plan. Learning difficulties are always to be taken in consideration with pupil assessment. Every pupil who has an official letter granting SNE has an individual educational plan (IEP).

There are many old and new forms of initial, on-going and summative assessment tools in use in the field of education. However, new forms of assessment need to be developed. It is also necessary for teachers to broaden the use of the assessment tools that we already have.

 

Sources:  

  • Perusopetuksen opetussuunnitelman perusteet 2004. Opetushallitus. (National Core Curriculum 2004. National Board of Education.)
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