TT - Inclusive Assessment - English

IRIS 128735-CP-1-2006-1-BE-COMENIUS-C21
This Comenius project has been funded with support from the European Commission

Inclusive Assessment

1. Working definition.................................................................................................1
2. Inclusive ssessment and educational policies.........................................2
!. Inclusive assessment at school........................................................................4
!.1. ssessment practices " from diagnosis to assessment as
learning.......................................................................................................................5
!.2. The whole concept of inclusive assessment " the role of
parents........................................................................................................................6
!.!. The whole concept of inclusive assessment " the role of
teachers......................................................................................................................9
#. Inclusive assessment practices in some European countries............10
$. new proposal% I&I' ide (emoir..............................................................20
). &eferences..............................................................................................................22
* +lossar,....................................................................................................................24
1. Working definition
In this work we assumed the working definition of assessment
proposed b, the European Agency for Development in Special Needs
Education -Watkins. 2//*. 1#0% ssessment refers to the wa,s
teachers and other people involved in a pupil1s education
s,stematicall, collect and then use information about that pupil1s
level of achievement and2or development in different areas of their
educational e3perience -academic. behaviour and social0.
'uch definition covers all possible forms of initial and on4going
assessment methods and procedures. It also highlights the fact that
there are different people involved in assessment. Teachers. other
school staff. e3ternal support staff. but parents and also pupils
themselves can potentiall, be involved in assessment procedures. ll
people can use the assessment information in different wa,s. and
that assessment information is not onl, concerned with the pupil. but
1

also the learning environment -and sometimes even the home
environment0.
These presuppose a new theoretical approach to assessment and
considerable changes in teacher education and training. +iven that. it
is a challenge to us to think. rethink and renew the practice of
identif,ing and assessing pupils with disabilities based on the new
assumptions about inclusive assessment.
In pursuing this goal we present a description of the evaluation
procedures applied in several European countries.
2. Inclusive Assessment and educational policies
'ince the 5eclaration of 'alamanca a significant group of countries in
Europe -6lo,d. 2//)7 'hevlin 8 &ose. 2//*7 Watkins. 2//*0 and
merica -Elliot. 9raden 8 White. 2//17 6uke et al.. 2//#7 :aula 8
Enumo. 2//*0 seem to have similar education policies that can be
considered as having a potential impact upon assessment in inclusive
education. ;or instance there are national level educational goals with
standards that pupils are e3pected to reach. and assessment
evidence regarding pupil performance is used as a measure of school
performance. There are also departments for controlling performance
of pupils. programmes and schools and pupil assessment information
is made available in the public domain. 9ut. and this is. in our opinion
the most important factor. there are no separate assessment s,stems
for pupils with specific educational needs apart from measures related
to initial assessment and individual needs identification -Watkins.
2//*0. This means that pupils with disabilities are entitled to
access national assessments in a way that is appropriate for
them i.e. assessments that are appropriately modified.
2

Important issues for <uestioning or investigation. for instance%
What sort of pressure is being imposed b, public speeches
on the <ualit, of education. in raising standards and in
education providing value for mone,=
countries are focusing upon accountabilit, in education and
pupil assessment information which is used as one
accountabilit, tool measure7
raising the standards of achievement of pupils. seen as being
>disadvantaged>. -as opposed to having identified special
educational needs0 is a priorit,7
Increasing the <uantit, and or <ualit, of information on pupil
achievements is seen b, man, countries as an ongoing
priorit,7
Teacher training in assessment techni<ues and methods
generall, and 'E? focused teacher training specificall, is
seen as a priorit, area in man, countries7
There is a move awa, from the use of standardised tests
and2or norm referenced assessments to the use of
performance measures for providing assessment evidence on
the progress of all pupils7
There is a recognition that formative. ongoing assessment
linked to individualised teaching programmes is the most
3

useful assessment information for pupils with educational
needs.
ver, important and often referred to issue. relates to the need for
assessment research to make things @work1. :ractices that include
pupils with disabilities in large4scale assessments as re<uired b,
government departments instead of appropriate accommodations.
alternative assessments which can make the difference between
success or failure -Watkins. 2//*0. Aowever there are few directions.
which clearl, outline how this ma, actuall, happen.
3. Inclusive assessment at school
s seen before. assessment polic, and assessment practices do not
seem to be s,nchronised -Candeias et al.. 2//B0. +oodwin -1CC*0
argues that Dassessment and inclusion are naturall, connectedD and
that De<uit, in schooling relies on appropriate assessmentD. Aowever.
based on the assumption that standardised tests focus on low level.
de4conte3tualised facts. the, provide a fragmented view of a learner
and are fre<uentl,. incorrectl, used to present a whole picture of a
pupil. The, are often used to drive and direct the curriculum and
instruction. particularl, with low achieving pupils. who need the most
enriched and not narrowl, focussed. instruction.
',nchronisation between assessment polic, and assessment practices
implies a continuum that must include% instruction in classes and
schools. and home instructions. 'etting decisions must be made b,
an IE: team that includes parents. teachers. ps,chologists. and other
persons knowledgeable about the pupil -'alvia. Esseld,ke 8 9olt
2//*0. 'o. as these authors propose. inclusive assessment
4

