Your Assessment Context by Teacher Academy

Cristina, Spain

cestudis_secundaria — 2017-11-06 12:55:49 UTC

Our students are tested by the governement at the end of Secondary school. When we test them, we usually use rubrics to decide their marks or we grade them. We are three English teachers at my school and we try to grade them in the same way. Sometimes we have some differences in gradind their writings because every teacher can have a different way of correcting but we try to do it similarly

Sanja Dabic, Spain

2017-11-06 13:00:01 UTC

At my school, a secondary school, I assess students in way that I consider. Most of my colleagues use "standardised" exams. However I use rubrics to assess final product and observation guides to assess the learning process of my students.

Laura Ros, spain

2017-11-06 13:03:47 UTC

In my school we consider the stage of pre-primary as a maduration process in children, we evaluate with the items “achieve”, “ not achieve” and “in process”.

Margherita Italy

2017-11-06 13:13:07 UTC

In my School I can assess students in any way I want. Sometimes I follow a common testine system, sometimes I use my personal rubriques. I often collaborate with my colleagues, when we prepare common tests.

Galya Baeva, Bulgaria

gbaeva — 2017-11-06 13:13:55 UTC

In the public schools in Bulgaria we have to follow strict testing, on one hand, and, which is funny, to make free with the assesment of oral presentation, on the other. There are some written standarts for the oral presentation, but assessment is only sumative and made by intuition.I learned about assesment rubrics during the Co-Lab course last year and tryed to implement rubrics in my formative assessment of group work. I used the results instead of some usually required individual assesment results for oral presentation.

Paula Gonçalves, Portugal

paulaalexandra_goncalves — 2017-11-06 14:51:11 UTC

In my school there are general and common criteria to assess our students work. However, in our classes I am free to assess my students. Formative assessment and summative assessment are the most common. Normally I collaborate with my colleagues when assessing our students because we have common criteria. Things are changing a little in Portugal but external national assessment still has a big influence in school's assessment criteria and methods. Hope things change towards the concept of formative assessment both for students and teachers. For me, learning by doing and adapting the learning process is the key to success.

Ana, Zaragoza, Spain

deptecinfo — 2017-11-06 14:54:25 UTC

In Spain, there are some standards defined by Law that we should assess, but really they are quite general and in Secondary School (ESO) we are quite free to adapt them. In Bachillerato it is more difficult because at the End of the stage they have an exam (written, very defined) and really we have to prepare them to pass that exam.

Anna Cantacessi, Italy

anna_cantacessi73 — 2017-11-06 14:56:46 UTC

In Italy, in my middle school, there used to be a standardised test a term for Maths and Italian until last year. But starting from this year there will be a standardised test in January and in May for all the subjects. This choice is the consequence of an ongoing process of school and teaching self-assessment (as featured in our RAV, which is a document concerning a report of the school system self-assessment) whose objective is get teachers to share the planning of lessons and the criteria for the students' assessment to improve the quality of teaching and to reduce the variance among classes.

Dragana, Cro

dpavicicst — 2017-11-06 15:02:41 UTC

Teachers in Croatia are very strict about tests- 'They must do the tests!' I do not follow that. I grade my students in project forms, in a way that they can really use the knowledge not simply reproduce it and then just forget about it. My colleagues don't understand why I' m grading my students like this. So it all comes down to the fact that it's possible to do different type of grading you just need some common sense and a will to change. For better- for students, for future!

2017-11-06 15:08:04 UTC

Silvia DM, Italy
In Italy we have to assess students at the end of middle school according to level of competences which are defined by the government. Every school, however, has a certain freedom in choosing the criteria according to which the students are assessed in each subject.
As a language teacher, my colleagues and I try to be as objective as we can, so we have created a rubric. We also concentrate on the students' improvements, especially when we assess them orally, thus trying to foster self confidence and sense of self effectiveness.

Anita, Croatia

anita_simac — 2017-11-06 15:13:12 UTC

The teaching system in Croatia is such that in mathematics I should adhere to testing my students during the topics, and at the end of a topic. The tests should be written but we are also allowed to assess the pupils by asking them to solve on the blackboard. I am allowed to put together the tests ourselves or else

Maribel, Spain

maribelleon — 2017-11-06 15:28:02 UTC

Teachers in Spain must give written information to parents about grades every three months.
We can use tests, presentations, group work, daily work, etc
We have to create rubrics to assess our students.
With the new Education law, we should pay attention to the adquisition of Competences (Maths, Language, entrepeneurship, civic,etc)

Laura Pagnozzi,Italy

pagnozzi_laura — 2017-11-06 15:36:22 UTC

for the evaluation of the individual tests (written and oral) we use grids approved by other teachers, the training evaluation also takes into account the commitment and interest that the student has shown.

Marina Duarte

marinad_english — 2017-11-06 15:39:47 UTC

Spain
In Spain students receive a report at the end of each term. The new law establishes that students must be assessed according to measurable learning standards and outcomes and changes in teaching and learning methodology are being implemented. Nevertheless, I think regulations go at a faster pace that the real teaching and assessment process. In most schools I know, teachers find it very hard to implement the standards-based assessment process because we have not been given any formal training and school inspectors don't know how to implement this system. So, at the end of the day, we use written tests, projects and tasks and we end up with a final numerical grade.

Dora, Greece

ntanouth — 2017-11-06 15:44:59 UTC

I usually evaluate the progress of my students with the thumbs up approach. When a unit finishes, I prepare individual tests by taking into consideration previous knowledge and in a way to be sure that anyone in the classroom could pass the test.

Marinella, Italy

2017-11-06 16:03:26 UTC

In our school assessment passes through the use of common evaluation grids for specific tests (written and spoken ones) defined among teachers of common subjects. When in doubt about something I ask for peer advice and, anyway, always discuss performance results with sts. Final evalutation is based on other criteria apart from competence, like general attitude to school activitities and personal participation.

Enrique Rodríguez, Spain

2017-11-06 16:16:00 UTC

In our school, we have to give grades every three months more or less. We teachers set the standards for evaluation (I may give more importance to class participation that some of my colleagues), but we must also follow some patterns given by the school board. We have some stardardised tests and sometimes we collaborate with other colleagues.

Victoria Carceller (Spain)

VITORITA — 2017-11-06 16:24:39 UTC

The current official spanish assessment system has been described very well here by some of my spaniard colleagues. In my opinion the new approach is very interesting but difficult to apply, mainly because we,teachers , have a lack of training in that issue.

In my groups, I involve the students in the assessment process, by evaluating their peers when they make oral presentations or posters,. I provide them with rubrics,the same that I also use. They appreciate to participate in the evaluation process , because they are crtitical whith their mates’ works but also with themselves’

I use the tests as one more element to have evidences of their learning, but they are not the most important.

Miguel Morell (Spain) I think that to evaluate is to go from a state A to a state B, it does not matter if everyone reaches the same level, the most important thing is that there is an individualized progress. On the other hand, it is important that certain personal minimums are reached that must be agreed upon by the teaching team according to the personal characteristics of each student.

manifold2 — 2017-11-06 16:25:13 UTC

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Alina Buduleanu, Romania

alinabuduleanu — 2017-11-06 16:35:09 UTC

In Romania, there are national tests which are taken regularly. In my school students usually take initial and final tests designed by teachers at the school level. I am also free to design any type of assessment I find suitable for my class.

Iskra Nedelcheva, Bulgaria

isi_ned — 2017-11-06 16:35:25 UTC

In our schools we have official assessment system - criteria to each mark. The Ministry of education make some kind of control exams after 4 grade and after 7 grade. Every teacher may assess more and in different ways /exept the official assessment/. I always assess project works.

Juan Calero, Spain

2017-11-06 16:38:40 UTC

I agree with Marina Duarte´s comment. In Spain we are used to assessing our students with a numerical grade every term.
We should follow the evluable learning standards provided in our Spanish law even though they are a totally mess.

Personally, I assess my students with the final test of each unit/project but also, with the behaviour, homework, classroom work, participation and organization. Furthermore, at the end of each unit/project I like checking my students´ knowledge with a quiz before the final test. At the end of the year I also provide my students a teacher assessment sheet to know what they consider I should improve.

Sarbu Nicoleta,Romania

nicosarbu — 2017-11-06 16:41:17 UTC

In our school  the teacher administers the initial and final tests. Also, after the completion of each unit, the tests are administered (summative test). Besides these types of tests, other forms of evaluation can also be used: projects, papers, portfolios according to the requirements of the class, the school curricula and the choice of the teacher

Antónia Brandão, PT

dolores_brandao — 2017-11-06 16:51:15 UTC

I’m not free to assess students in any way I want I have to follow a strict testing system with regular standardised tests, but i also have some space to evaluate with the tools i choose. The most common type of assessment in my school and country is summative assessment , although formative assessment is also used. The collaboration with colleagues when it comes to assessment is very reduced...sometimes we exchange points of view about the criteria application.

Angelica Pavone, Italy

angy_prof2012 — 2017-11-06 17:06:53 UTC

In Italy, in my school I can’t assess students in any way I want: I have to use common evaluation grids for specific tests defined among teachers of common subjects. I often collaborate with my colleagues in order to prepare common tests. Every evaluation is based on some criteria such as attitude to school activities , personal participation, knowledge of topics. Sine a few years we do twice a year a standardized test in for some subjects: in this way we teachers can share planning of lessons and evaluation criteria. This is very useful to improve the quality of teaching. Sometimes I involve the students in the assessment process, by evaluating their peers with the same rubrics I also use, because they learn to be critic whit their mates and themselves.

Thomas, Greece

thomasboulieris — 2017-11-06 17:07:23 UTC

Assessment and evaluation in my country are both misunderstood processes and terms. Though there are rules about recurrent assessment on a summative basis, educators are free to use diagnostic or formative tools as well, designed as they wish. This is a process most teachers do not allow themselves to take up. A variety of assessing as well as self-assessment is not an option in most cases! When we all shut the door of our classes we are free to apply any kind of assessment and there are numerous training sessions we all go through to adopt various ways of assessment, even online games.

