This publication presents the main findings from Phase 1 of the Agency's Assessment project. It is based on information describing assessment policy and practice provided by 23 countries.
The project focused on assessment that informs teaching and learning in primary inclusive settings. This report considers issues relating to legal frameworks and policies for assessment in inclusive settings and how these direct assessment practice. It also considers the key question of how to move assessment procedures away from a 'deficit' approach (or medical model) towards an educational approach. Overall, the report considers how assessment in inclusive classrooms can best inform decision-making about teaching and learning.
This report aims to be a useful source of information for policy-makers and practitioners working with assessment in primary inclusive settings. This includes special needs education practitioners who have a particular interest in policy and practice that supports inclusion. However, it also includes policy-makers and practitioners who are responsible for developing and implementing mainstream assessment policies that should consider the needs of all pupils, including those with special educational needs.
Download the report in one of 19 Agency languages as a PDF document using the links below. For more information about the project, visit the Assessment web area.