information should be used Fto make decisions about the e3tent to
which educational programs in school s,stems are working for all
pupils. including pupils with disabilitiesG -2//*. p. 1*0.
To improve inclusive assessment as practice in schools it will be
necessar, to change assessment practices as well as the role of
parents and teachers within assessment. as we e3plain in the ne3t
points.
3.1. Assessment practices from diagnosis to assessment as learning
ssessment of pupils in inclusive settings is often concerned with
diagnosis. as well as associated with informing learning programmes.
:s,chologists have developed standardised objective tests but usuall,
the, are not available to the classroom teacher and are carried out in
a >clinic t,pe> situation awa, from the classroom. 9ickel and Aattrup
-1CC$0 argue that there is a growing recognition that knowledge
production is a responsibilit, shared jointl, b, practitioners of
different research communities and useful collaborative work could be
undertaken to develop diagnostic assessment tools for use in
formative assessment.
+oodrum. Aackling and &ennie -2//10 suggest that diagnostic
evidence is rarel, emplo,ed for informing teachers how to plan
learning. In most of the countries assessment technolog, hasn1t even
begun to grasp laws and regulations that rule assessment of pupils
with disabilities.
s Hleinert et al -2//20 suggest. a whole set of ke, <uestions that
remain unanswered in relation to inclusive assessment
5

Aow do teachers meet the responsibilities of assessing pupils
with specific needs in programmes aligned with >standards>
and the assessment re<uirements of official legislation=
Aow do teachers ensure that all pupils with disabilities
achieve in the general education curriculum to the best
e3tent possible=
Aow do teachers decide which pupils need alternate
assessments=
Aow do teachers design effective alternate assessments=
Earl and 6e(ahieu -1CC*0 had alread, called for more emphasis upon
the concept of assessment as learning if the desired educational
reforms and improvements are to be realised. ssessment for
learning allows teachers to use their judgment about a pupil1s
understanding to inform the teaching process and to determine what
to do for individual pupils. These aims and purposes of assessment
are e3actl, what can be identified as being best practice assessment
within primar, inclusive settings. 'tanford and &eeves -2//$0 also
state that a fundamental truth in effective teaching is that
assessment strategies must help the teacher determine the most
appropriate instruction. in addition to assessing progress.
:ugach and Warger -2//10 suggest attention should be focused on
the performance and progress of all pupils and that assessment
linked to programmes of instruction can enhance teaching as. this
wa,. teachers are better informed about the learning progress and
difficulties of their pupils and. therefore. the, can make better
decisions about what a pupil needs to learn ne3t and how to teach
that material in a manner that will ma3imise pupils learning.
6

3.2. The hole concept of inclusive assessment the role of parents
;alve,. -1CC$0 provides various edited inputs that support the role of
parents and pupils themselves in all aspects of their education " but
most particularl,. assessment procedures. Aammeken. -1CC$0 uses
case studies from teachers. parents and pupils themselves to
illustrate how instruction and the assessment process can be
effectivel, enriched in inclusive settings b, taking full account of all
these entities views and inputs. The role of parents within assessment
of their children>s learning needs contains some pros and cons%
parents can be a rich and valuable source of information for children
assessment but the, ma, have pre4conceived ideas about what
assessment is or should be. This can result in a conflicting situation.
Wehme,er et al. -2//#0 present the topic of !self determination!
for pupils with learning disabilities. The, argue that developing
self determination involves pupils being supported to pla, a central
role in their own assessment. ;or that. teachers and parents need to
be concerned in teaching pupils how to be involved in self assessment
" not just as a means of improving the assessment but also for the
development of pupils learning independence.
'o. as 5arling4Aammond and ;aulk -1CC*0 proposes it seems clear
the kinds of assessment policies needed to support teaching and
learning for all pupils.
These are some of their key principles that must underpin
assessment policies%
4 ssessment should be based upon standards for learning7
4 :erformance of understanding to be assessed should be represented
in @authentic1 and appropriate wa,s7
7

4 ssessment should be embedded within the curriculum and
teaching7
4 ssessment should aim to provide multiple forms of evidence about
pupils1 learning7
4 Educational standards should be evaluated. but not b, imposing
standardisation7
4 The people who carr, out assessments -i.e. teachers0 should be the
people who design. judge and then report on assessment outcomes7
4 @Innovators1 and best practice should be used to inform the polic,
and lead the assessment s,stem.
&ecentl, the European genc, for 5evelopment in 'pecial ?eeds
Education " E5'E 4 -Watkins. 2//*0. developed one of the crucial
debates within inclusive settings deals with modif,ing or
>accommodating> high stakes assessments that are used for pupil.
class or school evaluation as (adaus proposes in 1CBB% Aigh stakes
assessment consists of tests and procedures that provides
information perceived b, pupils. parents. teachers. polic, makers. or
the general public as being useful to make important decisions that
immediatel, and directl, impact upon pupils1 educational e3periences
and futures -apud Watkins. 2//*. 2)0. E5'E proposes that initial
assessment of pupils who are thought to have disabilities can have
two possible purposes%
1. Identification linked to an official decision to @recognise1 a pupil as
having educational needs that re<uire additional resources to support
their learning7
8