Antonio Coloma, Spain

acoloma2 — 2017-11-06 17:11:12 UTC

It depends on the subject you teach. For instance, IT is not compulsory in Spain and you can assess in any way you want because you don't have a final test done by the government.
So, I use rubrics, peer 2 peer assessment, and other assessment methods. I try not to do regular tests because the subject is really practical but sometimes I do when the unit is not apractical one.

Helena Reis, Portugal

helena_reis — 2017-11-06 17:13:45 UTC

As teachers of English we have to assess the students on the 4 skills using different types of assessment and grids. As we have to give a quantitative mark at the end of the three terms, we have to assess the students formally, this including assessment of reading, of writing and of speaking. The use of language is assessed transversally throughout all the other skills. We also consider 15% of the assessment for attitudes/ participation of the students in class. In secondary education speaking assessment is considered mandatory by the Ministry of Education and is worth 30% of the students’ final mark. We use grids for self/peer-assessment in speaking assessment and group work and grids for self-assessment at the end of each term so that the students become conscious of their learning process/ the other’s learning process/ performance.

chiara, Italy

chiaranto — 2017-11-06 17:18:34 UTC

Teachers of the same subject agree upon the evaluation rubrics and choose common entrance tests to assess the initial level of students of different classes and grade them in the same way. Then during each term the teacher chooses the assessment tests (formative tests and summative ones at the end of each unit). In some classes we plan common tests once a year to test competences. At the end of each term students receive a report card . In the final evaluation we usually consider participation homework, behavior, improvement.

VINCENZO, Italy

studioferrenti — 2017-11-06 17:28:48 UTC

If I have to report what is happening in my school regarding the evaluation I should say that we are still in the late 1900s. I'm sure not all the schools and colleagues are so. I refer in a positive way to my so much ostentatious evaluation I use in flipped classroom. Cultural processes are slow, however we go on.

Marianna Penna, Greece

mariannapenna — 2017-11-06 17:38:05 UTC

In secondary education teachers are obliged to assess their students using summative assessment at the end of the year. However, we are free to use any kind of assessment during the year. But, as Thomas from Greece indicated, this is not the rule among teachers.
I use diagnostic, linguistic and communicative assessment together with self and peer assessment and also non-linguistic: I assess personal interest, participation, collaboration, initiative, critical thinking, creativity.

María Martínez, Spain

2017-11-06 18:02:22 UTC

As my colleagues in Spain have said, we have to evaluate students by using the standards that appear in our education law which are not really good to be honest. In my case, I collaborate with colleagues when it comes to assessment, specially with teachers who teach the same year in my school. We make the same exams or we decide differents ways of assesments such as final tasks (presentations, writings, etc.)

Maria Branco, Portugal

2017-11-06 18:06:19 UTC

In my country e in my school the evaluation e essentially summative. Formative evaluation is also used, but still incipient. Written testes are the main tool for evaluation student although one can use others.

Jenny (Evgenia) Karoumpali, Greece.

jennykaroumpali — 2017-11-06 18:09:13 UTC

There is not a strict testing system in primary education but the testing system is more strict in secondary education (in Greece) There are no regular standardized tests, neither in primary education nor in secondary education.

Teachers should bear in mind both pupils’ effort and pupils’ learning outcomes, according to the current legislation (in Greece) with regard to the assessment. This is vague. Therefore teachers in primary education place more emphasis on pupils’ effort, whereas teachers in secondary education place more emphasis on pupils’ learning outcomes.

Although a teacher can use a variety of assessment tools (rubric, journal etc) the final / official assessment, which is documented officially, is summative. This is sometimes dysfunctional.

Peppe - Sicily

2017-11-06 18:12:53 UTC

Evaluation is an important moment in the training course, as it defines the levels of effectiveness of the didactic activity, the means and tools to accomplish it. It precedes, accompanies and follows curricular paths. It activates the actions to be taken, regulates those initiated, promotes the critical budget on those completed. It assumes a pre-eminent training function, accompanying learning processes and stimulating continuous improvement. I am absolutely free to be able to choose how to evaluate a pupil, of course, the final evaluation is always the result of careful collaboration with all the class teachers.

Cristian Carotenuto - Rome - Italy

cristian_cris — 2017-11-06 18:17:54 UTC

Evaluation and assessment are two cre moments in the learning process. Unfortunately the Italian situation is going a bit slowly so far as sometimes assessment still relies upon the teacher's subjectivity.
We have of course to comply with evaluation grids that are valid in every school and refer to dofferent assessment criteria such as: minimum learning objectives, performance indicators, achievement standard. This translates into marks and numbers. Every year we have to take common and parallel tests among the same classes in order to check and monitor progress and weaknesses.
When in class (in secondary education) I try to put up together different means and objectives in evaluation which are as follows: participation, interaction, attitude, interest, homework and progress / improvement. I also try to implement my own rubrics in assessing what I think the most salient aspects of the teaching-learning process are but I surely divide written from spoken assessment since the focus is rather different. Communicative and summative assessment are among my favourite tools to check and monitor my students' progress and learning outcomes although I test them continuously and not just on fixed occasions.

Francesca, Italy

francesca_borghi — 2017-11-06 18:19:19 UTC

In my lower secondary school there is not a strict testing system with standardised tests. We usually have a written test at the end of each unit or regular oral tests. At the end of the term there is a formative assessment which is based on competences, partecipation, initiative. collaboration, interest. Unfortunately, there is not much collaboration with collegues when it comes to assessment.

Claudia Italy

2017-11-06 18:24:14 UTC

In my school there are grids for evaluation, but different colleagues interpret them in different ways. So I think we have quite a lot of freedom, the problem is that the grades vary from class to class, from teacher to teacher, and students are not always happy about this.

Nadia, France

nadia_rouibah — 2017-11-06 18:33:04 UTC

In France and in my school, we have to give marks (summative tests), and the parents are getting informed. Yet I sometimes give time to my pupils for self-assessment on competences, or for peer assessment, so that they understand better how evaluation works.
But the whole process is going toward competences evaluation, which could give place to a no-mark system in the future....
But for the moment, students must be prepared for the final exam with a mark.

Elena, Italy

2017-11-06 18:37:27 UTC

In my school teachers present grids for evaluation but they are not strict so that the teacher can evaluate students' works without rigid standards.

Margarita Dobreva, Bulgaria

2017-11-06 18:40:35 UTC

While formative assessment aims at monitoring the learning process by giving some feedback, the summative assessment just tells you if a student has achieved a certain learning goal or not, because of which I find it rather outdated. Unfortunately, I mostly use summative assessment since in my country there is a norm that regulates how many grades per subject we are to assess a student per term (our school year is divided into two terms). So, I grade entry tests, end-of-unit tests, term tests, etc. And that‘s a pity because I spend a lot of time checking tests instead of using my potential to foster students‘ communicative skills instead. I often collaborate with my colleagues, especially when it comes to set the criteria for the entry tests, to make sure we keep the same high level of standard in foreign language teaching.

Maria Antonietta, Italy

mardinoia2 — 2017-11-06 18:44:30 UTC

As for assessment, we have to follow a strict testing system, made up of both formative and summative tests at the end of each learning/teaching unit, depending on time allowed to each subject (a teacher of English is requested to have two written and two oral tests per student every term). Furthermore as teachers of the same subject, we collaborate and select common entrance tests to assess the initial level of students of I and III classes and the same we do for tests in December and March. In II classes we choose common tests once a year, usually in March, to test competences.

Assessment is linked to rubrics, a rubric for each type of performance. Rubrics allow us to evaluate competences at 4 levels (Advanced, Intermediate, Basic level, Basic level not achieved). As teachers of the same subject, we collaborate and work around rubrics before sharing them with all the other teachers at school and having them approved and published.

At the end of each term each student receives a report. In the final evaluation for each term we usually consider attention, participation, interest, improvement with regards to the starting level of each student.

Crisorca, Spain

crisorca — 2017-11-06 18:57:33 UTC

As people from Spain say, we must evaluate the learning standards and the competences. In my school they are established some criteria: students do a test at the end of each unit (oral or written) which is the 60% of the final mark. A 30% is the work in class such as projects, group work, activities done in class... and a 10% is about behaviour, participation, etc. We also assess the teaching practice and do the student's self assessment.

Carla Diogo, Portugal

carladiogo31 — 2017-11-06 19:04:51 UTC

I'm completely free to assess my students the way I want. It can be through tests, projects, oral activities, reports, interdisciplinary projects... I may choose different tasks to assess students throughout a module, ths giving me the chance of gathering several items. Concerning that, my school is completely open-minded, but at the end of each module I have to give students a mark.

Valbona Albania

valbona_mata2 — 2017-11-06 19:06:24 UTC

In my country we have a going proces .
To evaluate students
we calculate the grades of the class homework, tests and projects

Patricia, Spain

patriciadiazcidoncha — 2017-11-06 19:23:37 UTC

In public schools, teacher have freedom in order to assess our students. (lucky us). For me, in some early grades of primary Education the assessment is unnatural and meaningless because students can demostrate more their achivement in other situations without pressure. But, here in Spain I think is something social. I mean, it is a tool for teachers to be secure, as parents are always doubting about our methodology, tools, ect.

Alyssia Vendas, Portugal

2017-11-06 19:24:24 UTC

Hello everyone!!

At my school. When teaching the three and four-year old’s we do not give them grades. On the other hand, we assess them through a complex grid where we must write about the child and if they have accomplished the goals. We assess: personal and social training area; expression and communication which includes, physical education, art and drama, music, oral language, approach to writing and math; finally, also knowledge of the world.

We are two teachers in a room, the Portuguese and the English and together we share ideas and opinions of each child that will build up their whole assessment.

The assessment is done individually.

