# data[].attributes.body
In our country we assess our students' success with testing system every few months. We also assess their performance and participation in the lessons.

# data[].attributes.body
Danny, Indonesia.
In our school, we use both formative and summative test, courseworks, project works and also daliy quizes an holiday homework.

# data[].attributes.body
In my country evaluation is basedon written tests and at the endof the  semester their grades are distributed to parents.

# data[].attributes.body
Evaluation is an operation that accompanies the whole process of
learning - teaching, because it must be a
research attitude. It is evaluated to modify, to innovate a certain situation, to be able to monitor the student's journey the starting point and the point of arrival of each student. So I think that the evaluation, first of all, serves to improve the activity, it is a concrete, operational action.
In my school and in the Italian school in general, you are free to evaluate the students in the way you prefer, but there are the checks at the end of the four-month period in which certain times must be respected.

# data[].attributes.body
Evaluation is an operation that accompanies the whole process of
learning - teaching, because it must be a
research attitude. It is evaluated to modify, to innovate a certain situation, to be able to monitor the student's journey the starting point and the point of arrival of each student. So I think that the evaluation, first of all, serves to improve the activity, it is a concrete, operational action.
In my school and in the Italian school in general, you are free to evaluate the students in the way you prefer, but there are the checks at the end of the four-month period in which certain times must be respected.

# data[].attributes.body
I'm school psychologist, I decide, in programs and activities, how are we going to assess learning

# data[].attributes.body
Tunisia
Tunisian educational system is vey old and regid , I try to innovate to innovate my assesment tools like using online tools and gathering all my students digital productions using padlet or sharing their work in a blog , but school "leader" /headmaster don't understand , I even had to argue with them until I got angry and litterally said : you come from the 19th century , I teach 21st century Students, there's 2 centuries deviding us! I have explained to you that I assessed  my pupils' work , but you just don't want to understand that every thing is online I only haven't done it on a hard  copy , I'm a Computer Science teacher for god's sake!
so here a bit of my experience

# data[].attributes.body
Not quite!
We have national exams and therefore some subjects are limited in time to teach. My subject doesn't have that restriction, but... we always have to report what topics were not taught and at the end of a cicle all topics should have been worked through. At school we even have a specific numbers of tests we have to give students, otherwise parents could complain about the marks we give!

# data[].attributes.body
As students are working in cooperative groups in our school now, we have been reviewing how we used to assess them in previous years. Although we must follow a curriculum and evaluate according to the Educational Law, teachers of the same department can decide on which type of assessment they will use when marking students. The heads of departments have regular meetings with the Headteacher and Headmistress where they share how they are assessing students. Working on PBL is also helping to know how students are assessed in other subjects and to develope new rubrics collaboratively.

# data[].attributes.body
We evaluate learning and for learning. Assessment is critical for reevaluation and progression of learning. Students are subject to an internal evaluation by means of formative and periodic summative tests. These are done in common by teachers. And they are subject to an external evaluation in the final years of cycles.

# data[].attributes.body
Working with 4 and 5 year olds gives a true meaning to the expression "working besides them" since it is what makes real sense. I do not give grades at the end of the year. At my school we take assessment seriously since it is a tool we use to help our children grow and improve various aspects of their lives. We consider different areas such as Social interaction and Personal development, Visual Arts and Drama, Physical Education, Music, Oral Language, Approach to writing, Mathematics and World knowledge. We sit beside our children or watch them in the classroom or playground context. We observe how they interact and learn through play. Sometimes we only watch them, others we interact with them but we many times give them positive feedback on how to react and proceed.

# data[].attributes.body
Assessment in my school follows the law that establishes the learning standards, which we have to use to evaluate our students.
Apart from these learning standards, we have the instruments of evaluation which are the way to evaluate. In my case for instance, as an English teacher, I use : Oral task, written task, direct observation,  and homework.
Therefore I try to evaluate all the students do, in order to value all the effort they make, their behaviour, their homework and their tests.

