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The evaluation context with mine
 students foresee periodic checks with well determined and precise evaluation grids that must consider the level of preparation also taking into account the children with special educational needs.

For these, in fact, the objectives set on specific schedules for them are taken into account.
Everything must be arranged in full cooperation with colleagues.

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isa çetin                              thanks

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isa çetin                              thanks

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1998
microfilm
pink cards

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HI

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I have to copy Clementina because it´s the same ....  In my school and most of the schools in my country, we can use all the strategies in class, but for the evaluation we have to present the results of tests that contribute to the internal evaluation of the school. Students make tests in mathematics and Portuguese, the national level
this represents external evaluation.

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In my school (in the South of Italy, 11-14 years) we have regular three standardized tests : an entry test, an intermediate test and a final test on math, Italian and English. The first one is for testing entry knowledges and abilities and it is not assessed, the second one is formative while the last one is summative. In the last two years there is a great debate on learning  and teaching based on competences and  on their assessment. I think that this course is providing me many ideas to develop these competences integrated in the frame of the 21th European skills.

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I work in Spain but in an American school and we have been trained to formative assesment so we are very encouraged to use it .

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This year has been my first as a teacher. I organized an optional Latin course and my assessment didn't appear on the final school report. This was both negative and positive: negative because guys considerated my course less "important" than others; positive because my grades didn't influenced the final marks and so I was free to assess my students.

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In our private primary school and kindergarten we use both formative and summative assessment. All the teachers collaborate for a fair and complete assessment and we use many methods and strategies. As long as our students are small children written test are a small part of the assessment. We follow the national curricula but we are free to use our own methods, strategies, resources. The school psychologist is also part of the team. In special cases we include in our team specialist like: logopeds and doctors.

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At my school i am not completely free to assess students in the way I prefer because it has beed decide from the board that students must attend 2 written tests each 2 months; This year we will have a common test at the end of  the last 4 months Evaluation criteria to give marks are common among teachers .At the end of the last of the 3  years ( age 13) standardized tests are given, these are sent from the INVALSI, which gives back a feedback on them, but this is only for math and  grammar.
I do collaborate with other teachers but only for the decision of the end of the year test.

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Collaboration is the key of success, always. I always try to talk to my colleagues about both activities and evaluation. Sometimes evaluation is perceived as a synonym of testing, that is the "calculation of the amount of knowledge". However, evaluation should not only assess knowledge, but also competences and these competences should also be assessed in time, through formative and summative assessment.

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In my school and most of the schools in my country, we can use all the strategies in class, but for the evaluation we have to present the results of tests that contribute to the internal evaluation of the school. Students make tests in mathematics and Portuguese, the national levelthis represents external evaluation.
In my opinion the evaluation of a test or an examination may not be representative of the work done by the student throughout the year, so it is often the difference between internal and external evaluation be very large.
Considering 100% the maximal evaluation in my discipline this percentage is divided into two parts: one part is 80% (60% corresponds to the tests and 20% corresponds to class questions, quizzes, works) are the content and knowledge, all which is related to the specific curriculum of discipline, the remaining 20% corresponds to the assessment of attitudes such as punctuality, attendance, responsibility, appropriate behaviors and others.
The evaluation is made by the teacher, but we can informally exchange views with colleagues in case of doubt in evaluating a student.
There are situations in which the teacher has another teacher to help students in class, in this situation the class teacher can ask opinion to another teacher in the evaluation of students.
Formative assessment is made through the process of learning.

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In Greece too, it depends on the lesson and the grade of students if  we are  free to assess our students or follow a strict testing system. For my classes I try to follow the officialy proposed tests and also to make my own little changes adopted to my students profile so as to be more motivated.

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Formative assessment is up to use but the summative assessment remains a high focus for students/parents. Consequently, many formative assessments are preps for the summative assessment which happen termly. New Junior Cycle will take the focus away from the focus of summative assessment and onto the project based learning assessment strategies.

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At my school all the teachers in the technology industry have the habit of sharing common items to assess students in project work. Anyway, we are free to organize our work and evaluation in each period. During the school year that will start try to show other forms of assessment, and
work based on class. I take into account also the development of each student from the beginning to the end of the year. So, i must say that I am free as to how I assess my students. And the use of new models that help us prepare each task to perform in a more structured way produces better learning.