Fátima, Portugal

fatimasilva1407 — 2017-11-06 19:40:53 UTC

As many of my colleagues in this course have mentioned , in Portugal we follow the Ministry of Education directions/ principles in what concerns assessment. At school we practise diagnostic ,formative and summative evaluation. For all of them we have the most diverse tools and strategies usually planned in group. We also have external assessment in different grades .and of course we feel a bit under pressure when faced with national results .

Grazia,Italy

2017-11-06 19:44:30 UTC

In Italy, in my school I have to use common evaluation grids defined with teachers of common subjects. Every evaluation is based on some criteria such as attitude to school activities , personal participation, knowledge of topics. Sometimes I involve my students in the assessment process, by evaluating their peers with the same rubrics I use, in order to learn to be critic with their mates and themselves.

Mariya Velcheva, Bulgaria

2017-11-06 20:48:51 UTC

Hello, In my school in Bulgaria, we have to use grades from 2-6. Like normal we must put a different numbers of grades depending of the numbers of classes we have . We have to put a term grade and a year grade. The way of assessing my students is different....From time to time is just for test....for presentation, activity... My advice to my students is to learn for knowledge not for grades. I try to motivate them to compete with themselves....to do their best....not to fight with other students for grades only

Andreja Jertec, Croatia

j_andreja22 — 2017-11-06 20:50:10 UTC

In my school tests are not the only way to assess students. Each school subject has evaluation components and one of them are tests.
We teachers do a lot of collaboration in my school related to criteria for grades on evaluation components. Students get grades for 1 to 5 for each of components.
I usually create my own tests after each topic.

Andrea

2017-11-06 20:57:10 UTC

In my school and country we usually use grades after a test. It is not so simple neither useful, but it is necessary. I am trying to change but is not easy to me.
I try to collaborate with collegues to evaluate, to let students to self-evaluate but most of them ask "which is my grade?"

Maria Stafilakou,Greece

stafilakou67 — 2017-11-06 21:33:50 UTC

In my country in order to evaluate students ,we have touse tests and marks are given according to the grade they are.

Vicky Florou, Greece

vickyflorou2016 — 2017-11-06 21:45:58 UTC

In my country, we do have to give tests and exams so as to assess the students in secondary education. In some subjects, such as English, we have more freedom as to the kind of assessment we use. I try to assess my students based on the work they do every day in the classroom, the assignments they complete, the homework they hand in. Participation in the class activities is important to me and so is collaboration.

Manolo García, Spain

2017-11-06 21:55:28 UTC

I need to do summative assessment, but I try to do also formative in order to detect problems on the teaching I've designed and also for letting the student the opportunity of redirect their learning or receive some extra help if necessary.

I have colleagues that only do summative assessment and, after a month, if a student have poor results on the tests there is nothing to do except revise alone at home the previous unit while another unit is running in the classroom.

Antonella Miccio, Italy

antonellamiccio — 2017-11-06 21:57:47 UTC

I teach English in an Italian School. I need to give notes through oral and written texts. My students are tested daily. We do conversation, grammar exercises, role plays and written standardized texts about the same topics we do orally. I do a test at the end of each unit. Due to the new Invalsi texts in English I am trying to submit more oral texts,youtube videos or audio exercises form the text books. My notes try to consider my students’ abilities in foreign language according to Common European Framework of Reference.

Juan Pablo, Spain

jpabloteba — 2017-11-06 22:13:05 UTC

Although I could assess my students along the school year, I’m supposed to collect some work from my students and they have to take some exams so both, they and me, can “demonstrate” how much they learnt.

Paola, Italy

paola_oggi — 2017-11-06 22:15:48 UTC

The formative and summative assessment is used in my school. I have a habit of often giving test exercises before making the check at the end of a teaching unit.

Diego Arevalo, Spain

2017-11-06 22:39:10 UTC

I am free to assess students in any way, but our system (and our minds) is ready to do it with regular standardised tests. So, in my school and my country, lots of tests and exams are done for assessments.

Susana, Portugal

EBIFFD — 2017-11-06 23:14:10 UTC

Are you free to assess students in any way you want?
Yes, in my school we are trying to change the role of assessment. I can evaluate my students without written and formal tests.
Or do you have to follow a strict testing system with regular standardised tests every few months?
No, We don't have strict system, but we need to grade them at the end of the period and make a brief text about their performance.
What types of assessment are common at your school/in your country?
Now we are changind, so we do assessment using competences such as reading, writing, listening, oral production and interaction
Do you collaborate with colleagues when it comes to assessment?
We always work together in a collaborative manner.

Isabel Nunes, Portugal

isabelmiguel — 2017-11-06 23:21:44 UTC

In my school students only worry about sumative evaluation. So they are always asking if what they do counts...So i am obliged to do one sumative moment each month....

Alexandra , Greece

2017-11-07 00:39:37 UTC

In A and B primary grade there are no formal tests or marks. We have a desriptional type of evaluation. In C And D grade we use A , B and C to evaluate in every 3 months term and written tests in every end of a unit of each lesson. We also have daily oral examination and homework to evaluate too. In E and F class we use numbers 5-10 to evaluate daily , the tests and to the end of the term. Some teachers give less unit tests than others eg. not in every uniy but every two or three units . It depents on the view everyone has .

Iuliana, Romania

moise_alin79 — 2017-11-07 06:18:03 UTC

In my school, i am free to asses students in any way. i do summative assesment and also formative.

Vesna, Serbia

2017-11-07 06:28:41 UTC

In my country there's a formative and summative assessment of student's work. We should assess student's work on every lesson we teach and during every lesson before we can test them. Collaboration with colleagues happens from time to time.

Venera Campisi Italy

campisialessia — 2017-11-07 07:21:08 UTC

I work in a primary school and here we use grades after a test. Before the students learn about a topic and then they do a test of their knowledges. We teachers use the common criteria of evaluation. The grades are based on their work in progress, their partecipation, their attention, their knowledge of the topic. I use tests, oral activities, interdisciplinary activities, based on my subjects of teaching. I try to collaborate with my colleagues to evaluate but it's very difficult.

Christos, GREECE

christos_chachoudis — 2017-11-07 07:23:36 UTC

As I teach to students with special educational/learning needs, according to the assessment rules I use mostly the formative assessment in order to encourage all students to collborate, work together. I also give them the opportunity of self evaluation using rubrics made for each session. The grades my students take is summative assessment of self evaluation, formative assessment and their degree of collaboration.

Ramila Almuradova, Azerbaijan

ramilaalmuradova — 2017-11-07 08:06:17 UTC

There are different kins of evaluation in our school. Diagnostic assesments,formative and summative assessments are often hold in our school. We don't have a strict testing system. We are free to choose any method for example observation,tasks, self assessment,oral questionnaire etc.

Silvia Patrizia RUGGERI, Italy

silviap_ruggeri — 2017-11-07 08:36:24 UTC

In my school teachers of same subject share same grid of assessment, subject in which there are written and oral assessment we have two grids, in the subject in which there is only oral assessment we have only oral grid. Anyway with CLIL methodology I often refer to the Franca Quartapelle's rubric.

Rosa, Italy

2017-11-07 09:26:22 UTC

Assessment is and remains a delicate issue: the risks are subjectivity and disparity between the classes. There are usually three different types of assessment:

diagnostic evaluation, educational assessment and ummative assessment. Collaboration with colleagues is obvious when it comes to multidisciplinary learning units. It is generally also required in the final evaluation.

Mar Ocaña, Spain

2017-11-07 10:37:49 UTC

In Spain we are used to assessing our students with a numerical grade every term. I assess my students with the final test of each unit , but I have taken into account behabiour, homework, classroom work, participation etc

In my school , lots of tests and exams are done for assessments.

Marta, Barcelona, Spain

mbere — 2017-11-07 11:22:53 UTC

In my school the evaluation depends on the educational level in which we are. In secondary school students pass tests of each unit and present dossiers at the end of the quarter that help in the final grade. In preschool and primary school the evaluation is summative and the student is evaluated during the process and at the end of it, taking into account the evolution and involvement of the student.
In the sixth grade, standardized tests are also passed for all schools.
My opinion is that our way of evaluating has to change and take much more into account the student.

Javier Moreno. Spain

javisaps — 2017-11-07 11:25:25 UTC

Our assess are done using standard which in some cases can be a hard work because of the time we must waste. Even more, I am not really sure of the practical and useful it is.
So, if we will change our manner it would be more interesting not only for us but also for the whole community.
The problem now could be how to develop new standars according to PBL.

Benilde, Portugal

benildesilva — 2017-11-07 12:14:35 UTC

We have diagnostic, formative and sumative evaluation. At the end of each of the three terms we have to give qualitative grades (insufficient, sufficient, good, very good) and report it to parents. We make at least two written tests in each term at three subjects in 1^st and 2^nd grade (portuguese, math, environment studie) and four at 3^rd and 4^th grades (plus english).

Adriana from Romania

adriana_popa72 — 2017-11-07 12:26:38 UTC

I work at the preschool level. And we need to make assessments of the children's knowledge. Initial evaluations are a starting point for planning learning activities. They are very important because they provide us with basic student knowledge. Formative and summative assessments provide us with a feedbeack on learning. I always work with my colleagues to make my students' assessments and so improve my assessment ways in my opinion.

Stanley

stanonyedika — 2017-11-07 14:27:30 UTC

Stanley,Nigeria

stanonyedika — 2017-11-07 14:27:32 UTC

In my context teachers do both formative and summative assessments.We have over eighty assessment technique we can use to grade the performance of learners.Every teacher is at liberty to use any of them that suits his objective.

Fernanda, Portugal

2017-11-07 14:49:30 UTC

This is not a peaceful subject among Portuguese teachers as you have probably gathered from the different Portuguese contributions here. There is not an explicit "rule" from the Ministry saying you have to have tests. The guide lines say there 3 types of evaluation (diagnostic, sumative and formative) and that you should favour the formative assessment for working in the classroom. But the teachers have different understandings of what that is and they do not use this type of assessment to change classroom pratice when necessary to scaffold students work. Feedback is confused with positive reinforcement and praise or critic. Portuguese assessemtn relies too much on summative assessment and assessment is still a "black box" (Black and Wiliam) inside the classroom.