# data[].attributes.body
Evaluation in my school is often interpreted as a sumptuous and often the teachers lose sight of the path followed by the student to reach the goal. I think that the teacher's commitment not only to the sum of the works but to keep in mind the starting point and the arrival point of each student. In my school there are deadlines for evaluation so the tests are often defined based on the different evaluation deadlines.

# data[].attributes.headline
Assesment is necessary always in education programes and projects

# data[].attributes.subject
Assesment is necessary always in education programes and projects

# data[].attributes.body
Areti

# data[].attributes.body
Assessment in  my school and country has it's rules - we have a school leaving exam which evaluates three years of studying, we need to have two - three tests a term to check students knowledge, we need to evaluate their written and oral work. But apart from these I also let myself to apply different assessing methods as well as try to use peer review too. It all started with Comenius, Erasmus and etwinning projects. Cooperation iwth other teachers is always an eye opener.

# data[].attributes.body
In my country it is especially the summative assessment which is asked. The syllabus of the course, the timetable, the topography of the class, the textbooks aim above all at that. However, I often introduce formative assessment and peer review during my class. I often collaborate with colleagues when it comes to assessment. I also realize projects etwinning to develop skills not measurable by the summative assessment.

# data[].attributes.body
Assessment is a central concern in my country, but in my opinion few opportunities are left to students to self-assess their progress and reflect on their learning.

# data[].attributes.body
Sara, Spain
We are quite free. however is really important to make an agreement with our colleagues . Moreover, Our educational system has its own rules and we must follow them. Now, we are being encouraged to use alternative assessment tools such as rubrics

# data[].attributes.body
My position at school is to assist other teachers in their work. I do not assess students during my lessons, because I have mostly club activities (which we do not assess). I have one lesson of origami in preschool. I give detailed feedback on what student can do and can't do, how he/she can build skills, what he/she should work or focus on a bit more. So it is more like opinion about learning progress.
Sometimes I help to mark tests. I get the form where I have answer sheet and detailed guidance how to mark such test. Points transferred to a percentage give final mark.
Teachers in my school in most of the cases follow standardised tests which are part of teacher's methodology book given together with students books.
I think this is not the best way to assess student. In that kind of teaching and assessing there is no space for feedback. Students are forced to being marked for what they done correctly or not in that particular time. Sometimes they are not able to fix it because there is no such option.
For me it is important how student is using his/her skills, does he/she builds new based on previous experiences, does he/she practice them to make them perfect. When students want me to assess them I try to give them the best feedback I can in current situation. They know better what they need to work a bit more on.

# data[].attributes.body
The system used is Assessment for Learning. This consists of sharing simple learning intentions with the students whilst keeping in mind the outcomes. During the lesson, the learning intention is reminded to the students. the teacher goes around gathering information about each child's learning progress vis-a-vis learning styles and differentiation aspects.  finally, the success criteria are used to help the child self-assess and check which and how the outcomes were achieved.

# data[].attributes.body
Your Assessment Context

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.

# data[].attributes.body
In my school each teacher is free to asses each student in the way they think is better for the pupils. In my case, I teach at secondary school, and a usually make many ways for assessing. Depending on the unit or the content I use a way or another. For instante, I usually do exams to evaluate the memsristic of my students. If I want to be asses them in a practical way, I will give them some feedback using a rubric.

# data[].attributes.body
I share my subject with other coleague. Both agree to assess students in the same way in unit tests and reading exam. In other tasks such as oral presentation or to recite a poem I follow my own assessment system according to the objectives established in the lesson plan.

# data[].attributes.body
In my school we have to follow a rigorous assessment plan. We give students two summative tests per term, one group work and one individual work. The assignments follow the topics studied and we have to put everything into an assessment grid that we have to make available for our peers to access. It measures every written and listening test into percentages that eventually show the student's final grade.