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At my school all of foreign language teachers share common rubrics to assess pupils in tests. Anyhow we are free to organize the work and the assessment in each period. Only at the beginning of the school year and at the end there are common tests. During the year I use other ways of assessment apart from standardized ones. I take into consideration also the development of each pupil from the beginning to the end of the year. In this way I must say I am quite free. The fact that the results of International Certifications pupils can do at the end of the third year are almost always the same as my notes tells me that my mixed way of testing is not that wrong.

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In my school, we follow a strict testing system with regular standardised tests every few months.

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In Italy as teachers we are quite free to assess our students how we believe is necessary. However, in the last years, we have national tests to submit at the students in some classes.

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In Spain, there are some aspects of the evaluation proccess that are set by the administration and we must take into account, and some others that can vary depending on schools or even teachers. In my school, we are allowed to innovate provided that we abide to compulsory instructions.
My Department puts into practice both, self-assessment and peer-assessment. Our students also take tests. We usually agree with the rest of the teachers on how to assess and when, but not always. It depends on the level mostly.

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Assessment in Irish schools is moving slowly towards formative assessment.  Currently summative assessment is used to report home to parents biannually, at Christmas and Summer. Students are also assessed nationally at end of year three and end of final year of secondary school.  These exams are mostly summative assessment but the national certificate at end of year three is moving towards formative assessment. This has caused a lot of debate as many teachers feel that formative assessment will increase their, already overstretched, workload.

Apart from this, teachers are free to use whatever form of assessment they like.  I use a lot of informal formative assessment and some self assessment in my language classes

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I'm free to assess my students as I want, but as a department, we agree on common rubrics to use, and we sometimes have the same test in different classes of the same grade.
There must be a minimum number of marks for each student at the end of a period, for instance at least three marks in the first period, from September to December, and 4 or 5 marks from January to June. This is to ensure that all the students get enough opportunities to get good grades before the end of the school year.

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In greek schools we are not free to assess are students as we wish. In a junior his=gh school we have two semesters in which we have to assess twice our students with an official tests. At the end of the school year we have the final exams. At both test and exams we follow a certain rubric regarding the type of the questions and the points given to each question. During the school year we evaluate our students by their homeworks and by their participation in everyday learning process.

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I feel quite free to assess students according to the topic. I can make both formative and summative tests in oral or written form, the important is to have the same number of tests my collegues have.

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I am a primary English teacher in a public school. In our country, we can do assessment in any subject any way we like, and in terms of regulations, we have an option to give students 15-minute tests, but a minimum of two such tests would produce one formal grade to be entered into the register. All teachers combine oral and written testing, approximately once a month, in some of these two forms. Again in terms of regulations, students must be give written tests in Maths, Serbian (or mother tongue) and foreign language (English and one more). This all refers to formative assessment.
Some teachers also have summative assessment, like end-of-year tests, but that's not mandatory, it's an option. Many teachers assess group work, project work, activity in the class, doing homework, etc.

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In ourc country teachers use standard tests about different topic. They use quiz, cloze, test with multiple choice etc.
evry ome month or two students do a test about the learned content. It depends on the different subjects, too.

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In our country, there is just one common test for the students and it is at the end of Elementary school (for students 14 years old). Anything in between is by standards, but the teachers are free in choosing the questions and assessments.

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In Romania, we use both formative and summative  assessment, but assesments can include more others tools : portofolio, quizz, etc.

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Being a primary school teacher, I feel very happy for being able not to follow a strict testing system. The common assessment methods in my country have already been mentioned by other participants that are currently working at greek primary schools.
I personally balance between some prerequisite assessment methods (exams that may prove the student progress for instance) and a variety of other formative and summative methods, such as projects, tests, assignments, the class yearly project and other evaluation/assessment methods, a number of them deriving from action reasearch methodology, such as peer evaluation, exit tickets, polls, online quizzes, semi-structured interviews, sociogrammes etc.

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I teach in a primary school and we use formative and summative assessment. We use descriptive assessment in grades 1 to 3 and marks in grades 4 to 9. The state prescribes the minimum of written and verbal assessments that we are required to make during the course of the school year. The standards which we are allowed to test are also prescribed in the curriculum by the state.

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In  my school teachers are free to assess students within agreement among department teachers. They assess students improvement by using both formative and summative assessments.

