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In most European countries there has been a long debate about assessment methods, especially to have systems besides or instead of standardized testing. Education research clearly shows that the quality of teaching and especially the professional commitment of teachers is strongly linked to accountability and centralised tests. The more trust is put in the teachers by the government, the more likely it is that the best people choose teaching as a long-term profession.
At the same time, this trust in an inclusive school must also be accompanied by a continuous refinement of assessment methods, especially formative assessment. Another important issue in the daily life of teachers (but also an important policy topic) is the assessment and validation of skills, knowledge and competences not gained in the classroom.
For inclusive teaching and offering all students the support the given child needs it is elementary to have methods in place for recognition, validation and formative assessment.