# data[].attributes.body
I am relatively free to assess my students, but I prefer to make an agreement with my Department colleagues. As well as we must follow the rules of our new Educational law.
Personally, I think that teachers must collaborate each other (at least in the same subject or level).

# data[].attributes.body
Assessment is something I don't like... because I often feel embarassed and I'm not sure to be able to do this.
In my school and in the Italian school in general, you are free to assess students in the way you like, in the sense that we don't follow a strict testing system with regular standardised tests.
We are relatively free to use the type of tests we prefer. As a foreign language teacher I use written assessment (different kind of tests accordind to the class) and oral assessment , such as role plays, for example. I  never collaborate with colleagues when it comes to assessment...

# data[].attributes.body
I can assess them almost any way I want, provided there is a formal test twice a year. The usual tests are given to students in my school, as far as I know. Collaboration between colleagues for assessment is something rare, restricted to exchange of information of how each student is doing in each subject.

# data[].attributes.body
In Murcia, Spain we can choose the assessment tools but not the learning outcomes to assess. The educational system in this region gives us an online platform with the curriculum to create our annual teaching program and assess our students and ourselves as teachers there in the virtual site called aNota. We assess each term/every 3 months. We sometimes collaborate with our colleagues to assess some learning outcomes.

# data[].attributes.body
In the school where I am currently at we have some flexibility in assessment methods. In the lesson, I am free to assess learning through whatever means I deem necessary. Therefore, I use a lot of presentations, group discussions, Q&A, peer and self assessment, etc. Nevertheless, we need to complete formal assessments and exams that have to match the other classes from the same age group and with this, I can not agree. In my opinion, assessment, informative or formal, should be differentiated.

# data[].attributes.body
In my school we are not totally free to assess students in the way we want. Although  we do not only depend on test grades to evaluate students, they are mandatory in our school. I would say that we are more focused on assessing students process of learning  using different assessment tools.

# data[].attributes.body
In Spain current educational laws encourage teachers to use alternative assessment tools (rubrics applied to collaborative methodology; PBL, critical thinking, etc.). The problem is that our national curriculum is still holding on to traditional mechanisms (a lot of theoretical knowledge that has to be “stuffed” into students) that are combined with learning processes focused on competences. We want the “new stuff”, but we are not willing to move away from traditional contents/teaching/curriculum. This makes us teacher stand on no man’s land.

As a teacher of foreign languages I have a certain amount of freedom. I moved away from traditional grammar exams a long time ago. I am free to do a lot of activities (speaking, writing, listening, reading) which I can grade using a paper-based exam (reading task, for example) or through another kind of activity (oral presentation graded using a rubric)

# data[].attributes.body
In my country school seems to be obsessed with testing on different levels as a way of accounting for the system efficiency in terms of products and results. As a matter of fact, all our efforts are resulting in worse students' perfomances and low motivation, in my opinion.

# data[].attributes.body
I think that it possible the evaluation of the PBL with an oral exposition about their proyect. Sometimes they write a word document about their proyect (goals, photos of the steps, materials, critical opinion about their learnin...). I evaluate their document, the proyect and their oral exposition

# data[].attributes.body
I use both oral and written tests, but I always try to discuss with my students' their most common errors.

# data[].attributes.body
In order to assess my students, I use a mix of methods such as written tests, questions, observation etc.

# data[].attributes.body
At my school we share the same formal evaluation tests (normally 2 each term). As for the informal evaluation, there are several  topics of assessment: direct observation of studets work in class, homework evaluation, participation in projetcts, assiduity and punctuality, etc.. At the beginning of the school year we do a Diagnostic test to establish the weak and strong points of each class. Throughout the year we respect the common text framework (based on nacional exams) but each teacher produces his/her own assessment tests and correction criteria.

