all in teacher kit | Section two

Assessment of learning to learn skills Go to Goals & methodsGo to Social Books Creator

European teachers are aware that in order to provide inclusive education, assessment, as an essential component of teaching and learning, has to be designed as inclusive too.
In the last two decades the European Union has promoted a large number of intellectual and political initiatives towards the goal of Inclusive Assessment. In 2008 an important step was marked with the Cyprus Recommendations on Inclusive Assessment, to which more than 150 participants representing 29 countries have contributed.

In the Cyprus Recommendation it is stated :

“The Representatives assert that in all countries… […] Assessment can contribute, or alternatively hinder the process of inclusion. The development of assessment procedures and inclusive practice generally appear to be connected; […] Whilst recognising the role of diagnosis within assessment
procedures, there is a need to shift the emphasis of SEN related assessment away from an over-reliance on initial identification linked to diagnosis and resource allocation (often conducted by people outside the mainstream school) to on-going assessment conducted by teachers and other professionals, that directly guides and informs teaching and learning; There is a need to develop systems of on-going, formative assessment that are effective for mainstream schools: giving schools
and class teachers the tools to take responsibility for assessing the learning of all pupils including pupils with special educational needs and furthermore initially identifying the special needs of other pupils.
The Representatives agree… Upon the concept of Inclusive Assessment. An approach to assessment in all educational settings where policy and practice are designed to promote the learning of all pupils as far as possible; That the overall goal of inclusive assessment is that all assessment policies and
procedures should support and enhance the successful inclusion and participation – physical, social and academic – of all pupils including pupils who are vulnerable to exclusion and especially pupils with special educational needs”.

Cyprus Recommendation




In the targeted research of IO1 ‘All-In Identikit’, teachers from 5 EU countries have been asked:

“How do you assess and then develop ‘learning to learn skills’ with your students?”.

The collected answersshow the following situation.


most of the teachers do assess their learners before, during and after the lessons in order to detect and provide support where needed depending on the different learning styles of their learners. Few teachers replied that they do not have the time to do this, since the learners should have learned the principles of ‘learning to learn skills’ in their lower classes during primary school and they expect this to be mastered by the learners during secondary school. Hence, they do not invest time to assess or support the learners on this.


almost all teachers who took part in this questionnaire do assess their learners before, during, and after the lessons in order to detect and provide support where needed depending on the different learning styles of their learners.


most teachers, 18 out of the 22 who filled the questionnaire, do assess and help develop the ‘learning to learn skills’ of their learners.

Germany and Romania:

most of the teachers do assess their learners and help develop their ‘learning to learn skills’.

The answers of the teachers who do assess and help develop the ‘learning to learn skills’ of their learners can be categorized under 20 methods In this report they will be referred to as assessment methods.

Each assessment method includes:



A theoretical description


Teachers Say

Teacher quotes selected from IO1 ‘All-In Identikit’ targeted research.

Assessment methods

1. Structured tasks / exercises

Task structure refers to a system by which tasks are clearly defined and described; one in which larger tasks are broken down into smaller, more manageable tasks. The use of this step by step plan helps to fully prepare learners to complete their assigned tasks in a way that uses time and resources more efficiently. In many cases the structure of the tasks can be set from easy to difficult.

Structured tasks include clear instructions and step by step plans that help learners to be organized in their work and learning.

“I assess the ability to ‘learn to learn’ through descriptors and indicators that translate the achieved competence level into a 1 to 10 evaluation. I stimulate the development of this competence by giving tasks that imply to collect the necessary information from different sources, to select them according to priorities and purposes; to organize them in coherent summary frameworks, including diagrams and maps.”

“By games and exercises of different levels of complexity. I propose to them to prepare exercises for their mates.”