Esther (France)

2017-11-07 15:31:07 UTC

At my school it depends on the age level. At the primary level, there is no grade given at the end of the term, rather we have a sort of check list where we evaluate each student's level followed by a personalized comment. In secondary school where there is a grade given, it is a little more flexible for my subject (Art) given that I follow the percentage scale. I assess my students' projects on not only the talent and creativity but how well they met the requirements as well. I have also incorporated self assessment and reflection in some projects

Anna Maria Nardo, Italy

2017-11-07 16:16:24 UTC

Assessment is in Italy very standardised with regular tests, but rich and complex. What I access is not only the knowings acquired by every students but the progress done during learning from the beginning of the school year to the end. This means that a student can have progress in every field of his personality. For example I pay attention to: his motivation for learning; his participation at the lessons; his curiosity and ability to solve practice problems; his relationship with other students; his respect for the rules and tasks assigned; his autonomy. Perhaps the problem is that we define all these progress in a mark, so it is important that a teacher gives students the right message: what you reach at the end of the school year is a competence and not a mark. I meet my colleagues to confront us about our students periodically and to have a general view of them. This is very useful because help us to understand them globally. Sometimes students have different behaviour depending on their attitudes and relationships with different teachers.

Rosa Risueño, Spain

2017-11-07 16:26:06 UTC

In my country we assess a group of learning standards by using different tools like oral and written exams, practices, projects, class activities,...
The learnings are standardized but no the way of assessing them, the teachers can choose the tools to evaluate their students.

Ocneriu Laura, Romania

maria80lmo — 2017-11-07 17:42:07 UTC

In my country, there are several types of assessments: they are the national evaluations that are based on the level of the study, and the assessments that each teacher makes. As far as I am concerned, I first rate students, then there are a few assessments during the school year followed by the final evaluation. The evaluation is either written or oral. I collaborate with colleagues more to know the students, to know the environment they come from, the family and how they get involved in the other disciplines.

Donatella, Italy

donatelladegregorio — 2017-11-07 18:09:21 UTC

In my school we have departments according to the subjects we teach where we share planning, evaluation grids, materials. We are not obliged to follow a strict testing system or planning, we are quite free to use what we have at our disposal as we want. I often collaborate with one of my colleagues when it comes to assessment: I correct her classwork and she corrects mine. It's a way to compare our way of assessing trying to be fair with all the classes.

Bernarda Boznar, Slovenia

bernarda_boznar — 2017-11-07 18:15:54 UTC

I am queit free regarding the assesment. For the summative assesment we have school department roules. I do very little formative assesment. When we are doing a project it is very hard for me to asses students who were working in the same group.

Liliia Dmytrenko, Ukraine

lilydmitrenk — 2017-11-07 18:17:33 UTC

I give students marks for their work at every lesson. At the end of a semester we have 4 tests on Reading, Writing, Listening and Speaking.

Laura Buján, Spain

lmbujan_scac — 2017-11-07 18:48:43 UTC

I'm not free to assess students in any way I want. I'm asked to give them two tests per semester. Because I teach languages, assessment is continuous. Despite the fact that it is summative, I still try to adapt formative assessment as I can. Regarding collaboration with colleagues when it comes to assessment, it doesn't exist.

Maria Rosaria Tafuro,Italy

tafymar — 2017-11-07 19:03:21 UTC

In our school we don't have a strict testing system, but we are obliged to test our pupils 4, 5 times in four months, using either formative or summative assessment

Gine, Spain

gine_tomas — 2017-11-07 19:28:59 UTC

The assessment that we follow in my center is completely standardized by the educational system of the country; I cannot evaluate outside the established standards. Normally there are between 60 and 110 standards in the different levels in which I teach. These standards are distributed in quarters and at the end of each trimester the students are evaluated following this unique pattern of established standards.

Zulmira Magalhães, Portugal

zulmiramag — 2017-11-07 19:59:45 UTC

I teach Maths at 7th, 8th, 9th grades in Portugal, and usually, classes have 2 written tests each school term, that are previously marked with the students so that they don't have 2 tests in the same day. I also do several "little tests", to find out if students are accomplishing the work, and if there are topics that weren't well understood. Of course their "oral participation" (I mean in the class, asking, answering, doing exercices, helping each other, ... ) is also an important part of evaluation. I could assess students in another way, without tests, only with class work, group work, but at the end of a school term, if I gave bad quantitative marks, parents will say to School Director that I'm a bad teacher, I don't make tests, I don't have "proofs" to show that this or that student deserve that mark. At the end of 9th grade, they also have exam, so thay must be prepared to face that.

Iryna Kharchenko, Ukraine

pcv2002irisha — 2017-11-07 20:37:12 UTC

In my country we have standardized assessment criteria (1-12 points). At the same time, we usually have tests at the end of each theme, or at the end of the semester. Besides, teachers are free to assess an assignment, project or task they give to students. I teach English so I try to use both formative and summative assessment in accordance with the lesson aims.

My assessment contextDuring class activities, I use different tools for evaluation and observation. Some are standard periodic detection tools that I use to verify the acquisition of some content and skills and the measurement is in tenths. During all activities use non-standard tools for different purposes: gather information about needs, how to work in different situations, communicate and collaborate skills. Among the tools I use are individual and group observation, listening, conversation, and collecting materials processed by children. I also observe some group dynamics during unstructured time, especially during the game.I use a booklet where I think things that I think are relevant to the development of skills and targeted rubrics for evaluating certain behaviors.Integrate numerical voting with formative evaluation. I spend several times a week, in different types of activities, to talk about how much work is done, how to improve or enhance it. The basis on which I provide feedback is what value is to give value. To something that has been done here and now, which can be linked to earlier experiences and which offers new experiences from now on, in perspective.I feel the need to confront with other colleagues, and I do it. I always think and look at how different from evaluation and processes are considered important, there are references to how they act, and even having standard and / or common references the evaluation is tied to the dynamics that are created in the teaching-learning process.Sometimes during the end-of-quarter evaluation this means that we communicate the different evaluations, otherwise we share it, is not a matter of will but of real possibilities to have a similar perspective. In any case, the common moments when children are actually talking are useful.Emma

2017-11-07 20:48:43 UTC

Magda, Spain

mventur7 — 2017-11-07 21:01:53 UTC

Well, In my country we have to assess sts in a regular period of 3 terms. We used to assess sts through ordinary tests, however, things have been changing during the past years and a apart from tests, we have widen our assessment with other tools such as portfolios, self and peer assessment, team work assessment and mid term projects or research, sth similar to a PBL. Tables of rubrics are also useful. Undoubtly, all this work requires a high level of teachers collaborations and cooperation

Cristina Ligeiro, Portugal

cristinaligeiro — 2017-11-07 22:12:27 UTC

In my school, from the 5th grade to the 12th grade (regular education, which prepares students to enter university), it is mandatory to carry out two tests per period in all disciplines and other works, the burden of tests ranges from 60% to 75%. Regarding vocational education is a little different. In the subject I teach - Mathematics - 8th year and Mathematics B 11th year of the Arts Course the burden of the tests in the final grade, is 75%. In other works, the math group always chooses to make small class questions or evaluation sheets.

The formative evaluation is carried out in the classroom by the teacher in direct contact with the student, but in the intercalary evaluations it is usually done the analysis of the results with the student and establish strategies and objectives for the future. Teachers provide working tasks to recover unrealized learning and usually request teaching support for students with more difficulties. Formative evaluation is thus carried out.
There is a long way to go in this area.

Maria Jacinto, Portugal

luisad741 — 2017-11-08 00:08:58 UTC

In my country we have to evaluate students with two tests in each term (we have three terms). There is the diagnosis, the formative and the summative evaluation. In my school we even have to put the percentage in each summative test (which I think is very bad, specially for the weaker students). We have a lot to learn from PBL and assessement as well as collaborative work between teachers.

Snjezana Kovacevic, Croatia

knjiznica_zlata — 2017-11-08 07:42:11 UTC

Teachers in my school created evaluation criteria which they use in all classes. use them as guidelines, too. I work in school library and I don't give pupils a rating for their work but I use different tools. Sometimes it is a table, quiz, a short survey, Padlet, Linoit, make a poster, describe something, make a mindmup...

Gabriela Calheiros, Portugal

gabriela_ctg — 2017-11-08 08:45:04 UTC

In Portugal there are at least 2 formal written tests each term, whose weight is usually, at least, 60% ( depending on the schools) on the final grade. In English there is also a formal oral presentation.
In my school we have standardized assessment criteria for each subject but teachers are also free to include other forms of assessment.
As a teacher of English I try to use different tools of assessment as well: small projects or tasks in class or at home..

When it comes to assessment, collaboration between colleagues is minimum in my school.

Tiziana I., Italy

ioptiziana — 2017-11-08 08:50:23 UTC

In Italy I am free to choose different methodologies for assessment, but I am also required to take formal tests. Usually, teaching departments for my subject decide that a student should take three written and two oral tests per term. I sometimes (especially when my classes are made of a lot of students) decide to replace one of the oral tests, which are really time-consuming, with a listening and vocabulary test that can be administered simultaneously to the Whole class. Sometimes I cooperate with other teachers, as I did when I first had to prepare of of those listening test or when I attempted to carry out a project which would have been demanding to mark, since it required group work but should have been able to yield individual marks as well. We also share grids for evaluation and try to stick to the same criteria.