# data[].attributes.body
In my opinion, evaluation is one of the most difficult aspects of being a teacher for several reasons, first of all we have to evaluate the children with a different personal story and that with that vote we can have a positive or negative impact on their person. In my school we decide the number of verifications, but each one is free to evaluate how best he believes. The important thing, in my opinion, is to remember that evaluating the kids we need to evaluate our way of teaching
withwiTH,wiT͟H
Definizioni di with
preposizione
accompanied by (another person or thing).
a nice steak with a bottle of red wine
sinonimi: accompanied by, escorted by, in the company of
possessing (something) as a feature or accompaniment.
a flower-sprigged blouse with a white collar
indicating the instrument used to perform an action.
cut it with a knife
Altre 7 definizioni
Vedi anche
With, with you, with me, deal with, along with, with love, put up with, with respect to, in accordance with, with pleasure, with regard to
Traduzioni di with
preposizione
con
with, by, by, to, in, on
di
of, to, for, in, by, with
da
from, by, to, for, since, with
a seconda
with
nonostante
despite, in spite of, after, notwithstanding, with

# data[].attributes.body
In a Portuguese Secondary school at the beginning of the school year all the teachers from my group ( English) attend a meeting in which general decisions are made as far as the school year, curriculum, number of weeks available, learning objectives, etc are concerned. So generally speaking we share the same formal evaluation tests ( normally 2 each term). As for the informal evaluation, we are  free to assess students in any way we want.  We don't have to follow a strict testing system with regular standardised tests every few months but we need to do formal testing twice a term. There are several  types of assessment  happening in my school; namely direct observation of studets work in class, homework evaluation, evaluation of reading, listening and speaking skill throuout the year. As far as collaboration with colleagues is concerned at the beginning of the school year we do a common Diagnostic test to establish the starting point of each class. Throughout the year we respect the common text framework and the different correction criteria but each teacher produces his/her own assessment tests. I wish there was more common time available to share ideas, results of evaluation, good practices with collegues but the amount of burocratic work and our full schedule won't allow us common time to do it.
Check the image below and see what I mean:
https://www.google.pt/search?hl=pt-PT&tbm=isch&source=hp&biw=1920&bih=949&ei=9ygMWqDVDMSua-mZl9AH&q=desk+full+of+papers&oq=desk+full+of+papers&gs_l=img.12...0.0.1.12199.0.0.0.0.0.0.0.0..0.0....0...1..64.img..0.0.0....0.DCPsQPs0B8E#imgrc=CykgqUdw6bSERM:

# data[].attributes.body
I am not teaching but try to inspire colleagues to design PBL activities which naturally includes designing an assessment framework for that PBL. I have created a project based on the PBL framework and have included a lot of assessment tools for formative, summative and self - assessment

# data[].attributes.body
There are many types of assessment that my use teachers and academic staff in Ukraine. In our University I use tests, case studies, individual tasks, projects and exams to evaluate the knowledge level of my students.

# data[].attributes.body
Although, I have to have my students do a required number of tests, I am allowed to assess their progress in every way I want to. I am not much of a fan of writing exams though. Assessment during the work time is more preferable for me.

# data[].attributes.body
I can definitely say that assessment is my weakest point as a teacher because when I started teaching in our country we only had one assessment system it was summative.Now we have two types of assessment formative and summative.Formative assessment is still new for me and I am not sure if I use it effectively or not .I do collaborate with my colleagues but it is the same with them too.

# data[].attributes.body
In Spain, we have to assess a number of learning standards drawn from evaluation criteria, which are based on competencies that students must achieve.This system is usually very strict and we prepare different exams to assess, although some standards allows you to make the method more flexible.

# data[].attributes.headline
Orbe, Las Palmas de Gran Canaria, Spain.

# data[].attributes.subject
Orbe, Las Palmas de Gran Canaria, Spain.

# data[].attributes.body
the assessment process is the most difficult part from a learning situación. We use specific rubrics and defined products to get information. I don`t really like written test I reckon observation,  participation and c oollaboration it`s better.