“Fixed structures, successive practice, then handed over to the pupil, practice, practice, practice…”

“Very important method diversity, clear structures, rules and rituals in classes. Work with week plans…”


2. Learning Together – Cooperative Learning Activities – Group Learning

Learning to learn is a set of soft skills that need to be verified on the modalities of the approach to a certain discipline, in order to understand in which way the learners are capable of learning.

Cooperative learning/group learning is an instructional strategy in which groups of learners work together on a common task. The task can be simple such as solving a math problem or complex as designing a school garden.

The purpose of group learning/cooperative learning is to make each learner in the group a stronger individual on his/her right. Learners learn together so that they can subsequently perform higher as individuals. ‘Learning to learn skills’ can be assessed during different cooperative learning activities. To enhance the quality of the learning process of each learner, it is essential to create structured moments, related to the content of the group learning moment, where
learners can autonomously develop their tasks.

This helps learners to trace back their knowledge in an autonomous way and help them in interiorizing a method.

“In my opinion, learning together is fundamental and stimulating for everyone because each student makes his or her abilities available. The student both supports and is supported.”

“Learning together is fundamental and stimulating for everyone because every student shares his own capabilities. He supports and is supported.”

“By reality tests and activities, where they need to cooperate and take individual initiative.”


3. Metacognition

Metacognition is a self-reflection action on one own’s learning process, that help focusing on what are the objectives, the strategies and tools and the motivation of the learning process itself. It helps to observe and to reflect upon the ‘learning to learn skills’ and to improve the learning process as a whole. Metacognition is strengthened in a process where the progressive autonomy of learners is encouraged. This happens through the request by the teacher of a reliable feedback at the end of an activity, in order to collect useful elements to orientate the development of learners’ skills, and thus to address specifically ‘learning to learn skills’.

Simultaneously, the teacher providing learners constant feedbacks on the activities that they autonomously carry out, helps them develop and understand which are the strong and weak points of their learning process.

“Evaluation is a complex process that comprehends different typologies of tests: written, oral, performative ones. I think “learning to learn” can be developed through concrete solutions, but also through meta-cognition guided by the teacher. However, a concrete approach is not possible in all kinds of subjects.”

“Learning to learn is a skill that allows awareness of each one’s learning processes. This skill empowers the person to make into practice the strategies more suitable for the achievement of one’s training needs. I encourage my students to achieve this skill and I support them in meta-cognitive processes on methodologies and strategies enacted by them in order to achieve news skills in different subjects (I follow different subjects since I am a support teacher). My role indeed gives me the opportunity to guide students in a self-evaluation process related to learning methodologies and strategies that have been more successful than others for the achievement of expected results (always in different subjects).”

“… I suggest learners use metacognitive strategies. I try to involve the student in a way that makes him aware of his own learning.”


4. Assessment Rubrics

Assessment rubric is a tool used to interpret and grade learners’ work against criteria and standards.

Rubrics are usually structured using a matrix or grid and are sometimes called ‘criteria sheets’, ‘grading schemes’, or ‘scoring guides’. Rubrics can be designed for any content domain.

Assessment rubrics 5 :

● provide a framework that clarifies assessment requirements and standards of performance for different grades. In this, they support assessment as learning; learners can see what is important and where to focus their learning efforts;
● enable very clear and consistent communication with learners about assessment requirements and about how different levels of performance earn different grades. They allow assessors to give very specific feedback to learners on their performance;
● when learners are involved in their construction, encourage them to take responsibility for their performance;
● when used for self-assessment and peer assessment, make learners aware of assessment processes and procedures, enhance their meta-cognitive awareness, and improve their capacity to assess their own work;
● can result in richer feedback to learners, giving them a clearer idea where they sit in terms of an ordered progression towards increased expertise in a learning domain;
● by engaging staff teams in rubric-based conversations about quality, help them develop a shared language for talking about learning and assessment;
● help assessors efficiently and reliably interpret and grade learners’ work;
● systematically illuminate gaps and weaknesses in learners’ understanding against particular criteria, helping teachers target areas to address.

