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Assessment in inclusive classrooms - Sweden

A lot of schools in Sweden are working with individual planning and documentation as a form for assessment and evaluation.  The Individual development programme (IEP) seems to be important in this documentation and assessment.

The objectives of importance are to:

  • Clarify the education goal
  • Involve the student in the learning process
  • Motivate the student
  • Find ways to reach the goal
  • Communicate with the students and parents
  • Assess the environmental adaptation 

For example, one school describes their way of assessment, both pupils and school, as a formative assessment. This means briefly that the assessment is process oriented and aims at change or improvement. The methods in this kind of assessment are mostly qualitative – it’s about communication, interviews, pupils’ portfolios and so on. The aim of a process-oriented assessment is to, step by step, develop the pupil’s learning. In this form of assessment the pupils are seriously involved. The assessment process can be described as a dialogue where the pupils’ build up skills. This school is in favour of this form of assessment contra summative assessment, which very often just involves tests and diagnosis. The product-oriented assessment often makes the pupil feel judged instead of assessed.

One school argues that the IEP is a mutual reciprocal, where the pupils, parents and the schools commitment are clear. The plan contains clearly defined goals on how to achieve and monitor the goals whilst still following the curriculum. 

Background oriented objectives for the IEP in several schools are:

  • The teachers portfolio 
  • Assessment in relation to the national curriculum goal
  • Documentation from discussions with the pupil, parents and staff meetings etc.
  • EAP (if there is someone)
  • National standard test and diagnosis
  • The pupil’s  portfolio – the pupil’s own documentation of their social and cognitive development.
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