# data[].attributes.body
I like written exam but the classes are very crowded so ı prefer to apply tests. In our country the system is based on exams it is diffucult to do flexible things in the class. Curriculum is intensive and we try to fininsh the subjects like a race horse.

# data[].attributes.body
As some of my collagues said in these reflections we have a very strict testing system in Spain. However, there are some subjects where working with PBL is different as there aren't so many standards to get. For example, in English language working with PBL helps us with the assesment of the different abilities: reading, writing, speaking and listening. Moreover, in the English department in my school we usually check our colleagues projects too to see if we are calibrated. That is to say that we apply the assestment in the same way

# data[].attributes.body
I started using rubrics to evaluate activities such as posters, reports of experimental activities, oral presentations, and design works. The well-defined rubrics help in the evaluation process, making feedback for students much more understandable.
Students' final grade is established based on this assessment and traditional tests.
This is a work that results from the joint action of several teachers in the science department of my school.

# data[].attributes.body
In my school we are used to making a sort of formative assessment previously agreed upon within departments. On the basis of its outcome we proceed with a summative one, which takes place at least twice a term, both oral and written

# data[].attributes.body
Turkey has a exam based system in large and so assessment is heavily regularised. With practice exams and quizzes students have two go through three four exams a week as they get to 8th grade. Oral marks are usually based on students' ongoing performance though. There is one slot left for marking a project students have completed. This is often used to boost student marks; students bring in a finished project and gets a high mark to increase their average. I work in a private school in which I teach 3 hours of English as a second language and a Turkish teacher has 7 hours with the same class. I contribute 30 points of worth questions for the exam paper and collaborat on the oral marks with my teacher partners in each class I go to. I should be able to use the slot allocated to assessing projects in the system, I think my school will look favorably at this.

# data[].attributes.body
In Spain we have a very strict testing system. We have to prepare exams for the students, grade them and give the students the marks. Sometimes we are more flexible, depending on the department. However there are many standards to evaluate and to take into account. It takes too long for teachers and it causes so much stress.

# data[].attributes.body
In my autonomous region there is a rigid system for evaluation. We have to assess plenty of criteria and standards related to key competences. For example, in Physical Education we usually evaluate about 50-60 standards for a school year whit every level. This means that I need to assess different skills very often, even almost daily. It´s difficult to believe this possibility when I only have two hours a week. From my point of view, this rigidity is the worst aspect of our Educational System

# data[].attributes.body
In our country we assess our students' success with testing system every few months. We also assess their performance and participation in the lessons.

# data[].attributes.body
Under the new curriculum in our country, we have a formative assessment and a summative assessment. Didactical planning is done on thematic units that last for 3-4 weeks and a summative assessment test is applied at the end of each thematic unit. These summative tests are corrected according to the performance descriptors established according to the competencies to be verified. The formative assessment is done at any time during the teaching activity providing immediate feedback and being a benchmark for building future activities.

# data[].attributes.body
In my high school. We use the formative and summative assessment according to the activitivity that we are working. The English area work together to share plans, audios, new or better startegies and also new methods of assessment.

# data[].attributes.body
i am using formative and summative assessment. After that I make a plan for improvement for a few hours or weeks so the children may gain competences.

# data[].attributes.body
Testing is more objective. I like to appreciate the work of my students, but I always worry that I may be subjective.

# data[].attributes.body
In my school we use both formative and summative evaluation.

# data[].attributes.body
In my school, we use different methods to evaluate the learning standards but the most used is the written test. We also use the observation, the tasks, the pupils notebooks, etc.
We give a different percentage of each evaluation instrument.

# data[].attributes.body
Unfortunately, in my country, exams are very important in the final grades the students get. So, almost everyone work for the exams in a way that teaches students to memorize, and none of the 21st century competences. Moreover, in the final grades, tests always have a weight form 65 to 80%. I do some project work with my students and ask for a special permission to change this pontuation but I am never able to change it much. therefore I do some project work in my classes (because I think it is very important) but it doesn't have the correspondent importance in the final grades.