“I take into consideration topics of their interest and then I evaluate them by means of a rubric, in order to measure their participation in group works or by forms in order to assess their individual work.”

“Using a didactic for skills that has been studied and approved within my Institution, evaluating with assessment rubrics that take into account the skills development of students.”

“…the use of explicit rubrics…”


5. Providing feedback

Feedback is an important part of the assessment process. It has a significant effect on the learners’ learning.

The main objectives of feedback are to:
● justify to learners how their mark or grade was derived
● identify and reward specific qualities in learner work
● guide learners on what steps to take to improve
● motivate them to act on their assessment
● develop their capability to monitor, evaluate and regulate their own learning.

Furthermore, feedback needs to be constructive, timely and meaningful.

“…I try to push them to develop this ability by reflecting on the mistakes done.”

“…working in a transparent way and providing clear feedback”

“…they receive and provide each other with feedback”

“…I give my pupils feedback on this individually. After all, every student has his own learning strategy”


6. Self-Evaluation

Self-evaluation is key to improving one’s ability to learn.

Using self-assessment as a result gives a more accurate picture of understanding, since it enhances the metacognitive capacity of learners.

Self-evaluation or self-reflection on one's own work is done to check the quality of learning after each step of a structured activity.

The alternation between steps and tests pushes learners to have an increased awareness of their learning process.

“I invite pupils to self-assess themselves in group works through dedicated shared rubrics…”

“Using self-assessment as a result gives a more accurate picture of understanding, since it enhances the metacognitive capacity of the student body. In addition, self-assessment implies, being aware of and thoroughly knowing the objectives of teaching and learning, which helps in the definition of
objectives, the ability to plan and the choice of learning methods.”

“Making them responsible for their learning process. Self-evaluation processes and voluntary works that are recognized and recognizable in their evaluation process.”

“…mainly learning to learn happens through self-evaluation procedures”


7. Providing Support

Observation, assessment and development of ‘learning to learn skills’ can be obtained through specific actions carried out by the teacher in order to methodically support the learners, such as reduction of content and attention to the needs of the individual learner.

Support can be provided in the form of key information to develop a learning path and then through observation of its development, proposal and suggestion of modifications to the learning path and final assessment of the progresses.

“…I spend time on helping develop their learning to learn skills, a lot of attention is given during the lessons. Pupils cannot do this independently, and still need a lot of support. The difference with the primary school is too big”

“…my pupils learn in class to prepare for a test, I go through them with the different learning contents and corresponding goals, and go over the different learning skills”

“…I think it is very important to pay sufficient attention to this. Pupils need this and certainly cannot do this independently. They need guidance. Together with my pupils I look for how they can prepare for a test or an exam”

“…for my pupils it is important that they receive sufficient support in this. They cannot do this on their own”


8. Giving Tools

Learning tools are many and different with respect to their goal, their functioning and their complexity. Usefulness to the learning process is the criterion that guides teachers in choosing the right tool for each learner, and teachers have to keep in mind that learners are likely to find useful different tools to support the development of their ‘learning to learn skills’.

This holds true for all learners and applies more relevantly to SEN learners.

Learners become autonomous in this process especially when tools are provided and presented as a concrete representation and/or an extension of learners cognitive domains: remembering, understanding, applying, analyzing, evaluating and creating

“I teach how to make a summary of a written text or how to build a concept map on a topic.”

“…I always give basic tools that are necessary to create, learn and report in autonomy.”

“Providing the pupils with tools to create an extra motivation on the task of learning. They will be capable to choose their best way by themselves.”

“For example, I provide the pupils with sources (internet, book box, worksheets, etc.) and support them in their research work,…”


9. Independent work

The development of ‘learning to learn skills' is often related to the acquirement of autonomy by the learners through independent forms of work. Therefore, teachers try to stimulate them to think about strategies to approach a problem, thus developing their capability of questioning.

