A Formative, Inclusive, Whole-School Approach to the Assessment of Social and Emotional Education in the EU. Analytical Report

Autor/inn/en	Cefai, Carmel; Downes, Paul; Cavioni, Valeria
Institution	European Commission, Directorate-General for Education, Youth, Sport and Culture; European Union (EU) (Belgium); Public Policy and Management Institute (PPMI) (Lithuania)
Titel	A Formative, Inclusive, Whole-School Approach to the Assessment of Social and Emotional Education in the EU. Analytical Report
Quelle	(2021), (95 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-92-76-21356-7
Schlagwörter	Foreign Countries; Educational Assessment; Formative Evaluation; Holistic Approach; Social Emotional Learning; Evaluation Methods; Program Implementation; Summative Evaluation; 21st Century Skills; Guidelines; Competency Based Education; Developmentally Appropriate Practices; Culturally Relevant Education; Equal Education; Self Evaluation (Individuals); Teacher Education; Student Centered Learning; Peer Evaluation; Rating Scales; Standardized Tests; Student Evaluation; Portfolio Assessment; Learning Analytics; European Union + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; Holistischer Ansatz; Richtlinien; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Entwicklungsbezogene Bildung; Lehrerausbildung; Lehrerbildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Rating-Skala; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; Portfoliobeurteilung
Abstract	This analytical report seeks to address the evident gap in the formative assessment of social and emotional education by providing a framework indicating how social and emotional education may be assessed through a whole-school approach, both at individual (learner) and contextual (classroom climate and whole school system) levels, accompanied by illustrations of how this may be carried out in schools. It presents a framework of guiding principles for the formative assessment of social and emotional education within the EU, and provides various tools that may be used to formatively assess social and emotional education at the levels of the individual learner, classroom climate and whole-school system. The report also identifies a number of areas that need to be addressed in order to advance the effective implementation of the formative assessment of social and emotional education in the EU. This report should serve as a platform for the development of a formative, collaborative, systemic and inclusive European identity for SEE assessment, in contrast with other individualistic, personality- and character-based, and normative modes of assessment. It also provides a more integrated framework for the assessment of SEE in the EU and helps to bring greater consistency to assessment practices for this key competence at regional, national and European levels. (As Provided).
Anmerkungen	European Commission. Available from: EU Bookshop. e-mail: bookshop@publications.europa.eu; Web site: http://bookshop.europa.eu/en/home/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01