Alicia, Spain

aldebri — 2017-11-08 09:57:52 UTC

In some regions of Spain the “LOMCE”, the organic law for the improvement of quality in education, is in force but it not followed by everyone since it is quite controversial. For instance, the number of assessments standards used in English subject are about 30 standards related just to the four skills: listening,speaking, reading and writing. This general standards have been designed by the national Administration although regional Administration must specify them. In my region standards have not been clearly specified. For this reason, teachers belonging to the English Department in my school, distribute percentages to each skill : 30% writing, 20% reading, 30% speaking and 20% listening (productive skills 30% and receptive skills 20%), then, they grade the standards related to each block of skills. And they also label standards as basic or non basic.

There are three terms. By the end of the terms students should have been assessed in all the standards. Nobody assess creativity, critical thinking, collaborative problem solving or effective learning....

(We are not really trained to use standards assessments)

Marija Grah, Croatia

marcagrh — 2017-11-08 10:17:59 UTC

In Croatia we have an obligation to grade our students according to rubrics in digital register. For example, in english language subject we grade listening and reading comprehension, writing and oral skills in lower grades. In grades 5-8 of primary school we grade comprehension, writing, oral skills and grammar components. There are tests available with pupils' books and we usually order those (in case we prepare them ourselves, parents sometimes question our test standards..) I started using rubrics this school year for group work and also for tracking my pupils' success. They use it too to valuate their work and the work of their group members. So far everything works fine. Students like strong and clear criteria. Also, I started preparing tests in different levels. It works fine, better than the old system.

Bernardete, Portugal

2017-11-08 10:35:26 UTC

We used, in my school, to do tests and practical works (individual or in groups). It's made a register of how they are interested in class and how much they work. Also their behaviour counts too. All this parameters counts to do evaluation.

Maria Diana, Italy

mariadianaiannelli1 — 2017-11-08 11:46:01 UTC

In my school there are two terms for each school year. To give a grade for the term we need to submit some tests to our students. At least 5 tests for math. At the end of each topic we assess the students with different kinds of test. Sometime we give our students, practic activities (but not too often). We usually work in team to have the same kind of test and on approximatively the same period. We have also formative tests, that don't need to be registered in our register, with wich our students have a first sight of their progresses or problems. I prepare a poster for the student's self assessments. I use it when they work in teams.

Carla Martins, Portugal

csosvmartins — 2017-11-08 15:03:29 UTC

Although in Portugal there is nothing saying you have to make tests to assess your students, all the schools make it mandatory in most of the subjects. In my school we define some criteria wich have to be the same to all subjects, and some that can be different according to the subject. Therefore, summative tests are an important part of the final grade. We also have a diagnosis test at the beginning of the school year.

Melanie, France

2017-11-08 15:22:43 UTC

In our school, we are quite free in the way to assess students: we do peer assessments, self assessments and obviously, we also have summative asessments: tests at the end of units and mock exams once per semester to prepare them for official exams. We have different types of assessment: practicals, essay, presentation, ppt, debate, group work, project.....

Cristina Marques, Portugal

crismarques17 — 2017-11-08 16:18:28 UTC

As far as assessment is concerned, I am neither entirely free nor do i have to follow a strict testing system. I am somewhere inbetween... The traditional tests are usualy applied twice every term and they still are the commonest and most cherished way of assessment in the general courses - 80% says it all! I also have to plan other activities in order to develop competences, but in fact they are not very relevant for the students final evaluation - 10% is really offputing! And i have to measure the attitudes - 10%.
This is not a favorable scenary for PBL!

Cristina MarqueS, Portugal

conchitamarques — 2017-11-08 16:41:15 UTC

In Portugal, the evaluation system, although common throughout the education system, varies from school to school in relation to the general criterion and curricular department. We are not completely free to evaluate our students, essentially because in some years of schooling our students are subject to an external evaluation with national tests. Our educational system has changed several times over the years, but as far as evaluation is concerned, we are still very retrograde, and many Portuguese teachers are still very attached to summative assessment.

Cristina Marque

conchitamarques — 2017-11-08 16:41:38 UTC

Marina Gurina (Ukraine)

mariam_72 — 2017-11-08 16:43:41 UTC

In Ukraine we are free in testing sistem. As a rule, we collaborate with our collegues. We can use simple tests, projects results, communicative skills

Jovita Pigem, Spain

2017-11-08 18:06:25 UTC

In my school I'm free to assess my students. Maybe I have this freedom because I teach philosopy and I assess my students acording they skills to can express formally their opinions. In maths or in languages my collegues don't have this freedom, they must follow some criteries for assess more rigorous. I like my freedom for assess my students because is a good way that my students know what is essencial in philosophy and what no.,

Cecilia Nicolae, Romania

2017-11-08 18:17:49 UTC

The assessment means written test, formal oral, PBL, peers presentation, Prezi or Ppt presentation, assement of practical abilities.

Patrizia- Italy

2017-11-08 18:48:31 UTC

My school follows the general ministerial lines and specific descriptors for each discipline have been drafted. The team working on a class collaborates on assessment even if it leaves freedom to evaluate its discipline.

Ana Cotovio, Portugal

2017-11-08 18:58:58 UTC

In my school we have diagnostic, formative and summative evaluation. We have different moments of evaluation: written summative tests, listening comprehension tests, grammar tests, and reading and speaking skills.
We collaborate with colleagues when it comes to assessment.

Jesús Vázquez, Spain

2017-11-08 19:10:03 UTC

In my school, a Secondary School, school year is divided into three terms. Students are assessed with two writing tests and two speaking tests each term. At the end of each term, there is a meeting for the assignment of marks and students are given a report card. Teachers usually collaborate when it comes to assessment exchanging information and data about students.
It is usually a summative assessment.

Lucía, Spain

agustinoslucia — 2017-11-08 19:27:34 UTC

We must evaluate our students at the end of each term having into account the four competences in the English Language. Written and oral expression and reading and Listening Comprehension. We must also follow a 14 unit book. That's why it's difficult for us to work with proyects.

Lena, Germany

2017-11-08 19:37:01 UTC

There have to be written tests as well as oral grades. Every teacher has to justify his or her assessment based on criteria that were made transparent to the students at the beginning of the school year.

Martina O. Italy

La_Prof_Martina — 2017-11-08 19:45:53 UTC

I use formative assessment everyday in my classrooms. I make questions, I ask my students to make examples or to solve problems using the aquired competences. At least once a month I formally evaluate with writtent tests and, sometimes with oral tests.

Maria, Spain.

mariadelcasar — 2017-11-08 20:23:37 UTC

I have to evaluate my students according to some evaluable learning standards and evaluation criteria established by law. In some cases we can choose the evaluation tool, in others they told us how to do it. In my school, exams are very common, as well as in most of schools, I guess. But nowadays other methods are putting into practice: direct observation, portfolio, oral tests, a simple worksheet... We as teachers don't always need to do an exam to evaluate our students, in some cases, we can know if they have learnt something or not just talking to them.

Elizabeth, France

elizabethpages — 2017-11-08 20:43:06 UTC

At the school where I teach, I am free and encouraged to assess students in a variety of ways. My students are required to take standardized tests every few years and they have cumulative exams at the end of each semester. Other than that, I can give them grades for participation, tests, quizzes, activities, projects; in general, whatever I would like to assess. I do not often collaborate with colleagues for assessment, unless we have a combined project of some sort.

Fabrizio (Italy)

2017-11-08 20:47:32 UTC

In my school each teacher adopts a different evaluation grid. During the year there are common tests to test the class level through standard tests.

Patricia (Spain)

lopezescuriola — 2017-11-08 22:04:05 UTC

I usually combine continious assessment with the final assessment which usually is an exam. Although I am looking for new ways to try to change test and use other ways to assess my students. In general, all teachers at the school use this resource, and we have arrenaged some criteria such as percentages...

Tiago - Portugal

tiago_vilaverde_gomes — 2017-11-08 22:22:37 UTC

In Portugal we usually make summative tests to assess our students, because in the end of secondary level they have national tests, very important to achieve university.

Despite of this fact, teachers have freedom to assess the student with diverse methods.

In my school we usualy evaluate the students with 10% or 20% for the soft skills and 90% or 80% for the hard skills, in this issue we can evaluate by project, summative tests, portfolio.

In Portugal, education system is in a change process this year.

Maria Rizza/ Sicily

rowri — 2017-11-08 23:03:29 UTC

Are you free to assess students in any way you want?Yes, I am because in my school the assessment is only
formality so it is not meant to measure learning. This is a pity, The students the day they have to have a test feel too much anxious, this makes them get a performance not so good as they could because they can't control their emotions!!! I think that this is the school/ Institution responsability, and it causes lots of problems among students, teachers and families.

Or do you have to follow a strict testing system with regular standardised tests every few months? Yes we are expected to test students at the end of every module but I do not care so much because I am interested in the students learning rather than in the quantity of teaching I can provide my students .
What types of assessment are common at your school/in your country?
Very traditional tests not related to reality and based on content / knowledge measurement
Do you collaborate with colleagues when it comes to assessment?
No, because most of them work on their own, unfortunately we rarely work in team

Irene, Ital

salvochiarenza — 2017-11-09 08:43:25 UTC

My students make tests every few years and they have cumulative exams at the end of the period. Quite often we use on line tests as google forms, kahoot, and socrative.

Although I am looking for new ways to try to change test and use other ways to assess my students.

Nazaret Martínez, Spain.

2017-11-09 10:02:46 UTC

In my school, we can assess our students the way we want in general. I say in general because we have a term exams. Generally all the subjects have this term exams in paper in a traditional way but some of the subjects start to do it with other methods. You can "play" with the percentage of the final exam and what we call "intermediate" exams. For example, you can do several projects valued at 80% of the term and th final exam at 20% and you programme the contents of the intermediate part and the fnal exam.
I collaborte with my colleagues in 2nd course, they assess my student in speaking and listening (in English) and I asses the writing and the reading part.

Cristina Urtiaga, Spain

2017-11-09 10:41:27 UTC

I'm working in a state language school and the most our students are adults. For the 2nd year of each level, the Regional Office of Education send us, at the end of the course, the test and instructions to asses the students. For the 1st year, we are free to asses the way we want. This year, I was very surprised, because the school where I work "oblige" us to asses in a only way, by two exams a year. I don't like it at all.
I can collaborate with my German colleague when we prepare exams and when we asses the 2nd year students.