Progressive and structured moments in which the autonomy of learners is encouraged represents a means in order to develop ‘learning to learn skills' for many teachers.

Sometimes ‘learning to learn skills’ are regarded as something that cannot be acquired but independently.

“Making previous questions that pupils must answer before explaining the lesson.”

“In classes 5, 6 and 7, I gradually let the pupils practice their independence in checking learning processes with checklists,…”

“…this is a very important part of my lessons, pupils get sample questions for home to study. For example during test periods or exams”

“…I leave room for the pupils to make mistakes, this is certainly allowed in the course of the process. They must then look for solution strategies by themselves, with me their teacher or their classmates”


10. Group Work

Teachers suggest group work as an effective way to develop ‘learning to learn skills’.

Group work allows learners to be independent with respect to the teacher, yet at the same time they are compelled to compare each other's cognitive style and to eventually assimilate to them. Interaction between heterogeneous approaches to learning appears to be a valuable method by means of which
an individual learner self-evaluate her/his ‘learning to learn skills’.

“By group work, materials, research and personal elaboration…”

“Teamwork, reciprocal learning, shared narration of each one’s own cognitive biography, reworking and assimilation, transferring of what is learnt.”

“I invite pupils to self-assess themselves in group work through dedicated and shared rubrics. I also believe it is very important to increase students’ self-esteem, so I propose as much as possible laboratory or problem-solving activities, in which pupils can confront themselves with ‘real’ situations and where they can play different roles, assigned according to their personal inclinations. In this way, everyone can be valued and can give his own contribution to achieve the final objective.”

“Table groups with heterogeneous composition.”


11. Games

Games have been used as key activities for teaching and learning as long as there have been education environments. The interaction required for successful game play draws the player in to learn the interface, to master what makes an appropriate move in the space, to learn from failure and to explore how to seek help.

Each of these behaviors is a key feature of successful learning, and each is required in even the most humble game environments.

Every kind of game has a system of points, badges, rewards and leaderboards featured that can be replicated in an educational context providing different motivations and needs for interaction or self-expression to learners.

“By games and exercises of different levels of complexity.”


12. Developing Reasoning

Explicit reflection on reasoning between learners and teachers helps the development of ‘learning to learn skills’.

This can be done as an assessment of the logics of the individual learner and/or through the enforcement of acquired learning skills.

“I help them in developing reasoning that facilitates the memorization of the acquired skills.”

“I try to simulate the reasoning that is the most suitable to his way of to use logics…”

“Reflect again and again about learning.”

“About the portfolio with reflection and feedback.”


13. Project-Based Learning (PBL)

Project-based learning is used to introduce learners to research within their regular classes. Starting from an exploration of previous ideas in relation to a specific topic, a hypothesis is formulated that will have to be validated throughout a research process. Learners are organized in heterogeneous groups who carry out the research and perform the data analysis.

The role of the teacher is to guide the learners in their group work and to provide support when needed. In this methodology, knowledge learning has the same importance as the acquisition of skills and attitudes.

It is important to understand that it is a methodology and not an instructional strategy. It is also considered a learning strategy, in which students are faced with a project that they must develop. It involves sustaining learning by avoiding their passive role and working from their active and critical participation.

“…I also think that the Project Based Learning (PBL) is a useful and efficient methodology to develop the ability of ‘learning to learn’, by training one’s skills and by experiencing concrete situations to face.”

“…I foster their development through experiential project activities.”

“Project days in subject lessons.”


14. Individualized evaluations

Development and assessment of ‘learning to learn skills’ is done by stimulating the individual creativity of learners with the use of open-ended questionnaires.

The assessment has to take into account learners’ individual efforts and their starting proficiency level, through evaluation tools in which priority is accorded to personal initiative, daily attitude, interest, participation.

“Through an individualized evaluation, an adaptation of the objectives and generalizing it to their learning contexts.”