# data[].attributes.body
Being a school counselor I don't grade students on a regular basis. I team-teach some classes that involve projects and we've defined a set of skills related to social skills and self-learning skills that both teachers and students assess throughout the project as guidelines for improvement. The project portfolio and its end product will be the knowledge assessment grounds. But these are exceptions because common subjects have their assessment decided by the school council, and that means 2 tests per term with a wait ranging from 70% in smaller kids to 90% in high school kids.

# data[].attributes.body
In Lithuanian education system there is formal evaluation as necessity. In most subjects teachers assess students by writing grades. Now there is some signs about  non-formal assessment, but it does not considered equivalent to formal assessment. I use non-formal assessment in my classes much more often than formal, but it causes additional problems in the end of semester. I can deal with them. The most important is that students can get regular assessment expressed not by number, but by detailed explanation.

# data[].attributes.body
In my school, we have to assess the following domains/skills: speaking, listening, reading, writing, lexis and grammar separatedly. So, it's a lot of testing each term. We also evaluate students' attitudes and behaviour with a specific percentage for each skill and a final excel grid in the end. So, PBL would go to speaking? Difficult!

# data[].attributes.body
In the college where I teach, we have a little freedom to evaluate the students, but not much. There are still plenty of standardized tests.
In my country, however, what is still prevalent are the standardized tests to feed national and international indices of education, without, however, guaranteeing the quality of teaching and much less of evaluation.
There are usually no possibilities for more complex evaluations or more effective feedbacks

# data[].attributes.body
Although schools in Latvia are slowly heading to improvement of formative assessment, summative one still plays a huge role. There is a demand for regular summative assessment after covering the topic or theme. What’s  more,  students are used to this and sometimes resist to work if the mark is not put. In my English classes I try to combine both types of assessment by having standardised tests, presentations, projects as well as asking students to do peer assessment, self-evaluation using tools like quizizz, quizlet, socrative, kahoot etc. An interesting fact that I have realized is – if I indicate to some mistake in student’s work, they do not pay much attention, but if the computer reveals poor results, they take it very seriously and try to redo the task.

# data[].attributes.body
We have to assess lots of criteria and standards related to key competences. In the English subject we evaluate the differents skills. We apply the initial, formative and summative evaluation. I tend to think it´s a rigid system for evaluation.

# data[].attributes.body
In our country we follow a strict testing system with regular standardised tests every few months. We have common test to enter high education. We should also evaluate students’ behaviours in the class.

# data[].attributes.body
In my school we not have to follow a strict testing system with regular standardised tests every few months. I free to assess students in any way I want. Also, I observe them every day and I have write a evaluation of their work and achievements every month.

# data[].attributes.body
In my school we use to assess students in oral and written evaluation.
We normally use different types of texts and they are tested monthly.
Sometimes we share objective assessemnts especially at the end of the schoolyear

# data[].attributes.body
In my country we have to follow a strict testing system with regular standardised tests every few months.
But in various subjects teachers are free to assess students in ways thay want.

# data[].attributes.body
The evaluation is made both at a single and collegial level. I always work with colleagues in order to reach a more objective assessment. However, they are free to evaluate pupils at all times.

# data[].attributes.body
In Italy teachers are free to assess students in any way at any moment. Assessment is supposed to be diagnostic and formative in the first part of the year, whereas in the end it should be more summative. I teach in 2 different state schools: in the first one I belong to a department, we meet every two months to design content and evaluation (both skills and knowledge), on the contrary in the second school, smaller, I plan with my colleague one summative test at the end of the school year, assessing curricular competences. As for PBL, it depends on the initiative of the single teacher, as in Italy there isn't a law yet which establishes or suggests rubrics for assessing soft skills. However, we've been attending courses-researches on it for a few years.