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Traditional  tests in compliance with state regulations set out by the Ministry of Education are a regular and compulsory practice at least once a year during the school year and  once in the end of the year. During the year we can assess students on various activities and tests and give them a  grade in their report twice a year. Added to these two grades students receive their final exams grade  and all three form their final grade for the year.
So far we do not give our students a detailed performance report but hopefully will soon.
The grade is not always representative of the personal effort and development of each student throughout the year. it is good for students and their parents to receive an analytic outline of their yearly performance and commitment to reach their potential.

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In Ireland, in secondary schools we have a common for all classes in the year group, summative assessment every term. We are strongly encouraged though to use formative assessment during the year. Assessment for learning is quite a hot topic nowadays and the feature required during every class. There is a lot of talk at the moment about two final, summative assessments in schools (Junior Certificate after the third year and Leaving Certificate at the end of school). The feeling is that they require a lot of memorizing and provoke 'teaching for the exams' in schools. Many feels that the JC should be abolished altogether.

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In my school we apply diagnostic, formative and summative assessment. As regard as the first and the last one we use the same tests, usually written ones, while we are quite independent for the formative assessment.

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In TurkeyIn my school, we use both formative and summative assessments.We give writing assigments,test , assign peformance  and ask questions.But summative assessment can be developed and given more importance.I aim at implementing PBL in my lessons and  disseminating its benefits at school with short meeting or seminars.

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Evaluation means according on  my  point  of  view :  applying an operational tool to check  the improvement and progress in the skills acquired by students. As  supervisor,  at the end of the activities ,   I propose a test, a report, a conceptual map where students have the possibility  to evaluate themselves and understand if the topic covered in class  has  been   understood.

The final evaluation will be calculated as a weighted average of the individual results obtained and the average obtained by the group to which they belong.

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I use a worksheet that contains a self-assessment grid and another one with a grid to a peer-evaluation. Students improve with the critical debates resulting of the oral presentation of the peer-evaluation.

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Evaluation means according on  my  point  of  view :  applying an operational tool to check  the improvement and progress in the skills acquired by students. As  supervisor,  at the end of the activities ,   I propose a test, a report, a conceptual map where students have the possibility  to evaluate themselves and understand if the topic covered in class  has  been   understood.
The final evaluation will be calculated as a weighted average of the individual results obtained and the average obtained by the group to which they belong.

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I teach English and German language in Croatian elementary school. I have a prescribed assessment elements: comprehension, written communication, oral communication and grammar, and I'm required to have at least two grades for each element throughout the school year - but that's bare minimum: we are expected to do summative assessment regularly throughout the year. We haven't got standardized exams in elementary school, every teacher is free to choose how he/she will assess their students, buy pre-made exams that follow the students' books or make their own exams. At the beginning of the school year/term every teacher is required to make a schedule of written exams which is published online and the teachers must follow this schedule. Oral exams don't have a fixed schedule.
In my classes I use both summative and formative assessment. I always try to give my students feedback: what was good, where they need more work...
Every teacher assesses his/her students individually, there is no collaboration between teachers.

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In my school, we use both formative and summative assessment. We are also required to give students predictive tests at the beginning of each school year.
I usually give my students one summative test each semester and quizzes whenever I feel it is important. I also let students choose one topic to make a project on. They usually work in groups, but I have students who like working alone. However, I'm seriously thinking of implementing the PBL with one class, see if it works for my context.

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I teach at secondary school and we are allowed to use both formative and summative assessment. The  evaluation criteria are established  by myself with my colleagues. I also like to involve my students in self assessment activities...

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I work in the primary schoos with 9 years old students. In my school,assessment include different tools, such as Observation, Performance tasks, Self- and peer-evaluation.Teachers use these tools both for a formative and for a summative evaluation.

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In  my school teachers are free to assess students in any way,  fitting the subjects they teach, and I see quite all my colleagues ( and I too) try to use both formative and summative assessments. The summative assessments  are written and oral texts, the other ones are different for each subject. For physics for example,  I often use open-questions, comments on web-sites, exercises given for homework  or tasks students have to do working in groups or in couple, this way I try to understand how their learning is going on.  I think it’s very important to involve students in self assessment activities. Twice a year we give a common text to the same year classes, collaborating together to choose topics and evaluation procedures.  We have a common framework we use to assign final grades.

