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On-going assessment of learning in inclusive settings - Sweden

Continuous assessment with standard tests takes place on every level. These assessments consist of mathematics, reading and writing-tests etc. They are very supportive for pupils in their learning-process and help in the early discovery of pupils who need extra support to achieve their goals. Assessment also serves as a basis for the possible reallocation of resources. A Year 9 student who does not achieve the goals set out in the curricula and syllabus for a certain subject, does not receive a grade in the subject, but has the right to a written assessment.

Pupils who run the risk of not achieving the attainment goals set for year 5 and 9 and pupils in need of special support will have an Educational Action Programme (EAP). This is regulated in the Education Act (SFS 1985:1100) and the municipalities are expected to give this support in the compulsory school. The Swedish Education Act stipulates: 

all children and young people shall, regardless of gender, geographical residence and social or economical situation, have equal access to education in the public school system.

School staff should design an EAP in co-operation with the students and their parents. The National Agency for Education makes it clear that the EAP takes its point of departure from the special needs of each individual, but then the EAP should open up the perspective to comprise the student in his or her everyday situation. The plan must focus on the school environment where all adults co-operate. From this perspective it would be problematic to reduce difficulties that students experience in schools to cover only individual deficits and not the whole educational environment.

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