LauraTasca, Italy

laurilla67 — 2017-11-09 12:56:01 UTC

I work in a primary state school. In fuor month's time we give students a report card with assesment in numeric form for each subject and a discoursive part in which we explain the progress or some difficulties the student faced along his/her learning process. We have rubrics to explain what a 10-9-8 and so on mean. In my school we teachers try to focus parents'a nd students attention on the discorsive part, not on numbers, because it's the process we are interested in. We discuss with children about this, and involve them in self assessment. We ofetn stress the importance of hard work and achievements rather than failures and praise efforts. It's important for them to build a solid self confidence.

Rocío Rivera, Spain

2017-11-09 17:00:01 UTC

In my school, we can assess our pupils with exams, power point presentacion, oral exposition, work in groups, models or exhibition in big paper

Ana Cristina, Spain

2017-11-09 17:23:55 UTC

In my case, I have freedom to asses my students in Secundary because I teach Arts. I usually use practical activities and works in groups to asses, and only one exam in every term. However, with my Bachiller´s pupils I have to asses, mostly, with exams, because they have to pass the Nacional Exams at the end of their studies to be able to access to the University. This is what happen with other subjets; students must be asses with exams. Although, it is true that it is changing and we can use more tool to asses them

Aurora, Italy

2017-11-09 17:39:58 UTC

In my school we use both formative and summative assessment

Argiro Spyrogianni, Greece

Argiro_ — 2017-11-09 17:43:12 UTC

In Greece Primary Education teachers don't have to follow a strict testing system, but we do have to formally assess our students every three months. There is the flexibility for us (especially in classes with younger students) to use the assessment type that works for each teacher. Personally, I prefer diagnostic assessment, so that I can have a better view of the students' progress. However, depending on the subject or the students' level, formative and summative assessment are necessary too. Usually, combining the assessment types can offer a full knowledge of every student's strength and weakness in order to prepare a more organised and effective lesson.

Beatriz Bou, Spain

beita_014 — 2017-11-09 18:19:40 UTC

I used to assess my students through different ways. It always deppends on what we are learning about and the subject we are working on. Sometimes, I use rubrics, oral presentations, other times exams, etc. But in my opinion the most important is to assess the progress that my students make day by day.

Gema Padilla, Spain

2017-11-09 18:46:10 UTC

I write my answer in my learning diary: https://docs.google.com/document/d/10MynOcQJoU5I7wo0U2mSEBay8rFVP4zFthF_MakW3Y0/edit#
Question number 13

Federica from Italy

2017-11-09 19:34:38 UTC

I'm free to assess students, anyway I have to follow a system to apply in collaboration of my colleagues, with wich I share my reflections.

Sofia Venetopoulou, Greece

svenetopoulou — 2017-11-09 19:42:30 UTC

In greek secondary education teachers are partially free to assess students any way they want, but on the same time students are supposed to take written exams during the semesters.

Pinelopi, Greece

2017-11-09 20:02:31 UTC

In the greek secondary educational system both formative and summative evaluations can be used, the first one being obligatory and the second one optional. According to the official guidelines given in the last years, the assessment should put emphasis on summative evaluation with the tests throughout the year and the final exams completing the year's student performance. Personally, I stress the qualities a student should have during their performance in the classroom (group work, collaboration, initiative) and I add their written performance to the oral one. The written tests come second but they are seriously considered too.

Sonila Drini,Albania

2017-11-09 20:32:57 UTC

Our education system requires some standart test at a certain point in the year but we manage to have some free access to choose ourselves too.We share a lot of information with our friends too and that is really helpful

Anne-Laure, France

almhwalker — 2017-11-09 20:44:57 UTC

In our school, we have a lot of freedom when it comes to assessment. We encourage formative assessment as well as peer and self assessment. We obviously have summative assessment as we are obliged to produce grades and because our students prepare for official examinations. We try to vary the types of assessments: oral presentations, group work, research work, tests / exams, mind maps, practicals, etc.

Carolina, Italy

carolinapaglia — 2017-11-09 21:00:45 UTC

In my school we use formative and summative assessment . I prefer to assess in consideration of the evolution of Learning process

Sarah Mallia, Malta

sarahborg85 — 2017-11-09 21:27:56 UTC

In my school we have two assessments where students are giving grades and two formal exams where students are given marks. In the assessment the grade is calculated 50 percent tests, 30 percent cw and 20 percent hw.

José Ignacio Maide, Spain.

maidemerino — 2017-11-09 22:00:08 UTC

In s my context I find assessment difficult. We have a certain degree of freedom, however, our system is struggling to change to more innovative methods and is difficult as we do no have a "tradition." For us, it is important to "give reasons" for the grade a student gets, so we must be careful.

Maurizio, Italy

2017-11-10 07:05:28 UTC

We assess students' progress starting from a shared rubric, then we take other elements into consideration: interest, participation, extra assignment. As for tests, we are quite free to adapt to the class, but we have two sessions per year which are "standard" for all students

Carmen Sáez, Spain

mamenscomet — 2017-11-10 12:58:02 UTC

In my subject, English, at my school, we assess on the four skills and Use of English as well. We reach an agreement within the English Department so that all of us do the same. However, regarding the type of tests student take, each teacher is free to choose whatever suits him/her. If there are more than one teacher in a level, we try to agree on the type of text.
Nowadays, we are in the process of getting to work with rubrics and competences, following what is established in the Assessment Laws, and we are on the way hopefully! :) :)

Sofia, Portugal

2017-11-10 13:51:00 UTC


In Portugal, the education system is divided into the school year by periods. Each period has two times for evaluation, through tests and, at the end of the year, through exams, which are becoming more and more rigorous, as the level of education is progressing.
As an education professional, this assessment model does not make me any sense, since students are induced and required to know certain subject for a test, they will forget within a week.
In the school where I am currently working, and with three year olds, where we follow the PBL model, we are constantly evaluating all children at all levels of development. Any time serves as an evaluation, and free play is one of the primordial moments, since the child is not over any influence of the adult being thus genuine and true.
The evaluation is also done in the classroom, during the activities proposed out under the different projects.
Twice a year, at Christmas and the end of the school year, we draw up an individual report on each child, in which we evaluate all levels of development.

Ulfet, Turkey

2017-11-10 15:51:46 UTC

In Turkey, in high schools, there are 2 assessment (general assessment) tests.

Giuseppe, Italy

giovicastelli — 2017-11-10 16:09:52 UTC

At the end of each learning unit, we must assess our students and give them grades both orally and written in order to record them on the online register so that families can have a look. In my school, the subject department decides the number of written and oral tests for a certain term and the criteria used for assessment and evaulation. This of course regards summative assessment where at the end of a learning unit a grade between 1-10 is given to each student. Formative assessment is something that belongs to the teacher who can decide what means and ways to adopt for each class and student.

Antonella P. , Italy

avenusitita — 2017-11-10 16:58:26 UTC

Usually in Italy the school period is divided into three parts called “ trimester” ( 3 periods of three months each) or three parts called “quadrimestre” ( two 4- month periods) . At the end of these periods teacher must asses the works of the students with a final official grade which is necessary to enter the following year of course.

This grade is a sum of all the grades of written and oral tasks and usually are modified according to the behaviour of the students according to some factors such as the way in which they followed the lessons, the punctuality of respecting the expiring dates of their tasks and homework and their diligence in their studies.

During the school period the students and their families can check their grades and can discuss with the teachers about problems and difficulties, so they are well aware of what they are doing, what there are learning and how.

Each task is evaluated according to evaluation grids created by each teacher according to evaluation criteria properly adapted to each task or exam: i.e. it is possible to evaluate a test according to the number of the right answers or asses a composition according to the correct use of the structure, the proper use of the grammar and the accuracy of the content.

Anyway the assessment is not simply a mathematical sum of grades but comprehends a lot of variable factors.

Maurizio, Italy

tormau — 2017-11-10 17:32:28 UTC

Are you free to evaluate students in any way you want? Yes, I generally have a lot of freedom on the evaluation method. Except in the specific cases concerning the different types of pupils with B.E.S. (special educational needs), where verification methods are planned based on a custom project. Or do you have to follow a rigorous test system with regular standardized tests every few months? There are no standardized Italian school-based tests that have an appraisal value of learning. Rather there are learning measurement forms (INVALSI test) that have statistical purposes. What types of assessment are common to your school / country? There are three methods of verification: written, oral and practical. They are disjointed and not all disciplines adopt them in their entirety. There are disciplines involving only oral, other written and oral complaints and all the combinations. Collaborate with colleagues when it comes to evaluation? No, evaluation is a teacher's specific responsibility. Only during the final exams of admission to the next class there is a collegial evaluation that also evaluates the behavior of the pupil.

Tânia Serrão, Portugal

taniaserraogomes — 2017-11-10 18:34:15 UTC

In my case I can say that the assessment that I have to carry out is not rigid. I teach ICT, which in my school is not a compulsory subject. This has allowed me to try out new strategies regarding learning assessment.

Dafinka Nikolova, Bulgaria

dafinka_bg_sm — 2017-11-10 20:15:22 UTC

In my country the school year is divided into two parts At the end of each part the students receive a term assessment and at the end of the year an annual assessment on the marks from 2 ( weak) to 6 (excellent ). At the end of the school year the knowledge of 7th and 12th grade students is evaluated by the Ministry of Education with specialized tests and text writing text. The national exams provide objective and systematic information about the level of students’ knowledge acquired through the academic years. During the year In my school we use both diagnostic, formative and summative assessment. We have some criteria for final evaluation established by law . During the year I use standard tests, oral answers, presentations, project works, group works, classroom works. I assess my students of the end of each unit. Students can participate in the evaluation. I am collaborate with my colleagues, we exchange common criteria for students monitor progress during the year.