2. Informing learning programmes. where assessment is focused
upon highlighting strengths and weaknesses the pupil ma, have in
different areas of their educational e3perience. 'uch information is
often used in a formative wa, " perhaps as the starting point for
Individual Education :lans -IE:s0 or other target4setting approaches "
rather than as a one off. baseline assessment.
?owada,s assessment evidence is ver, much placed within the public
domain for purposes of comparisons and this. linked to the national
level pressures for greater accountabilit, in education. leads to an
increasing emphasis on pupil performance as a factor in directing
educational polic, making. Educators are calling for new assessment
practices to be used to support pupil learning. guide educational
improvement and enhance e<uit, for all pupils. a social inclusion as
6lo,d proposes -2//)0.
3.3. The hole concept of inclusive assessment the role of teachers
With reference to teachers" their training. both in specific needs
teaching and in specialist assessment techni<ues. appears to be a
crucial aspect for developing teacher attitudes and skills that support
successful inclusion -Hemp 8 Carter. 2//$0.
:erlman -1CC)0 states that the demands placed upon @assessment
professionals1 far e3ceed their abilit, to compl, with the official
re<uirements. 9rowder et al. identif, ke, areas for further
development in the use of inclusive assessment%
improved teacher training in conducting assessments7
linking alternative assessment to curricula and teaching
programmes
9

linking assessment to Individual Education :lans.
Aattie -2//$0 argues that if assessment evidence is going to be used
to effectivel, support teaching and learning there is a need to move
teachers> thinking awa, from data towards interpretations. from pupil
outcomes to teaching successes and improvements. and from
accountabilit, models based on schools to those based first and
foremost in the classroom. This means that training must addresses
both teachers> attitudes and their skills.
:erhaps one of the strongest arguments for teacher training in
assessment techni<ues comes from the work of 9rowder et al. -2//$0
who investigated if specific. intensive teacher training on
differentiated teaching and assessment had an, impact on pupils>
scores. The, found that pupils> alternate assessment scores improved
when teachers received training on instructional practices.
#. Inclusive assessment practices in some $uropean countries
9ased in the work group of I&I' project we collected narrative
descriptions about school and classroom implementation of
assessment in different regions from different countries of Europe
-:ortugal% lentejo7 'pain% CataloIia7 9elgium% 9ussels7 ustria%
+raJ7 Knited Hingdom% Tiverton0 -Candeias et al.. 2//C0. To facilitate
the organisation of information we organised tables -14$0 where we
describe the main concept. the practical strategies to evaluate and
the process of assessment in each of the regions that integrates the
project.
!.1. "ortugal
Table 1% ssessment in :ortugal
%oncept and Approach to &rocess" stages and strategies 'egislati
10

&rocess of
Assessment
assessment on
The current
legislation -! 2 2//B0
determines the
subjects of special
education. based on
distinction between
pupils with temporar,
'E? an permanent
'E?
;or the first ones.
schools are available
and must mobiliJe.
school and
educational means.
towards more fle3ible
teaching and
differentiation.
associated with
measures such as
recover, plans.
individualiJed
monitoring.
alternative routes.
training courses and
others.
;or pupils with
permanent 'E?
-high4intensit, and
low4fre<uenc,0. that
need specific support
throughout their
educational
background. law
defines the e3pert
supposed to provide
them support from
pre4school to
secondar, education
-public. private and
cooperative0. With
reference to ;IC
functionalit, concept
and is based on a bio
ps,chosocial
approach.
10 'tudents with
learning difficulties
or an, other problem
along their
educational process
are guided to the
5epartment of
:s,cholog, and
+uidance -':L0. b,
:rofessor 2 5irector
of Class and 2 or
parents. who have to
complete a D&eport
on &outing.D
20 When a student
presents special
needs that justif, the
adoption of
educational action in
the conte3t of
'pecial Education.
that is referred to
the 'chool. uthorit,
(anagement b,
completing the a
D&eferral formD. This
reference ma, be
made b, parents.
teachers. earl,
intervention services
or others.
Collect Information
10 In ':L. ps,chologists collect information b, means of% Mnal,sis of
Individual 'tudent :rocess7 interviews with teacher and parents7
observation of the child 2 ,outh in classroom or recreational conte3t
and 2 or anal,Jing products made b, students. the application of
<uestionnaires or scales for parents and teachers.
20 When a student is referred for special education. the Team meets
with ':L. to define the need of evaluation. If so it is a
multidisciplinar, team which is alwa,s constituted b, an 'pecial
Education Teacher. a ps,chologist -':L or another0. the teacher.
:arents and other specialist who belong to the group -eg. speech
therapist0 or e3ternal -e.g. health services0. In a team meeting is
completed the D&oadmap for EvaluationD which decides what will be
evaluate and who will assess and evaluate.
ssessment of 'tudent
10 The ':L. after the aforementioned collection of information has to
be direct assessment of the child 2 ,oung person. 'tarts with the
individual interviews -semi4structured according to the children 2
,oung people and their problems0 and following the application of
formal tools for evaluation -ps,chological tests. <uestionnaires ...0 or
informal -implementation of some tasks0.
20 In teams of 'pecial Education. shall evaluate each technical
categor, of its jurisdiction and which were previousl, set in a team
meeting -M&oadmap for EvaluationD0. This evaluation is performed b,
reference to the CI;. using instruments of formal and informal
assessment -including medical e3aminations. evidence of
ps,chological assessment and ps,cho pedagogic. scales of
observation. products made b, students. among others0.
&eturns Information
10 With ':L. the evaluation process is concluded b, drawing up a
report which is presented information about the areas assessed. the
main conclusions and suggestions for solving the problems. This
report is presented and discussed with the :rofessor 2 Class Council
and the parent 2 responsible for education. The data are also
discussed with the student. e3plaining what is believed to do to help
and hear their suggestions.
20 In the team of 'pecial Education. it meets to consider together the
data collected b, each technician. and with the help of the checklist
prepares the :edagogical4Technical &eport. which identifies the
functionalit, of the student profile. and environmental factors that
influence this feature. This report e3plains the reasons that determine
the special needs and their t,pes. as well as the responses and
educational measures to be adopted. which will underpin the
development of Individual Educational :rogram -IE:0.
6aw% #)2B)
1# of
Lctober
6aw%
!22//B
!.2. Spain
Table 2% ssessment in 'pain
%oncept and
&rocess of
Inclusive
Assessment
Approach to assessment &rocess" stages and
strategies
'egislation
11