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In my country we are free to assess students in many different ways, as it has been agreed within each disciplinary department and approved by the Board of teachers.  We have formative and summative tests, and also interdisciplinary tasks with an assessment grid each discipline involved has to fill in. We usually share each decision and make students aware of the assessment criteria which will be used in a test.

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Although I am not a teacher yet, I have experienced a number of different assessment styles that have gauged my learning process. Normally in the american teaching system, there is a combination of rubric-style assessment and free assessment where there is an overall interpretation of the work output that is calculated in order to give a grade. Obviously it is easier for teachers to go off of a rubric in order to give students grades (and potentially better even for students), since there is a checklist form of tasks that need to be completed and as long as those tasks are completed to a satisfactory degree, then the student should receive full marks. However, this doesn't always lead to exploration and experimentation for students with the material and rather condenses and constrains learning process to a linear approach. I feel that the best way for students and teachers to go about the assessment process is to use a general rubric that can be flexible and modified in order to accommodate the different processes and journeys that students go through in order to learn and grow throughout their academic careers.

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In my country we are free to assess students in many different ways, as it has been agreed within each disciplinary department and approved by the Board of teachers.  We have formative and summative tests, and also interdisciplinary tasks with an assessment grid each discipline involved has to fill in. We usually share each decision and make students aware of the assessment criteria which will be used in a test.

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In grades 7 and 8 there is internal assessment as well as in all subjects in grade 9, except in Portuguese and Mathematics because at the end of this grade there is a  standardised national examination in both subjects.   There are three types of assessment: diagnostic, formative, and summative. Formative assessment as an integral part of teaching and learning is related to: self-assessment and self-regulation of learning by the pupils; the use of different strategies and assessment instruments; c) pupils' participation and other intervening persons in the assessment process and the definition of criteria and the feedback that teachers should provide to their pupils.  Internal summative assessment aims to grade, to certify, and to select students.

There are three formal moments of internal summative assessment: before Christmas, before Easter and before summer.
As an English teacher, I use the these three types of assessment.

For the secondary students, grades 11 and 12, learning assessment is totally internal in all courses but  students enrolled in Sciences and Humanities Courses must take four national external examinations: Portuguese, plus three subjects of the specific component (e.g., Mathematics, Biology/Geology, and Physics/Chemistry in the Sciences and Technologies course; Drawing, Descriptive Geometry, and History of Arts and Culture in the Visual Arts course). Among others, these examinations have a twofold purpose: they are mandatory for pupils’ certification and they also select students for higher education.

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As I said in My teaching context "I Co-ordinate the Master of Arts in Music Teaching in Basic Education (music specialist) where I am responsible and teach several courses: Music and Technologies, Supervising Teaching Practice, Music Education Methodologies, and Philosophy of Music Education. I also teach courses on Music, and Didactics of Music in Primary Teachers ITT (see my Resumé in English)"  https://padlet.com/mariorelvas/pblcourse/wish/114137347 Accordingly, and answering your question, I am free to assess students in any way I want. This is common in Higher Education Institutions in Portugal. Sometimes I give lectures in courses coordinated by others and in this case I have to follow their instructions, use their assessment instruments, methods and timetables.

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I am not free to assess students in any way I want because I have to follow a strict testing system. I think that in my country is more common summative assessment than formative one.

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I usually assess my students using formative and summative procedures. The  evaluation criteria are established  by myself with my colleagues and the marks are expressed in figures with a scale from 5 to ten.

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I usually assess my children using formative and summation procedures.

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I usually assess my students with formative and summative procedures. The  evaluation criteria are established  by the school and they are expressed in figures with a scale from 0 to ten. Actually   I prefer  rubrics and I usually use them. After each school term I turn them into figures as requested by the school.

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I teach at primary school and we are allowed to use both formative and summative assessment. We use descriptive assessment in grades 1-3 and marks (1-6) in grades 4-6

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As a State Secondary School Teacher of English, I use both formative and summative assessment in my teaching context (students: 15-18 year old)! There is a diagnostic (entry) exam, in Year 10, to check the students' level of EFL and then Unit/ Module Review/Consolidation Tests (at least one/ Semester)! Of course, the teacher may design/allocate any given number of tests, quizzes, etc, throughout the school year to evaluate and assess course goals, objectives, outcomes, etc. Additionally, there is a national grading system which is reflected on students' report cards (on a scale of 01-20/ Excellent), a culture that still comes strong on both students as well as parents! An alternative to this assessment mode is PBL, live presentations, e-portfolios/dossiers, peer reviews, etc. as is the case in our school (Anavryta Model Lyceum). Collaboration is partly endorsed in our school, but still there is much to be done, esp. in terms of curriculum goals, time allocation, facilities, school 'ethos', etc. National Policy on Educational Issues on http://www.iep.edu.gr/index.php/el/

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Task 4 - Assessing PBL
I teach mostly in at secondary school and the assessment, unfortunately, is through tests every month because of the actual school system. Of course we also have formative assessment but have 10% of the grade or so.