Maria, Portugal

mbrito_escola — 2017-11-10 22:10:02 UTC

In my school (Portugal) we must have at least 5 written tests (60%), 2 listening tests(15%) and 2 oral presentations (15%). We only have 5%(optional) to give to other forms of assessment (mini-tests, project work, ...) and we have standardized assessment criteria. I'm new in this school but I I can tell that collaboration doesn't exist at all.

Miguel Cecilio, Spain

alumnoscalvin — 2017-11-11 00:55:29 UTC

In my region, teacher have to follow a strict testing system called competencies, these are common for all centers. However, There is a wide spectrum to assess these competencies and educators can follow either traditional or new methodologies such as Project Based learning, flipped classroom, gamification, etc. Generally in Spain primery education is more collaborative than secundary education.

Manuel Marín,

ManuelMarin — 2017-11-11 07:41:15 UTC

Assessing competences gives teacher an unbeatable opportunity to implement PBL in our classes. In fact, authorities in Spain recommend the use of PBL assessing competences during the Project. You just need to find which competences will you assess during the activities of the project.

Paula, Spain

paulacrespom — 2017-11-11 07:44:56 UTC

I am free to assess my students in any way I want, but then I have to apply percentages to the grades I get frommy students. I don't pass tests, I tell them to hand in projects but they usually do them at home. Sometimes I get them in pairs so they do them in class.

Nikoleta, Cyprus

2017-11-11 09:09:14 UTC

In Cyprus primary schools, we can assess our students with different ways. We are not supposed to write grades on our students tests. The assessemnt is continuous (throughout the lesson) and final (at the end of the lesson) through a test, a written assignment or a small project.

Dimitrina, Bulgaria

dimi_arnaudova — 2017-11-11 09:47:58 UTC

It has already been explained in some previous posts how the Bulgarian grading system works but when it comes to assessing, I think each school and teacher has their own principles. In my school we are free to assess students both formatively and summatively. We do not collaborate with our colleagues when it comes to assessing.

Nuno Pedroso, Lisboa, Portugal

nuno_pedroso — 2017-11-11 10:32:51 UTC

In the College where I work the evaluation that we apply in this school year is the result of a joint work of the teachers of the science department. The evaluation of our students are based on different evaluation instruments, the written tests are only one of these evaluation instruments. These evaluation instruments are the result of a joint effort between the different professors of the science department.

Magdalena, Spain

mariamagdalen_perez — 2017-11-11 14:25:04 UTC

In my region teachers have to assess a number of standards in each subject. They are based on competences. Regarding my subject, English, these standards assess the four skills: reading, writing, listening and speaking. We are quite free to choose how to check if students have acquired these objectives.

Serena S, Italy

iw3hip — 2017-11-11 14:28:42 UTC

In my school at the end of each of the two terms we have to give a grade, between 5 and 10, for each subject and a global judgment on the students' achievements and development.
These grades are not only the result of the sum of various written, oral or practical tests done during the term but they take into consideration the constant systematic observations made by the teachers during the school activities.
In addition, during "teaching departments" meetings, we teachers collaborate to prepare final term tests for each subject to assess students competences and not only their knowlege and abilities and we share evaluation grids.

Laura, Spain

2017-11-11 15:18:44 UTC

Lola Spain

lola_nsimon — 2017-11-11 15:50:13 UTC

I have the contents and the competences that I should teach according to the educational law BUT I can decide the way I will make the assestment: oral/ written test, coevaluation, self.evaluation, observing pupils, checking notebooks, final product of projects, ..
Every estandar of the educational law must be taught and evaluated in a way or other. We don´t usually collaborate between teachers, bu t we do in order to prepare the test for the initia evaluation at the beginning of September.

Nicolina G., Italy

nicolina_graziano — 2017-11-11 16:10:23 UTC

As English teacher I use to assess the 4 abilities and the use of English too, varying the types of assessment: oral presentations, group work, research work, tests, mind map or a digital work. Every month I formally evaluate my students with written tests and oral tests . When I assess my students I particularly care of their motivation for learning; their partecipation at the lessons; their curiosity and ability to solve practice problems ; their relationships with other students; their respect for the rules and tasked assigned; their authonomy. Sometimes I involve them in the assessment process by evaluating their peers with the same rubrics I use. In this way students learn to be critic with their mates and themselves. In my school- a lower secondary school- I collaborate with my English colleagues when it comes to assessment of the examinations in year 3. I correct their students' work and they correct my students ones. This is a good way to compare our way of assessing trying to be fair with all the classes.

Antonella Sasanelli, Italy

antonella_sasanelli — 2017-11-11 16:50:55 UTC

In my school we have to assess students generally at least four times per quarter: thus means two oral tests and two written test per subject for each student every two months! :-(

Gisella, Italy

gisellaroner — 2017-11-11 16:58:15 UTC

In my country and in my school assessment is quite formal, but non standardized. We need to submit regular oral and written tests, but there are no restrictions as concerns how many or how often. I teach English as a foreign language in a middle school and I use different kinds of tests, according to what I have to assess. I evaluate the 4 abilities: listening, reading, speaking and writing. Unfortunately our national curriculum focuses mainly on writing rather than other skills and lots of efforts are given in preparing students to written tests. A national standardized test has been recently introduced by the Ministry of Education in order to assess the listening and reading skills.

Rita Navega, Portugal

ritanavega — 2017-11-11 17:33:33 UTC

In my country, not all schools work in the same way, especially with regard to evaluation. There are schools, with innovative methodologies, in which students do not evaluated from tests. However, this is not the case with my school. In my school, the evaluation of the students is done according to a rigorous system. There is summative evaluation, which is based on written tests, and formative assessment, which is based on daily performance, attitude, responsibility, and behavior. There is a weighting for each of the parameters so that all teachers evaluate their students in the same way. The tests of evaluation of the classes are the same and made by all the teachers who are teaching the same year of schooling.

Marta , Portugal

martaisabelconstantino — 2017-11-11 18:31:30 UTC

In my school there is the formative evaluation that can have a formal character (evaluation card) or informal (set of works done by the student). Summative valuation is also done at the end of the period. Summative assessment consists of records prepared in year group (3rd year) that will be applied by all 3rd grade teachers in their classes.

Miryam, Italy

miriamscafatihpg23 — 2017-11-11 18:55:39 UTC

In my school there is formative evaluation .

Alessandra G. Italy

scrocchia67 — 2017-11-11 19:06:47 UTC

In my school we use formative and summative assessment. we have formative assessment during the whole school year and summative assessment at the end of the first term and at the end of the school year.
The assessment is the same for each language teacher when using summative assessment, while it's less strict for the formative one.

Irina

rusu_irina — 2017-11-11 19:29:46 UTC

In the educational system in Romania, in English lesson, we assess students through tests, orally, and through portfolios, which can include projects, essays, and so on. I don't usually collaborate with my coleagues, but it is a nice idea.

Damjana, Slovenia

damjana_nanut — 2017-11-11 23:51:51 UTC

In our school most teachers are using strict testing system and each teachers who teach the same subject collaborate. Teachers in 1.st and 2.nd class are having formative assessment.

Petroșan Daniela

2017-11-12 05:03:08 UTC

In Romania there is a formative and summative assessment of pupils

Dorina, Romania

vitalisdorina — 2017-11-12 09:07:41 UTC

In Romania we are evaluating it with tests, but we also use portfolios, teamwork and project evaluation.

Gabriela Petrichei, Romania

gabi_petrichei — 2017-11-12 09:09:48 UTC

There is constant assessment in my school, from initial, formative, to project work, portfolios, self assessment, peer assessment. Colleagues collaborate mainly when it comes to testing students' knowledge at th beginning of the school year.

Mercedes, Spain

2017-11-12 09:29:33 UTC

In my country, teachers have to assess a number of standards in each subject. They are based on competences.
Even though a law imposes on us what we have to evaluate, we can use the evaluation instruments that we consider most appropriate.

The problem is that at the end of the baccalaureate stage our students have to pass a university entrance test and previously they have to be trained so that they can pass it with the best results.

Cristina Consonni, Italy

cri_cons — 2017-11-12 10:32:11 UTC

In my school, apprenticeship is evaluated with four to ten grades and skills are assessed with levels A to D. Examination exam at the end of the third class is agreed, inter alia after long discussions, with the colleagues. In other moments of verification, each of us builds checks for his own class.

Sofia Nascimento, Portugal

largodaprincesa — 2017-11-12 10:46:36 UTC

I have to assess my students progress in 5 competences. Every 3 months, by law, a grade has to be produced.
I have the freedom to create the number and type of evaluation instruments that I judge appropriate.
Colleagues collaborate planning learning activities, projects and tests.
In my country, at the end of grades 9 and 12 the students have to pass a national exam with a strong emphasis on information and teachers have to promote intensive training activities.

Lorena Contreras, Spain.

2017-11-12 11:39:29 UTC

As pre- primary teacher, I am more or less free for assessment. The Spanish law of education gives us some directions and some ways of assessment but not a hard one. Nevertheless, our primary workmates are frustrated because nowadays they have a strict testing system with lots of standards in each subject

Ivana, Slovakia

luptacikova_ivana — 2017-11-12 12:32:18 UTC

In my school we have a document about assessemnt context where we explain our conditions about it. It helps us but not include formative assessment which more important for students. I try to use this kind of assessment in my lesson as much as I can and I can see the influence for they. Students have learnt more and have felt more relax with this assessment

ISABEL MORENO. SPAIN

antoniaisabelmoreno — 2017-11-12 13:09:22 UTC

In Spain you have to assess certain criteria and standards related to the key competences. In the case of English language , you have percentages to do so with the different skills. You also take into account students work inside and outside the classroom, collaboration with other students, portfolios, learning diaries…, not only tests. In the end, you give a numerical mark, but it is complemented with formative assessment, given to students and parents. In the middle of the teaching-learning process , you use rubrics, and self and peer assessment for different activities.