“I evaluate taking into account three knowledge sections (exams, papers, etc), then another section where the procedures (practical work, presentations, homework) are valued and finally the attitude of the students in front of the subject (not the behaviour but as the worked throughout the quarter, social skills with other colleagues, participation). To develop learning to learn the student is taught aprior knowledge about the subject that we are working and then have to go looking, expanding information through various media because then you have to transmit to your colleagues through presentations. Throughout this process the student is guided to be self-sufficient in his work, which leads him to learn things for himself.”

“…I have workbooks made which function as a portfolio and give feedback, among other things, on assessment sheets.”


15. Observations

Teachers from All-Inclusive School project stakeholders network use observational rubrics – in addition to the written evaluations – that they complete according to the objectives they have set.

The teachers observe the work from different corners and within different projects. It gives them freedom to work, observe and strengthen the connections with their learners. Daily, every activity is tackled with great consideration and direct observation is a fundamental pillar. In general, teachers are very happy with the results.

It is hard to start from zero because the teacher has to prepare a lot of materials for each content he/she works with, but in this way he/she can be sure that one way or another the learner acquires it.

“Assessment by observation.”

“It is very important for me to continuously observe my classes. I write all kinds of clues that the pupils provide me during activities. My evaluation is not only through exams but is continuous on a daily basis.”

“Through direct observation…”


16. Providing tips

‘Learning to learn’ is something worth of specific tips and examples during and after classroom activities.

Sometimes teachers design their lessons in steps that are followed by examples, thus alternating parts of the teaching/learning process that refer to more theoretical or universal content and parts that refer to more concrete or practical ones.

“Through an individualized evaluation, an adaptation of the objectives and generalizing it to their learning contexts.”

“I evaluate taking into account three knowledge sections (exams, papers, etc), then another section where the procedures (practical work, presentations, homework) are valued and finally the attitude of the students in front of the subject (not the behaviour but as the worked throughout the quarter, social skills with other colleagues, participation). To develop learning to learn the student is taught aprior knowledge about the subject that we are working and then have to go looking, expanding information through various media because then you have to transmit to your colleagues through presentations. Throughout this process the student is guided to be self-sufficient in his work, which leads him to learn things for himself.”

“…I have workbooks made which function as a portfolio and give feedback, among other things, on assessment sheets.”


17. Proposing challenges

Challenges are seen as a tool to develop ‘learning to learn skills’ because they put learners in different contexts with respect to ordinary learning processes.

The content and the skills they have already acquired are thus tested through new sets of learning objects and receive in return renewed values and meanings.

“Propose to pupils situations and problems in which they are forced to implement knowledge and skills learned in contexts other than the one proposed. Verify that pupils are able to make this transfer shows that they have a deep understanding of what they have learned and the learning process that
made it possible.

That is, the pupils develop the ability to adapt, to take advantage of their previous knowledge to learn in an agile way in new contexts.”

“Proposing challenges to bring them to completion.”


18. Process evaluation

Process evaluation is concerned with evidence of activity, and the quality of implementation. It focuses on the implementation process and attempts to determine how successfully the learner followed the strategy/instructions/etc. as opposed to outcome evaluation.

“Assessment of learning process and learning product,…”

“In small stages, evaluation of the process.”


19. Self-articulation

Self-articulation consists in providing the learners with the opportunity to articulate by themselves their understandings and their needs. Self-articulation is a method that has a positive impact on ‘learning to learn skills’ in the measure that it helps improve learners’ communication skills.

This link between communication and learning has similarities to the relationship between speech and thinking in the concept of “inner talk” depicted by Vygotskij.

“…together with the pupils I look for how they can prepare for a test or an exam. Not only by providing them with example questions in advance, but also by letting them articulate their thinking process and allow them to learn from each other”.


20. Give time

According to some teachers, time is very important. By giving time, they do not rush the learners who consequently become more comfortable and feel supported by the teacher. This holds true especially with respect to SEN learners.