Ever, school in
the countr, has
access to the
services of
assessment
from an E: 4 a
comprehensive
and professional
special
needs2learning
support service
for all primar,.
secondar, and
special schools.
The E:s
includes
ps,chologists.
pedagogues.
social workers
and ph,sio4
therapists.
There1s also a
specific service
to provide
assessment on
foreign pupils
-E6IC0.
These services
provide a follow
through on
assessment to
meet the
educational.
emotional and
behavioural
needs of the
child. sustained
on a model of
service which
balances
assessment.
s,stemic work
and
preventative
approaches.
These services
also provide
assessment on
difficulties
e3perienced b,
teachers of
children with
emotional and
behavioural
difficulties 4the
most difficult to
include in
inclusive
schools.
The evaluation process begins
when a teacher. parent. or doctor
is concerned that a child ma, be
having trouble in the classroom.
and the teacher notifies the school
counsellor or ps,chologist. The
first step is to gather specific data
regarding the student>s progress or
academic problems. This ma, be
done through%
Na conference with parents or2and
with the student
Nobservation of the student and
anal,sis of the student>s
performance
With this information strategies
specific to the student could be
used. If this doesn>t work. the child
would be observed and tested -b,
a multidisciplinar, team0 to help
determine <ualification for special
services. It>s important to note.
though. that the presence of a
disabilit, doesn>t automaticall,
guarantee a child will receive
services. To be eligible. the
disabilit, must affect functioning at
school.
The professionals on the evaluation
team can include% ps,chologist.
ph,sical therapist. a speech
therapist. a special educator. a
vision or hearing specialist. others.
Lnce the team members complete
their individual assessments. the,
develop a comprehensive
evaluation report -5ictamen0 that
compiles their findings and outlines
the skills and support the child will
need.
variet, of methods are used
for identif,ing the child as eligible
for special services. planning
instruction. and measuring
progress.
(tages%
a0 The initial assessment stage
refers to procedures designed to
locate those ,oung children who
might need earl, intervention
services and programs.
b0 Diagnosis% information is
obtained through observation.
interviews. case histor,. and
informal and standardiJed tests. The
e3aminers strive to determine the
nature of the child>s difficulties. the
severit, of the problem. and
becomes the basis for determining
eligibilit, for special education
services. The diagnosis assists in
planning intervention too.
The diagnosis is conducted b,
members of a multidisciplinar, team
-E:0.
c0 #E"$ interventions% If the
diagnosis indicates there is a need
for earl, intervention. the ne3t
stage involves assessment for the
planning of programs and
interventions.
The areas considered in the
planning process for pre school
children include%
N'ensor,2ph,sical development
N 6anguage and communication
abilities
N ;ine and gross motor
development
N Cognitive abilities
N daptive or self4help skills
N 'ocial4emotional development
d0"rogram monitoring% (ultiple
checks include observations.
developmental checklists. and rating
scales are done after the child is
placed in an intervention program
e0 "rogram evaluation% is
objective. s,stematic procedure for
determining progress of children
and the effectiveness of the total
intervention program. It ma, be
necessar, to make needed changes
and modifications.
&E'L6KCIO de !/ de jun,
de 2//B per la <ual
s1aproven les instruccions
per a l1organitJaciP i el
funcionament dels centres
educatius
N pQblics d1educaciP
infantil iprimRria i
d1educaciP especial.
d1educaciP secundRria
l1organitJaciP i el
funcionament dels serveis
educatius -C&:. E:. E6IC.
C&E5 i
Cd0 i del :rograma de
mestres itinerants per a
deficients visuals per al
curs 2//B42//C.
Catalonia
http%22www.3tec.cat2dnee
http%22www.3tec.cat2eap
http%22www.3tec.cat2creda
!.3.Austria
12