# data[].attributes.body
Language schools in Spain have a specific mission as well as other institutions that certify the levels of the European framework for languages. We have a very rigid Curriculum at the same time that many people come to study with us for being a quality institution. Therefore we have different assessment, formative, sommative, .. Anyway students have to pass an exam to promote and there are no curricular adaptations, only in the tests.

# data[].attributes.body
The curriculum describes level GOOD skills. When assessing pupils' skills I need to keep these in mind. The pupils need to be familiarized with the learning objetives and throughout their studies the pupils carry out self-assessment and peer assessment. As I teach primary English, my pupils do both oral and written tests.

# data[].attributes.body
In my school we use initial(predictive)evaluation,formative(continous)and sumative(final)evaluation.The initial evaluation is necesary in the begining of a school year or semester.Formative svaluation is done with oral ,written and practical (aplicative)tests.

# data[].attributes.body
Im a secondary school english teacher and I can asseses my students as I want but besides from this I have to prepare 6 exams for my students as a rule.

# data[].attributes.body
In our school, we have a formative evaluation each term and a summative evaluation by the end of the course. We can asses with certain freedom, although we all have register certain marks as intermediate exams, marks from certain practices or projects, etc. We don't have to follow a strict testing system standardized. Sometimes each area of subjects gives some orientative tips and agreements to assess in that department.
I sometimes collaborate with colleagues in assessment when we are preparing an exam for the students in order to keep a certain level of  balance

# data[].attributes.body
In our school most teachers are using strict testing system, for instance, two tests/subject/term. Not too much teachers, at least in my school do formative assessment, but only sumative. I always try to give formative feedback to my students .

# data[].attributes.body
I am a kindergarten teacher and at my school we don’t have to give children grades.

We assess children every day through observations, play time and adult-led activities.

At the end of each term we fill a grid with the five learning areas: personal and social area; expression and communication which includes, physical education, art and drama, music, oral language, approach to writing and math; knowledge of the world.

We must write about the child and what he/she has already accomplished.

# data[].attributes.body
In my school we follow the assessment criteria that we set at the beginning of the year. It is always something that implies collaboration and is subject to changes. But normally, we have two written tests each term and we also assess the oral and written production throughout the year.

# data[].attributes.body
Im my school there is a srtict testing system with regular standardised tests per discipline in the middle and at the end of each therm. However, since I´ve started to use PBL in my classroom, I use more formative avaluation, at the end of each unit and I also avaluate their progress in collaborative work. They have this big chart in the classroom where they participate in group and peer assesment, and I think that this method has improved their responsability a lot.

# data[].attributes.body
In my school, a diagnostic evaluation is practiced at the beginning of each school year, and after that, at least two standardized tests per discipline are performed, which are the same for all classes of the grade.
Formative evaluation is also planned, which I often promote in my classes, not only through feedback, but also with checklists or through games for example

# data[].attributes.body
At my school the assessment criteria are set by the whole school and I can not change it. In my opinion too much punctuation is given to the tests (knowledge) and very little to the atitides (group work, commitment, partitioning ...). It was decided to do two tests at least per period, which is equal to one year of schooling. Of course there is always some autonomy and percentage for reporting, for example, but it is very little. In my country the 2nd year, 5th year and 8th grade students take benchmarking tests and the 9th year has naconal examinations.

# data[].attributes.body
As I work at the waldorf school we practice mostly formative assessment. At our school twice a year we write report card, where every teacher describes how the student has managed, what s/he has learned, what are his strengths and  where s/he should learn more.
As to the approach in my country, the Ministry of Education recommends not to give grades until class 3 and the goal is to switch to formative assessment. What is really interesting, that Russian schools start giving grades early, already in the class 1, but Estonian schools tend to postpone it.

# data[].attributes.body
I use initial, formative and summative assessment in my class. I'm free to choose how I assess students and I'm not under a testing system, but our  grade students have to sit final examinations in May (PISA) and somehow I try to let them practice in these kind of tests, otherwise they would not be ready to do them properly.