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In italy each school is required to adopt a self approved list of evaluation criteria. Teachers are given some freedom within the the boundaries of said criteria. In my school we don’t have common tests, thus the kind of test administered is decided from scratch by each and evey teacher.

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I teach in primary school. We have read and understand in the first two class for the reading and writing learning monitoring tests for the early detection of learning problems. We have in the second grade, fouth national tests for Lithuanian, mathematics and geography.

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I work in secondary school. The system is you give a grade at the end of each semester. The final grade is the sum of some components (even of grades from differnet teachewrs in the same subject).  Each one of them counts for some percentage of the final grade.

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I work with students with special needs, so I'm used to adopt formative assessment with them during my teaching &learning activities. I also need, of course, a summative assessment at the end of a project, and I usually work with my colleagues because them indicate me exactly what they want to know about each child's progress. Collaboration with my colleagues is essential in my assessment context.

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Not much to add to what has been said about assessing in the Portuguese system:
1. internal/external examinations; 2. diagnostic/formative and sumative assessment;
3. teachers inform both parents and pupils at the beginniing of the school year of the assessment criteria

I would like to add the importance of SELF-EVALUATION in order to help Ss regulate their learning needs and reflect upon their learning successes.

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I usually supply instructional strategies for all of my students including scaffolds, lessons, materials and models regarding investigation activities ( writer's models, summary writing templates, questioning techniques, etc) . Every project includes teacher as supervisor, checkpoints are compulsory at the end of each activity to check if students are on track ( summary of resources, outline of report, quiz, teacher conference, fishbowl, etc.).

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We use both formative and summative assessment. New curriculum changes in English, Business studies and Science place a major emphasis on formative assessment as part of the learning process

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Teachers in my school are free to assess students in the way they wish given that before the end of each term they will have summative assessment in order that they can grade students and give reports.

I personally use all the three kinds of assessment, that is diagnostic, formative and summative, depending on the goals that I want to achieve through the assessment. Them, when I choose the kind of evaluation I decide the tool I am going to use to get the feedback I want. Since I teach languages, many times I have to evaluate a specific area of language learning, which can be for example writing, listening comprehension or speaking and therefore the evaluation tools vary. These can be games like "who wants to be a millionaire", posters, presentations, role-playing or traditional tests, exams and writing compositions.

In my school each teacher, since he/she is the only one for his/her subject, chooses what kind of assessment and what tool fits best his needs. However, new ideas are always welcome, so if any interesting evaluation tool comes to our attention, such as for example Kahoot, we share our ideas so that we can improve our practice.

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In Greece in primary education we are allowed to have both summative and formative assessment. The Ministry of education has announced that there are going to be changes and among these changes they propose the elimination of grades in primary schools. Students will be assessed using rubrics. We will see when and if this is going to happen

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As a teacher I am allowed and I use different ways of assessment, but quite often because of the curricula and fewer lessens I use summative assessment.

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We re quite free to assess the students in the ways we like. I usually assess them every four weeks with different activities/types of exercices: some are about learning, some are about understanding, some are oral tests others are written tests. this enables me to have a clear idea about the weaknesses and strengths of each pupil.

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I teach in a Secondary School. In Italy we have to cope with some fixed requirements about assessment, but it depends on the form attended. In the first two years I generally assess my pupils step by step making them partecipating in dialogues or role-plays, taking into considerations the 4 skills. Then in the last three years I use both formative and summative assessment, I usually  test their language and the knowledge of contents. When I do eTwinning projects I can say I use assessment in its real meaning of "sitting aside", because I am a facilitator and I test the competences they reach.
However, in the end we have to give them a grad, which is the expression of their fulfilment of objectves.