Table !% ssessment in ustria
%oncept and
&rocess of
Inclusive
Assessment
Approach to assessment &rocess" stages and strategies 'egisl
ation
Ever, school has
access to the
services of
assessment from
school
ps,chologists
-provided b, the
count, school
administration0.
school doctors
-provided b, the
cit,
administration0
and
The Centre for
'pecial needs
Education -':S0.
The ':S
-'onderpTdagogis
ches Sentrum0 is a
special school
which provides
specific
needs2learning
support service for
all primar,.
secondar, and
special schools.
The staff of the
':S consists of
pedagogues for
different fields in
special needs
education0
These services are
sustained on a
model of service
which balances
assessment.
s,stemic work and
preventative
approaches.
These services
also provide
assessment on
difficulties
e3perienced b,
teachers of
children with
emotional and
behavioural
difficulties 4 the
most difficult to
include in inclusive
schools.
Therefore. a
coherent
assessment
service to them is
imperative.
-similar to
Catalunia0
The evaluation process begins.
when a pre4school teacher.
teacher. parent or doctor is
concerned that a child ma, be
having trouble in the classroom.
and the teacher notifies the ':S
or ps,chologist.
%similar to &atalunia'
The child>s performance on
standardiJed and <uantitative
tests are tested b,
ps,chologists and dail, work
such as tests. class work.
homework and <ualitative tests
on basic skills are done b,
special teachers.
The professionals on the
evaluation team alwa,s include%
Na special teacher -observation.
<ualitative and <uantitative
tests. check lists. interviews....0
Na doctor -interviews.
observations..0
Na ps,chologist -voluntar,0 "
-standardiJed tests. <uantitative
tests. observations....0
:s,chological assessment can
onl, be done with the
agreement of the parents. If the
parents donUt agree with their
signature. the assessment for
special educational needs is onl,
done b, the teacher for special
needs education and the doctor.
fter finished individual
assessments. the reports are
sent to the school
administration and the inspector
signs the legal paper which
grants special educational needs
to the child or denies it.
Those assessments are alwa,s
deficit orientated and not
resource oriented.
Inclusive ssessment 4on ! stages7 school level.
classroom level and child level
10 'CALL6 6EVE6
N I?5EW L; I?C6K'IL? -The most suitable0 promoted
b, the pedagogical high school and the ':SUs in
ustria. who are responsible for in4service training.
Neducational4feedback -(ag. Wilhelm :rainsack.
2//*0. recentl, and supported b, the ustrian ministr,
N :edagogical <ualit, managementX -Wolfgang TietJe.
2//*0.
The level of school development " both in organisation
and pedagogic 4 is assessed right now on a regular
basis b, the inspectorate.
d. 20 C6''&LL( 6EVE6
These assessment processes are an essential part of
ever,da, classroom practice and involve both teachers
and learners in reflection. dialogue and decision
making.
Comparison with others who have been more
successful is unlikel, to motivate learners.
To assess the level of inclusive teaching and learning in
the wa, of assessment for learning is a rather new field
whereas there alread, e3ists a lot of assessment tools
to assess the level of studies in the different subjects.
The, range from curricular check lists to <uantitative
tests for mathematic skills. reading and writing skills
and so on. Those tests are designed to give a class
profile and a profile for the individual child.
d !0 CAI65 6EVE6
variet, of methods are used to gather assessment
information.
(ethods can be YK?TITTIVE or YK6ITTIVE
I?TE&VIEW
(tages%
a0 The initial assessment stage refers to procedures
designed to locate those ,oung children who might
need earl, intervention services and programs.
t this stage in ustria we use resource oriented
developmental assessments to get an overview of the
strengths and difficulties of a child in form of
screenings.
The, can either be <uantitative or <ualitative.
b0 Diagnosis%
Information is obtained through observation.
interviews. case histor,. and informal and standardiJed
tests.
c0#E"$ interventions%
If the diagnosis indicates there is a need for earl,
intervention. the ne3t stage involves assessment for
the planning of programs and interventions.
Those assessments encompass the testing of
N(otor skills " motion
NCognitive skills
N'ocial4emotional skills
N 6anguage skills
N :erception 4 'ensoric skills
5
0"rogram monitoring% similar to Catalunia
E
0"rogram evaluation% similar to Catalunia
'chulpfl
ichtgese
tJ ZB
:upils
with
specific
need of
support
have
the
right to
attend
either
an
integrat
ion
class in
a
regular
school
or a
class in
a
special
school.
:arents
have
the
right to
choose
and the
school
adminis
tration
has to
give
advice
and
support
in order
to
provide
the
support
needed.
The
specific
needs
of a
child
are
stated
in initial
assess
ments
describ
ed
before.
13

