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Features of best assessment practice - Portugal

The organisation, management and assessment of each pupil’s learning especially that of pupils with SEN, defines the way in which a school fights against educational exclusion. This leads us to the key aspects, of good practice in assessment, to be considered: 

  • Primary diagnosis of the pupils’ profile
  • Clear definition of the pupils’ self-competences in the various fields mentioned in the National Curriculum as well as in other specific ones
  • Selection and organisation of the matters addressing the development of the defined competences
  • Selection of learning situations through an approach that is in accordance with the pupils’ daily life, whenever possible
  • Strict definition of the criteria used for the assessment of the developed competences;
  • Construction and use of various assessment tools according to the different learning environments;
  • Analysis of the outcomes as a regulating element in the whole process, collecting information about the need for reorientation of the process in a case where the defined competences have not been accomplished, or moving forward to the development of further competences. 

Concerning pupils with SEN all the mentioned tasks should be developed in interplay between the class teacher and the specialised teacher, from the time of the diagnosis till the assessment moment, including the validation of the results and the decision about the direction of the pupils’ learning path. 

Policy that supports best practice 

As key aspects of an assessment general policy, we believe that exchange and ensuring practice in the process of assessment leads to inclusion and we highlight: 

  • The legal system of assessment regards every pupil with or without SEN. There is no specific legislation for pupils with SEN
  • Assessment is seen as a crucial  part in the teaching/learning process facilitating the identification of needs and impairments at the level of the developed competences and the subsequent reorientation in the process to a better inclusion of the pupils
  • Availability of curriculum options adjusted to the pupils’ profiles in order to contribute to a ‘path of quality’ for the pupils’ future life.
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