# data[].attributes.body
Both, formative and summative. Four times in school year teachers need to give summative assessment. They use tests, or oral speak. Most of assessment is individual.

# data[].attributes.body
To evaluate my students I use different methods. I do not base my evaluation on a single objective test. But every day I record observations of its evolution.

# data[].attributes.body
In my country it depends very much on what you teach. I teach English and there we have rather strict assessment rules whereas in Art, my second subject, I have more freedom to develop my own criteria. In both subjects, though , it becomes more strict and regulated the higher the degree the students can obtain because final exams are centralized. I cannot speak for the rest of Germany but at my school there is a lot of exchange and support when it comes to assessment .

# data[].attributes.body
From my point of view, in Spain we heve the same assessement context since the first modern education reform carried on in the seventies. During the democratic period we have faced seven reforms, but as I use to state "the laws and reforms don't change the system". Even when the new attempts normally focused in content and skills the evaluation method continue with no changes since then. What is the problem? The external assessments and exams to enter the university consist of "memory centered exams", pure summative proofs. Even that, there are marvellous examples in Primary and first years of secondary where teachers cooperatively have implemented formative assessment, but we leave aside this methods as we approach the university.

# data[].attributes.body
We have both, formative and summative assessment. With colleague in my school at the beginning of the school year, we make criteria to assess and need to grade by that criteria through whole year.

# data[].attributes.body
We don't evaluate our students in sunday school. This is a different type of class. If I wanted to acess them, it would be counter-productive.

# data[].attributes.body
I use initial, formative, summative assessment.

# data[].attributes.body
In my school, I have to do two writing moments in each quarter. This written tests are worth 75% of the quarterly grade; 10% for attitudes (formative evaluation); 2% for the evaluation of the notebooks; 8% for individual work; 5% for group work.

# data[].attributes.body
In my country we use different types of assessment in primary school. We have the flexibility to assess our students learning process in differnt ways, as tests in the end of a lesson or keeping a portofolio of their work. Usually, we use descriptive assessement to first grade children and grades to older. I prefer everyday assessement through small projects and activities in order to i understand clearly their process.

# data[].attributes.body
My situation is different as I'm a teacher librarian and I don't have a class. I work with classes in articulation with classroom teachers to develop information or digital competences, to work upon reading books. So, the assessment I promote underlies the objectives of the work of those classes. It depends on the classroom teacher to consider it.

# data[].attributes.body
In our school we use the formative and summative assessment. I usually like to use alternative evaluation, like projects, portofolis, different methods that ask feedback, critical thinking and knowledge.

# data[].attributes.body
I currently work in an Environmental Education Center. In these Centers in Greece we do not have grades and we are free to choose our own ways of assessment. There are no standardised tests. In each Environmental Education Center the Pedagogical Team chooses the way they want to assess students' learning. In our Center we had a questionnaire for the students to answer after the lesson. This year we changed that to an online assessment tool our informatics teacher created based on the previous written questionnaire. So, after the lesson, students are asked to use laptops or tablets to provide answers to our questionnaire and we have gatherred results rhis way.

# data[].attributes.body
As most of my colleagues have already said, in my country the education policies provide teachers with standards that pupils should achieve at the end of each level in each subject and these standards are based on competences. In my case, as an English teacher I assess the four skills: listening, reading, speaking and writing. For the assessment I use tests but I also consider other kind of instruments such as participation in  class, interaction with their mates, interest and attitude in class etc. For the next years, I would like to implement PBL in my lessons so I would like to use peer assessment too.

# data[].attributes.body
I teach in Italy and we are rather  free to assess students in any way we want, that is that we can choose the type of test and the moment. I teach a foreign language in a lower secondary school and I always organise my assesment  testing the four abilities and the knowledge. I always make it aviable for my collegue and she does the same thing with her tests.
at the end of each year i assess competences  giving students a real life- like work. Project-based learning will be the challenge for this school year.