Irina Constantinescu, Romania

yryprof — 2017-11-12 14:25:03 UTC

In my school I have formative and summative assessment, but what I think needs to be improved is the feedback the teacher gives or receives after each learning activity. And not only the teacher can give feedback but also the students. Feedback needs to be applied and respect ASK (ATTITUDES, SKILLS, KNOWLEDGE)

Anna-Rita Italy

annarita_rss — 2017-11-12 16:25:05 UTC

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.

Elena Falcó,Spain

efalver — 2017-11-12 16:38:35 UTC

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.

Fotis Pontikakis, Greece

2017-11-12 16:39:56 UTC

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.

Ana Chirtes, Romania

harsan_ana — 2017-11-12 16:45:08 UTC

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.

Helena Paz dos Reis, Portugal

2017-11-12 17:08:02 UTC

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.

Natassa, Greece

kasnatasou — 2017-11-12 17:25:44 UTC

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.

Natércia Dias, ortugal

naterciadias201 — 2017-11-12 17:36:51 UTC

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.

Catalina Vrinceanu

vrinceanu09 — 2017-11-12 17:42:27 UTC

I use initial, formative, summative assessment.

Patricia, portugal

2017-11-12 17:48:03 UTC

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.

Ivana Budija, Croatia

2017-11-12 17:54:42 UTC

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.

Jarfer, Spain

2017-11-12 18:27:20 UTC

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.

Miriam, Germany

2017-11-12 18:55:34 UTC

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 .

S, Spain

s_t_cernuda — 2017-11-12 19:13:03 UTC

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.

Svetlana, Sebia

svetlanamed5 — 2017-11-12 20:16:41 UTC

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.

Karol, Barcelona

karolbarriuso — 2017-11-12 21:15:30 UTC

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.

Eleonora, Estonia

eleonora_volovik — 2017-11-12 22:06:01 UTC

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.

Cátia Santos, Portugal

badkat187 — 2017-11-12 22:23:13 UTC

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.

Lúcia Ferreira, Portugal

luciamealhada — 2017-11-13 01:25:58 UTC

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

Ana, Portugal

2017-11-13 08:36:31 UTC

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.

Olga Santana

2017-11-13 11:54:18 UTC

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.

Rita Correia, Portugal

rita_correia — 2017-11-13 13:44:48 UTC

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.

Ignacio Sánchez, Spain

nachodeva1a — 2017-11-13 16:10:26 UTC

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 .

Rubén Mayor, Spain

rmayor — 2017-11-13 16:56:17 UTC

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

Niyazi ALKAN-Turkey

niyazialkan1549 — 2017-11-13 17:10:15 UTC

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.

Cristina Pop, Romania

2017-11-13 17:56:57 UTC

Cristina Pop

2017-11-13 17:56:57 UTC

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.

Ritva Metso, Finland

2017-11-13 18:38:19 UTC

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.

Angela Santos Spain

angela_santos — 2017-11-13 19:27:00 UTC

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.

Raffaella Castellina, Italy

raffaella_caste — 2017-11-13 19:43:10 UTC

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.

Natali, Italy

2017-11-13 20:20:39 UTC

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.

Teuta Dimo, Albania

teutadimo — 2017-11-13 20:22:43 UTC

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.

Laura Maggio (Italy)

lamaggio14 — 2017-11-13 20:51:18 UTC

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

Renata, Croatia

2017-11-13 21:20:22 UTC

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.

Habibe Barut,Tukey

asitane83 — 2017-11-13 21:26:48 UTC

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.

María Z, Spain

2017-11-13 21:41:50 UTC

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.

Ilze Krastina, Latvia

ilze_krastina — 2017-11-13 22:11:19 UTC

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.

Javier Sillero, Spain

2017-11-13 22:12:29 UTC

Juliana, Brazil

julianabeatrizsl — 2017-11-13 23:40:09 UTC

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

Conceição, Portugal

saolsilva — 2017-11-14 02:12:29 UTC

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!

Ruta Jegnoraite - Juskiene, LT

rutajeju — 2017-11-14 09:27:29 UTC

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.

Ana Barbosa, Portugal

2017-11-14 09:50:45 UTC

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.

Mafalda Lapa, Portugal

lapa_mafalda — 2017-11-14 11:05:26 UTC

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.

Mª Ángeles, Spain

2017-11-14 11:42:31 UTC

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.

Silvia, Italy

silvia_baccaro1 — 2017-11-14 11:49:05 UTC

In my school we use both formative and summative evaluation.

Donka Slavcheva, Bulgaria

dkirovska — 2017-11-14 11:56:04 UTC

Testing is more objective. I like to appreciate the work of my students, but I always worry that I may be subjective.

Bianca B, Romania

bbyancka — 2017-11-14 14:07:18 UTC

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.

William, Ecuador

2017-11-14 14:35:41 UTC

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.

Raicu Claudia Amalia

claudiaraicu81 — 2017-11-14 15:50:28 UTC

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.

Feruze İlkatmış,Turkey

feruzeilkatmis — 2017-11-14 17:41:20 UTC

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

Jose Maria Reillo (Spain)

reillo7 — 2017-11-14 17:52:11 UTC

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

Sara, Spain

sara_miguelez — 2017-11-14 18:10:25 UTC

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.

David Nuh - Turkey

2017-11-14 18:34:41 UTC

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.

Nicoletta - Italy

nicosando — 2017-11-14 20:00:15 UTC

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

Marco, Portugal

2017-11-14 21:24:05 UTC

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.

Juan, Spain

2017-11-14 21:53:03 UTC

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

Damla Güder, Turkey

dml — 2017-11-14 22:30:08 UTC

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.

Orbe, Las Palmas de Gran Canaria, Spain.

beorlinda — 2017-11-14 22:55:33 UTC

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.

Alicia, Spain

2017-11-14 23:54:54 UTC

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.

Maka Marjanidze,Georgia.

2017-11-15 02:08:15 UTC

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.

Slavka, Bulgaria

slavle — 2017-11-15 07:21:03 UTC

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.

Lana, Ukraine

2017-11-15 07:23:58 UTC

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.

Stoyan Faldjiyski, Bulgaria

2017-11-15 10:28:42 UTC

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

Maria Castro Portugal

2017-11-15 11:29:32 UTC

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:

Paola. Italy

paola_tona — 2017-11-15 12:57:43 UTC

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
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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

Ana Marques. Portugal

anabmarkes — 2017-11-15 15:26:11 UTC

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.

Ko

konstantinakokmotou — 2017-11-15 17:20:05 UTC

In order to assess my students, I use a mix of methods such as written tests, questions, observation etc.

Ilona Italy

barbero_ilona1 — 2017-11-15 17:22:30 UTC

I use both oral and written tests, but I always try to discuss with my students' their most common errors.

Rocío, Spain

2017-11-15 18:32:49 UTC

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

Elena Italy

elenabalestrieri209 — 2017-11-15 19:23:28 UTC

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.

Lucía Rodríguez Cuenca, Spain

rodriguezcuencalucia — 2017-11-15 19:58:40 UTC

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)

Tereza Lombardi, Brazil

lombardi_tereza — 2017-11-15 20:14:11 UTC

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.

Catia Horning, Portugal

catia_horning — 2017-11-15 21:00:46 UTC

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.

Cristina Cruz, Spain

cristina_cruz — 2017-11-15 21:01:08 UTC

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.

Tasos Gkinis, Greece

2017-11-15 22:17:12 UTC

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.

Katia, Italy

katifets1 — 2017-11-15 23:00:39 UTC

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...

Antonia, Spain

llorente259 — 2017-11-15 23:14:26 UTC

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).

Sofia Rosado Dias, Portugal

sofia_rosado_dias — 2017-11-16 09:39:47 UTC

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.

Laura Dominguez, Spain

ldominguez_dpou — 2017-11-17 12:58:12 UTC

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.

Manuel Fernández, Spain

mfdolon — 2017-11-17 21:29:39 UTC

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.

Vítor Silva - Portugal

vitorlousilva — 2017-11-18 00:24:09 UTC

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.

Pamela, Malta

pamfen — 2017-11-18 09:30:31 UTC

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.

Agnieszka Kryjewska, Poland

2017-11-18 10:08:32 UTC

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.

2017-11-18 18:26:41 UTC

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

Elena

2017-11-18 21:58:26 UTC

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.

Helene Stavropoulou, Greece

elenistavro7 — 2017-11-19 17:48:37 UTC

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.

Anna, Poland

anna_zawadzka — 2017-11-19 22:15:14 UTC

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.

Assesment is necessary always in education programes and projects

2017-11-20 09:08:14 UTC

Areti

Alessandra,Italy

o_alexa — 2017-11-20 16:10:59 UTC

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.

Ana, Spain

2017-11-20 16:28:23 UTC

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.

Isabel Gama, Portugal

igama — 2017-11-20 21:12:23 UTC

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.

Alda Santos Portugal

2017-11-22 16:42:09 UTC

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.

María José Sierras, Spain

mjsierras — 2017-11-22 17:01:37 UTC

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.

Ana Figueiredo, portugal

anacpfigueiredo — 2017-11-22 18:55:04 UTC

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!

Imen Tekaya,

imen_tekaya — 2017-12-06 10:52:31 UTC

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

Isabel Quirino, Portugal

isabelquirino — 2017-12-06 17:00:13 UTC

I'm school psychologist, I decide, in programs and activities, how are we going to assess learning

Maria Carmela, Italy

2017-12-12 14:13:23 UTC

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.

Roberto, Italy

2017-12-12 14:22:34 UTC

2019-11-03 21:05:20 UTC

In my country evaluation is basedon written tests and at the endof the semester their grades are distributed to parents.

2020-07-06 12:00:24 UTC

Danny, Indonesia.
In our school, we use both formative and summative test, courseworks, project works and also daliy quizes an holiday homework.

SALEH BARAHMEH /JORDAN

2021-03-26 13:51:54 UTC

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