!.!. (elgium
Table #% ssessment in 9elgium
%oncept and &rocess of Inclusive
Assessment
Approach to
assessment
&rocess" stages and strategies
Formative assessment
The aim of formative assessment is to facilitate
learning choosing which activities to prioritise.
Contributes to enhancing learning. informing
the teacher of the improvements that occur
regarding the career. success and2or the
difficulties of the pupil.
The formative assessment has a double aim%
Nencourages the pupil to take charge of his2her
own achievements
Nhelps the teacher to assess his2her own
pedagog, and actions taken
Is a tool for education. a tool for training and
of regulation. ;ormative assessment compares
the abilities of the pupil with the e3pected
competence. It anal,ses the intermediate aims.
the prere<uisites. working methods and so on.
5ecisions are made strictl, pedagogical where
the teacher ma, modif, his2her method and
the pupil ma, modif, his2her wa, of
accomplishing the task. The formative
assessment finds that pupils1 errors can be
instructive for them.
Is a tool for regulation which%
N follows each activit, informs both teacher
and pupil on the degree of abilit, achieved
N allows to precisel, point out where the
individual difficulties la,
Ndetermine which pupils need support in order
to progress
Nallows learning to be adapted to the pace and
to the abilit, of the pupil
The strategies for formative assessment%
Nthe organisation of learning based around the
competences
Nthe formulation of the aim of learning
Ncommunication with the pupil about the aim
and content of their education
N the practice of differentiated pedagog,
Nthe process of observation as indicator to
measure results and progress
Nthe construction of the assessment1s criterion
contributes to a successful outcome
N use of various and appropriate techni<ues of
<uestioning
NInterdisciplinar, procedures
Npromotion of self4assessment b, the pupil 4
which encourages motivation and
responsibilit,. re<uires self4anal,sis. 'elf4
anal,sis scales and self4assessment scales can
be used.
The strategies of remediation are
diversified. sometimes concerning the
contents. sometimes in the wa, to learn.
sometimes both. We do not teach to assess but
we assess to teach.
Certificate (or summative) assessment
evaluates the abilities of the pupil and whether
these abilities meet the basic re<uirements of
the programme. &ecognises social
competences and is given at the end of the
student1s schooling including the formative
assessment and remediation.
Instead of referring to the normal or comparing
the abilities of a pupil with those of others. it is
more appropriate to refer to the criterion and
compare the result with the re<uired standard.
The certificate assessment is linked to the
summative assessment. The summative
assessment gives a general evaluation of the
abilities achieved. It is an observation. a final
assessment. an accumulative evaluation of
what the pupil has learnt.
The evaluation process
begins. when a pre4school
teacher. teacher. parent or
doctor is concerned that a
child ma, be having
trouble in the classroom.
and the teacher notifies
the ':S or ps,chologist.
%similar to catalunia'
The child>s performance on
standardiJed and
<uantitative tests are
tested b, ps,chologists
and dail, work such as
tests. classwork.
homework and <ualitative
tests on basic shills are
done b, special teachers.
The professionals on the
evaluation team alwa,s
include%
Na special teacher
-observation. <ualitative
and <uantitative tests.
check lists. interviews....0
Na doctor -interviews.
observations..0
Na ps,chologist -voluntar,0
" -standardiJed tests.
<uantitative tests.
observations....0
:s,chological assessment
can onl, be done with the
agreement of the parents.
If the parent1s donUt agree
with their signature. the
assessment for educational
needs is onl, done b, the
teacher for special needs
education and the doctor.
fter finished individual
assessments. the reports
are sent to the school
administration and the
inspector signs the legal
paper which grants special
educational needs to the
child or denies it.
Those assessments are
alwa,s deficit orientated
and not resource oriented.
Inclusive ssessment 4on ! stages7 school
level. classroom level and child level
10 'CALL6 6EVE6
N I?5EW L; I?C6K'IL? -The most suitable0
promoted b, the pedagogical high school and
the ':SUs in ustria. who are responsible for
in4service training.
Nedu4feedback -(ag. Wilhelm :rainsack.
2//*0. recentl, and supported b, the
ustrian ministr,
N :edagogical <ualit, managementX
-Wolfgang TietJe. 2//*0.
The level of school development " both in
organisation and pedagogic 4 is assessed
right now on a regular basis b, the
inspectorate.
d. 20 C6''&LL( 6EVE6
These assessment processes are an essential
part of ever,da, classroom practice and
involve both teachers and learners in
reflection. dialogue and decision making.
Comparison with others who have been more
successful is unlikel, to motivate learners.
To assess the level of inclusive teaching and
learning in the wa, of assessment for
learning is a rather new field whereas there
alread, e3ist a lot of assessment tools to
assess the level of studies in the different
subjects.
The, range from curricular check lists to
<uantitative tests for mathematic skills.
reading and writing skills and so on. Those
tests are designed to give a class profile and
a profile for the individual child.
d !0 CAI65 6EVE6
variet, of methods are used to gather
assessment information. (ethods can be
YK?TITTIVE YK6ITTIVE I?TE&VIEW
(tages%
a0The initial assessment stage refers to
procedures designed to locate those ,oung
children who might need earl, intervention
services and programs.
t this stage in ustria we use resource
oriented developmental assessments to get
an overview of the strengths and difficulties
of a child in form of screenings.
The, can either be <uantitative or <ualitative.
b0 Diagnosis%
Information is obtained through observation.
interviews. case histor,. and informal and
standardiJed tests.
c0#E"$ interventions%
If the diagnosis indicates there is a need for
earl, intervention. the ne3t stage involves
assessment for the planning of programs and
interventions.
Those assessments encompass the testing of
N(otor skills " motion
NCognitive skills
N'ocial4emotional skills
N 6anguage skills
N :erception 4 'ensoric skills
d0"rogram monitoring% similar to Catalunia
e0"rogram evaluation% similar to Catalunia
14