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In my classes, I use both formative and summative assessment. In Portugal, there is internal evaluation (done by teachers and the school) and external evaluation in the 6th, 9th, 11th and 12th years through national exams, made by the Ministry of Education.

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I am a laboratory teacher and every day I collaborate with my colleagues to plan the lessons to be carried out. In addition, the knowledge checks are written by many hands, sharing also work with all colleagues of the sector, through a cloud sharing space. I assess my students using jobs on e-learning platform, and formative and summative assessments.

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I teach in a Middle School and we can assess students in any way we want. I usually assess my students, following the Common European Framework but I rarely collaborate with my colleagues when it comes to assessment.
I usually test students every month  in the school period. I assess students with written and  oral tests. The personal Teacher’s Journal contains students’ process from the first to the last month of the school year.

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I teach in an upper secondary school and I use formative and summative assessment. I also like involving my students in self assessment activities.

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I teach in primary school. We have read and understand in the first two class for the reading and writing learning monitoring tests for the early detection of learning problems (DSA). We in the second grade, fifth national tests for Italian and mathematics (Invalsi).

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I totally agree with Ivana and more flexibility would be welcome

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The secondary school I teach in is comprised of both grammar and vocational courses so we teachers need to adapt our "tools" for assessment. We have a specified set of rubrics that we need to fill in (oral skills, written skills, grammar, reading comprehension) and we give out standardized tests at least twice per semester.

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All types of assessment are used throughout the school year: diagnostic and formative are used practically every day, together with teaching procedure, summative assessment is used rather formally, at the end of each semester. Anyway, grades are not our goal, but just a mirror showing our route through the paths of school knowledge, as I usually say to my students. Collaboration with other teachers of the same class/classes tends to help in balancing better our evaluation/

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Personally for my, the assessment is one of the most complicated areas and I am not feeling free in this area as well. We have the common system of the assessment in our school where the essentials of the assessment are agreed, however to apply it in practice  is still difficult .

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I teach in a Primary School in Italy. In our school we have three standard tests, the same for each level, in September, January and May and some free assessments. I usually collaborate with colleagues of the same level.

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The educational system in Greece is exam oriented. In Primary Education there are no formal exams and we are free to use formative and summative assessments. For the ages 6-8 we implement descriptive assessment at the end of the three semesters and for 8-12 years old children persue grades. Personally, I use both formative and summative assessment. I also write on a class diary my observations of the participation and collaboration level of my students in combination with their progress between the summative assessments. Collaboration with colleagues occurs only when teachers share the same class.

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I have to follow a strict testing system to grade my students. This is the "formal" assessment :-). I like to apply, as otfen as I can, a more "informal" assessment by using Kahoot and "sticky notes", where the students write down on a small colored paper, like post-it (I give it to them) their thoughts/ideas/feelings about the lesson that just has finished.

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I teach English and there are a lot of aspects to assess from the knowledge of grammar structures and acquisition of vocabulary to the most important which is to communicate in a foreigh language. Oral and written comprehension as well as oral and written productions are all important areas to assess.
At my school I am free to assess students as I want. I usually do a lot of formative assessment once even homework is designed as different moments of self assessment. I sometimes use pair work and students check each others performance orally and writtenly. Though there is freedom as far as assessment is concerned, students have to do at least a summative written test per term. My students usually do two of this kind per term. I usually collaborate with my colleagues. We often exchange ideas and resources.

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In Italy the assessment is regulated by Presidential Decree 122/2009. In this regulation is asserted that the assessment relates to the process of learning, behavior and overall school performance.

Teacher can detect the approach to the learning objectives, not necessarily with rigid test as long as he periodically provided to expresses a value judgment on the student.

Teacher does not evaluate the performance but the processes implemented by the students to perform a given task, then in this way the assessment ensures maximum success of pupils with Special Edicational Needs in the perspective of inclusiveness.

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In our secondary schools, we give parents feedback every term for the different subjects that the students have in school. We don't have to follow standard tests, but we must design our programming and evaluation tools taking into account the list of evaluation criteria of each subject (these are compulsory and apply to all schools). Teachers then prepare different ways to check their evolution (written tests,  oral presentations, modles, etc). Teachers in each department usually coordinate the products in advance and there are many things that are evaluated.  Each subject is evaluated individually, interdeisciplinary projects are starting in our schools but it is difficult to evaluate them. Our school authority has an evaluation platfomr (PROIDEAC) that allows teachers to create their anual learning situations and evaluate them according to the criteria per course and the Key Competences of our students.