“…first correct without providing the correct answer and then provide them with time to think for themselves”

“…by clearly explaining the goals to my pupils at the start of the lesson and by giving them time at the end of the class to check with other pupils if they understood the learning goals and how to achieve them. I invest a lot in interaction between the pupils”

“…during the lessons, time and space are made available for the pupils to learn how they need to study the different subjects”

“…by providing the pupils with time throughout the lesson”


Examples of Learning to Learn Skills Assessment Methods

Five examples of learning to learn assessment methods will be presented in this section.

The choice of described examples depends on the contribution provided by the teachers and not on their importance or priority.

Each example is described in details, including:

1. Applies the best

examples may indicate which age group the method is recommended for, which subjects is more suitable for it or in which cases the method is more effective ;

2. Requires:

knowledge or materials/tools needed to implement the method as in the example;

03. Description:

indication to teachers for the implementation of the method as in the example. In this section, instructions are directly addressed to teachers.

Example 1.

Structured tasks and assessment 


The development of learning to learn skills is related to forms of teaching that encourages:
● clear structures such as level or phases;
● rules and rituals;
● interdisciplinarity and connection with real life situations;
● individual research and practice.

Rubrics and indicators
Conduct the assessment through rubrics with indicators that show the correspondence between the stimulus of such forms of teaching and the actual behaviour of the learner.
When designing a course or learning unit, take into account the indicators used in the learning to learn assessment rubric to develop the course structure in detail. Therefore, phases, rules, rituals, interdisciplinarity, connections and individual work have their own specific actualization (through the learners’ behaviours) into the different describers deployed in the rubric.

Tool: see the example of assessment rubric in the Appendix section, pag. 136 of the Teacher Kit.

Method 1:

Structured tasks/exercises

Applies the best:

When matching the assessment of lifelong learning competencies with ordinary evaluation systems.


School policy that permits the merging of lifelong competencies assessment into one grade or final evaluation.

Example 2.

Shared Rubrics


Direct observation of how learners work makes it possible to detect the most important and not always obvious difficulties. Based on this, you can provide the learners with activities that suit their needs in a better way. Furthermore, with observation you can better understand how the learners apply learning to learn strategies. Share ahead of time the evaluation criteria listed in your rubric with the learners. In this way, they are informed and can concentrate on achieving the goals/criteria that are set.

Your reflection on their own evaluation criteria is very important and helps in evolving towards a fair and exhaustive assessment.

The fair, objective and unbiased reflection through rubrics gives you a picture of the real characteristics of learners. This helps them in being aware of what kind of intelligence (or senses) their learners use in learning to learn.

 Tool: see the example of assessment rubric in the Appendix section, pag. 138 of the Teacher Kit.

Method 4:

Assessment Rubrics

Applies the best:

In practical subjects or activities that end with concrete outputs


Excellent time management in class. Adaptations for SEN learners

Example 3.

Credits for Voluntary Activities


 Credits as marks

Throughout the school year learners perform a series of activities on a voluntary basis, this may value up to 20 credits, depending on the quality of work. 20 credits (or any other maximum you choose) is equal to one evaluation point.

Voluntary activities
In social studies classes: these activities may be cultural visits that you indicate in her/his blog or in class. Such as visits to exhibitions, museums, cultural events, readings, viewing of films or documentaries.
In English or French literature classes: what the language teachers indicate are – for instance – voluntary readings in English or French, plays or movies in original language.
Criteria: activities should be available to everyone in class and should be related to the topics being studied. It is up to you to establish the relationships between your course and the activities.

Notions from informal learning
Once the activity has been accomplished, provide the learners with a questionnaire. In the case of reading books, watching films and documentaries: the questionnaire will aim at investigating the historical context of the book or piece of work. In the case of cultural visits: the questionnaire will investigate the experience and its impact on the learners. You can learn more about your learners through their reactions and experiences, while learners have the chance to invest time in learning outside the school hours and with no performance pressure.