!.). *nited +ingdom
Table $% ssessment in Knited Hingdom
%oncept and &rocess of
Inclusive Assessment
Approach to
assessment
&rocess" stages and strategies
ll schools have access to a
team of Educational
:s,chologists. a team of
advisors for the Aearing
Impaired. Visuall, impaired.
:h,sical difficulties. 'peech
and communication. a
specialist team for utism
and services to support
children where English is their
second language and for
children in the minorit,.
especiall, immigrants and
travellers.
There is also outreach
support from schools
specialising in profound and
moderate learning difficulties
and emotional. behavioural
and social difficulties.
The [oint genc, Team
-[T0 gives a multiagenc,
approach to assessment
linking education with
medical and social
professionals to access the
holistic needs of the child.
%Similar to &atalunia'
There is a
greater focus on
change over
time in order to
assess the
impact of
education and
intervention on
children1s
learning.
:arents are
involved at all
stages as e<ual
partners in the
assessment
process.
Children ma, be referred for 'tatutor, ssessment
when there are significant and sustained differences
and minor adjustments do not meet the need of the
child. ll professionals working with the child
contribute to the assessment. It re<uires a multi
professional team to assess the child1s functioning.
This process ma, take up to ) months to achieve
and each stage has to be completed within a given
period of time. :arents are able to challenge the
decisions made once the full assessment is
completed. The Common ssessment ;orm -C;0
has been introduced nationwide to link with
educational processes and to prevent too much
duplication for the famil,. He, worker is
responsible to oversee this.
The conclusions of the assessment are
monitored on an annual basis. ) monthl, for children
under $.
The IE:s are regularl, updated in conjunction
with the child. where appropriate.
15

#.). Comparison between countries
The anal,sis of the 5imensions of the tables -14$0% Concept and
:rocess of Inclusive ssessment. pproach to assessment. :rocess.
stages and strategies and 6egislation in made b, three judgements.
Dimension 1 , &oncept and "rocess of #nclusive Assessment
ll the countries point out the access to assessment services
-provided b, teachers from special education. ps,chologists and other
staff0. The procedures to improve the assessment process have
specific characteristics1. in accordance with the legislation and the
administrative rules of the countries. but the intention to make
inclusive assessment based in teamwork is eminent in the narratives.
as well as the conception of process of inclusive assessment.
Dimension 2 , Approach to assessment
In all the narratives we could identif, that when a pupil presents
specific needs. teachers. famil, or other professionals could alert the
assessment team. from the preschool level. We could conclude that in
the countries involved in this work that there is a global network
between schools " communit, " families to identif, and raise
awareness of children1 specific needs. Lnce again. the t,pe of
procedures could have specific characteristics1. in accordance with the
legislation. the administrative rules and the cultural values of the
countries. but the main idea of global network is to alert. identif, and
suggest an inclusive approach to assessment in such countries.
Dimension 3 , "rocess$ stages and strategies
16

s we could see in the tables -14$0 a variet, of stages. methods and
strategies are used for identif,ing the pupil as eligible for specific
services. planning instruction. and measuring progress. That
presupposes an Initial assessment using procedures designed to
identif, those ,oung children and the technical resources re<uired to
make the assessment. 5iagnosis and a description of need are
obtained through observation. interviews. case histor,. and informal
and standardised tools. The e3aminer strives to determine the nature
of the pupil1s difficulties. the severit, of the problem. and this
becomes the basis for determining eligibilit, for special education
services. The diagnosis assists in planning intervention too. The
diagnosis is conducted b, members of a multidisciplinar, team in all
the countries involved in the stud,. If the previous stage of
assessment indicates there is a need for intervention. the ne3t stage
involves assessment for the planning of programs and interventions
-IE:0. IE: interventions consider the areas of difficult, and the
potential of the pupil in accordance with the educational and
developmental objectives. In all the countries involved program
monitoring -multiple checks. multi4methods and different kinds of
tools0. and program evaluation with specific criteria -in accordance
with national policies of evaluation0. The information collected in
:ortugal. 'pain. ustria. 9elgium and Knited Hingdom is in
accordance with the recent proposals from the European genc, for
5evelopment in 'pecial ?eeds Education " E5'E 4 -Watkins. 2//*0.
Inclusive ssessment. with all the national diversit, in terms of
resources. administration rules. legislation and cultural values. is an
intention and a practice. The assessment of pupils who are thought to
have disabilities can have two possible purposes according to E5'E%
17

1. Identification linked to an official decision to @recognise1 a pupil as
having educational needs that re<uire additional resources to support
their learning. and
2. Informing learning programmes. where assessment is focussed
upon highlighting strengths and weaknesses the pupil ma, have in
different areas of their educational e3perience. 'uch information is
often used in a formative wa, " perhaps as the starting point for
Individual Education :lans -IE:1s0 or other target4setting approaches
" rather than as a one off. baseline assessment.
?owada,s educators are calling for new assessment practices to be
used to support pupil learning. to guide educational improvement and
enhance e<uit, for all pupils. a social inclusion as 6lo,d proposes in
2//). and could argue that educators work on the improvement of
such new practices in 2//C. Aowever. because inclusive assessment
implies collaborative work. multidimensional assessment and an
ecological approach to education based on famil,4school4communit,.
we need to continue to work in ke, areas for further development in
the use of inclusive assessment%
improved teacher training in conducting assessments7
linking alternative assessment to curricula and teaching
programmes
linking assessment to Individual Education :lans.
improved teacher competences in team work.
This information about inclusive assessment in European countries
-ustria. 9elgium. :ortugal. 'pain. 'weden. and Knited Hingdom0
could be completed with the tables of description of Technical nal,sis
of Tools used in such countries. We present in attachment the tables
with Technical nal,sis of Tools used b, Teachers -Validated2not
18