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In Turkey, in secondary schools, there are three summative  exams which are full of multiple choice, Fill in the blanks, Odd one out, Reading comprehension, True /False, questions.  The teachers , sometimes collaborates when it comes to assessment. Especially in 8th grades, the students have an exam as a result of that they choose their high school, so this makes them much more concentrated on tests-based system.However in recent years,ctually in Turkey, there are some improved steps in each part of education. These kind of assessements in our education, actually, kills our students creativity, However, as I mentioned before, In Turkey, the teachers follow these kinds of İnnovative Courses, and try to apply their knowledge into their classrooms.I mean, Being  a part of  a community like MOOCs,Learning Events, seminars, Online courses, help the teachers to take some attempts to improve their way of education also way of assessment.

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In Italian school in general there are no standardised tests. Only for state exams schools receive common tests from the Education Ministry. My ESL assessment is based on written tests (gap filling, cloze, translation, written production, open questions); oral tests (listening, spoken interaction, role plays, prompt cards, individual presentation) and observation. Some multidisciplinary projects have a shared evaluation, but each teacher assesses his own "section". Transversal competences are not being assessed.

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See all the wonderful things Marica has made

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In my school there aren't very strict assessment rules, but there are very deep-rooted conventions, so we need to assess our students quite regularly, nearly every month. Assessment tests are both oral and written. It is not very common to colaborate with colleagues in planning a set of assessment activities. Still, we assess parallel classes. Tests are usually standardised, but sometimes we change them a bit and we model on the needs of our curriculum.

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I work at a primary cshool, and we have to follow strict rules how to assess the students, and summative assessment is more common in our classrooms. Although I prefer to follow and assess my students constantly....
I cannot collaborate with my colleagues when it comes to assessment, we are not a team, we work individually in Croatian educational system, 45 minutes per a lesson, and an each lesson is a different school subject.....

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I work at the primary school and here we combine formative and summative assessment but the teacher is free to choose what could be the best for the students. Next year the assessment culture will change here which means the assessment will be more extensive and cover different areas.

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We have a regular testing system.Every two months we apply a kind of exam in each lessons at school. However there is an option for teachers to assess freely.That means we have written tests and verbally powered tests.In our assessments we teachers collaborate often.

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I work in higher education. The system is you give a grade at the end of each academic semester. The final grade is the sum of some components (e.g. midterm exam grade, final exam grade, participation, essay, et.c).  Each one of them counts for some percentage of the final grade. All this is decided by me, so there is place for some flexibility here.

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Frédérique MAIRE French School in Ankara, TURKEY

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Frédérique MAIRE French School in Ankara, TURKEY

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In the French system, each teacher is the master of his teaching, and also of his assessing the students, with of course some common grounds. In foreign languages (English for me) we have to follow the European competence system starting with A1 (recognizing/using simple elements of everyday life) and ending with C1 (independent user)

In Grade 12, which is the last year of high school, we usually grade the students according to the grading system they will face at the exam (oral comprehension, oral expression, written comprehension and expression). We have specific grading grids, depending whether the language is 1st or 2nd foreign language (all students have to have two foreign languages).

Teachers can work completely independently, but here in Ankara we try to study the same core elements and also apply the same grading system and give the same kind of exams for some classes.

Personally, I try to use both kinds of assessment, formative and summative. However, it does give the teacher lots of work ! I have had a training this year about writing, and actually one of the very interesting things was to make the students grade each other for the formative assessment, and they could then correct or develop their written tasks, using their classmates' comments. I would then grade them in a summative way.

I also sometimes get the students to make the exercises of the test themselves. It takes one whole class hour, but is usually worth it, as they all have the opportunity to revise what we have studied during a chapter, and also have the opportunity to be in the teacher's shoes, therefore undestanding better what is asked from them at the summative test.

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I teach in a upper secondary school in Italy. In my country, in every school there are Departments, i.e. the groups of teachers who teach the same subject. So there is the Mathematics department, the Technical department, and so on. Departments establish the number and the type of assessments. We should do same assessments in parallel classes, but this is not very simply to do

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Formative assessment and summative assessment are both used in my school. Formative is used for the students benefit in order for them to grow and develop their learning. Summative assessment is used to send home reports at Christmas and Summer time