Conditions to add credits
Set a minimum basis for applying credits in your evaluation system: for instance, learners may have to have scored at least a 4/10 in a content test related to the topic of the activity. In this way, those who find it difficult to memorize can improve their grades through voluntary work, while the ones with
outstanding grades have no limits to continue working.

Learners’ questions
Some questions may arise from learners concerning this activity. These examples, and the related
answers, could help to clarify how to organise it.
“Can I do all the credit assignments I want? If I collect 200 credits, will the teacher grade me with 10

Normally learners attend one or two voluntary activities per term, even when you do not fix a limit, so it would hardly be the case. If you feel more comfortable, you can set an agreement with the learners on the maximum amount of points that can be obtained.
“This Christmas I have been to Rome, can I do a job for credits?”
The answer is no, because credits must be available to everyone and not everyone has the chance to go to Rome.
“I have a movie or a book that takes place in a specific historical moment, but it is not in the teacher’s blog. If I read it, do I have credits?”

Learners should inform you first, so that you can get acquainted with the piece/book and if it is suitable with the teached topics, you can accept it. Leave voluntary activities as open as possible.

Method 6:

Self evaluation

Applies the best:

In problem-based learning activities, real life situations and informal activities.


Teachers to be flexible with the study materials and readiness to add resources to the course materials.

Example 4.



This process allows learners to avoid blaming you on their less acceptable grades. Share the evaluation responsibility through learner self-assessment. Learners revise and correct their own exams with your continuous direction.

How can it be done?
One day after the exam, ask learners to use the study materials and a coloured pen to correct the exam. They can look for the correct answers in their study materials and evaluate the correctness of the answers accordingly. Provide an explanation of the grading criteria for each question. If the
learners are used to this type of self-evaluation, you can share an evaluation rubric with the required evaluation criteria. After the self-assessment is done, the learners are called to “pay a visit” to you to share and revise their final grade.
Depending on the age of the learners, the grades might be set as higher or lower but for the most they are very close to what you would give.

Method 6:


Applies the best:

With learners with an age group of 14-19.


Ability to be self-conscience.

Example 5.

Formative and Summative Assessment


Complementary assessments
Formative assessments are quizzes and tests that evaluate how someone is learning throughout a course.
In the classroom, it means that formative assessments take place during a course and summative assessments are the final evaluations at the end of the course. Keep in mind that evaluation is not only the end of a course, but the process through which the learners learn and accomplish the learning objectives. The evaluation percentage can be divided between summative and formative assessments, so that they complement each other, e.g. 40% and 60% as values for the final
evaluation. In this way, the school provides a more realistic evaluation to the learners.

Formative assessments are evaluations of someone’s learning progress in a classroom. Summative assessments are focused on a more formal and traditional learning, and take place by means of exams, presentations, assignments.
Common formative assessments include: learning through the acquisition of skills and competences, such as ‘Learning to Learn’, and other values like attitude, effort and responsibility of the learners.

Assessment tools
Useful tools that help evaluate or assess learners with difficulties or learning needs in a formative way
● Quizzes
● Games
● Projects
● Presentations
● Group activities

Tips for formative assessments
⮚ It works best if done on a regular basis. Weekly, for example every Monday and Thursday or
scheduled in the lesson plan, for example at the end of each unit;
⮚ Flexibility: games, group presentations, and hands-on activities could be used;
⮚ The use of group style assessment, such as games;
⮚ Individual assessments, such as quizzes;
⮚ It provides a better understanding of how learners learn;
⮚ It helps design your classroom assessment to work for as many learners as possible.

Method 15:


Applies the best:

With learners with mild to high difficulties in accomplishing the learning objectives


School policy on formative assessment that allows the merging of the two types of assessment into one final grade or evaluation