validated0 and Technical nal,sis of Tools used b, Lthers
:rofessionals -Validated2not validated0.
). A new proposal I*I( Aide +emoir
Inclusion re<uires a deep understanding of all pupils irrespective of
an, perceived or actual differences.
Inclusive assessment implies%
Establishing a coherent. mindful curriculum b, giving the
right2suitable2appropriate information.
9, making informed choices regarding instructional materials
learning and assessment become relevant and useful.
9, linking assessment to instruction and vice versa.
ssessment needs to be for detail and improvement. Lnl,
assess the areas of need within a holistic approach.
The ide (emoir and ;it to 6earn 9ookmark are intended to help
teachers to evaluate their level of practice regarding the suitable
conditions for learning. learning communit,. learning environment
and instruction.
Aow did it come about= The name. ide (emoir. was suggested
b, a classroom assistant during the interviews. who said that
there were some da,s when she simpl, needed an ide memoir
to remind her of what she had forgotten.
nd to increase the level of their inclusive practice in those
areas. It therefore highlights the areas of need for the teacher
and the teaching assistant etc.
It raises awareness that good practice can meet the needs of
66 pupils. despite their individual needs. 9, preparing for
individual needs. planning supports all pupils who ma, not have
been identified but who will benefit from different approaches.
It helps to identif, the teacher1s individual needs for in service
training and enables the individual to re<uest support without
feeling a failure.
It can be used as a checklist for assessing the <ualit, of
inclusion or assessment and can be used as a whole school
assessment when individual staff needs are collated.
The bottom section of the 9ookmark relates to ssessment. It is
important that assessment is focussed and purposeful.
19

What is the pupil1s baseline for learning=1
Each pupil is uni<ue so a thorough knowledge of child
development is essential
The view on pupils1 development has changed and old ideas
have been substituted b, new. often sociological.
:upils with disabilities do not develop in accordance with their
age. 'ometimes the, e3ceed the standards. sometimes the,
are below. 5ifferent t,pes of skills. for different activities will be
re<uired b, the pupil.
5isabilities affect pupils in different wa,s. 'kills ma, be
stronger in some areas to compensate for deficits. These should
be used as strengths in class especiall, to raise the pupil1s self
esteem amongst his2her peers as appropriate.
n initial assessment will assist the teacher to make some
decisions to facilitate the pupil1s learning.
The assessment is a staged process initiated in the classroom
leading to involvement of MoutsideX advice2services.
;rom the book mark
There ma, be a need to assess at different levels so we need to find
out.
What needs are known= It is important to have a full
understanding of child development and to realise that
development is not linear. It depends on man, other factors not
least of which are social and emotional.
We need to make Lbservations in man, situations. different
times of the da, and for var,ing lengths of time.
ssessments ma, be made. as appropriate. depending on the
pupil1s needs.
The bullet points on the 9ookmark are prompts to think about
what is needed to help the pupil and these are developed as
<uestions in the booklet. 6ook in the 9ooklet.
dditional ssessment materials and the complete package
from ide (emoir could be found in the C54&om and on the
website. http%22www.irisproject.eu .
20

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+oodrum. 5. Aackling. (. and &ennie. 6. -2//10 The status and 9uality of
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and using (eaningful alternate assessment. Teaching E/ceptional
children$ 3!$!$!8, !7
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6uke..7 Woods. .7 6and. &.7 9ahr. (. 8 (c;arland. (. -2//#0.
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'alvia. [.. Esseld,ke. [. 8 9olt. '. -2//*0. Assessment in special and
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[ahren7 9erlin % Cornelsen 'criptor
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- .lossary
ssessment 4 refers to the wa,s teachers and other people involved
in a pupil1s education s,stematicall, collect and then use information
about that pupil1s level of achievement and2or development in
different areas of their educational e3perience -academic. behaviour
and social0 -Watkins. 2//*0.
E5'?E 4 European genc, for 5evelopment in 'pecial ?eeds
Education.
23

IE: 4 Individual Education :lans
%redits
%oordinator Adelinda A. %andeiasNNNNNN
Team
(. ?. TrindadeNNNNNN. +. 'antosNNNNNN. .C. &os\rioNNNNNN.
(. &ebochoNNNNNN. (.[. 'arago]aNNNNNN.(.[o_o CortesNNNNNN. [ean4
Claude 5eVreeseN.
Eva 9ernart NN. Carme (negril ;alcPNNN.[enn, EvansNNNN. ?atalia
CabralNNNNN. [ane 9rodinNNNNNNN. na46ena 6jusbergNNNNNNN

N 'ervice +cncral de 61 Inspection2 Inspection de 61Enseignement 'pccialisc -9E07
NNCentre for 'pecial ?eeds Education -T07 NNN+eneralitat de Catalun,a. 'erveis
Territorials a Tarragona -E'07 NNNN5evon Count, Council -KH07 NNNNNgrupamento
de Escolas Eugcnio de ndrade2:aranhos -:T0 7
NNNNNN/niversidade de 0vora"1&T2" Centro de Investiga]_o em Educa]_o e
:sicologia. :ortugal7 NNNNNNN'tockholm Kniversit,. 5epartment of Child and Eouth
'tudies -'E0
24

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