Involvement in assessment: every student matters!
Teachers are looking for ways to get as many students as possible to learn. Research shows that involving students in their own learning process, as well as responding to differences, works. In the InspiLeertool we interpret the meaning of the term 'assessment' more broadly than the term 'evaluation'. Assessment involves collecting information about the learner's learning process. This means determining, mapping, providing feedback and assessing the learning process and results of the student.
There are already many sources in the literature about this, but the transfer to concrete educational practice is not obvious. The InspiLeertool wants to respond to this by starting from schools and teachers, who are already well advanced in involving every student in their own learning process and evaluation. Based on interviews with these teachers and policy officers of these schools, inspiring practices and documents were mapped. These formed the basis for the development of the InspiLearning tool.
When collecting the inspiring practices, the focus was on the third grade of primary education and the first grade of secondary education. Breaking the division between primary and secondary education was a conscious choice and arose from the conviction that both contexts can (more) fertilize each other. The InspiLeertool therefore departs from the above contexts, but can of course also inspire other levels of education.
Research realisations and publications
Article
Evaluating in diversity: about maximizing learning opportunities for every student.
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