This publication presents the main findings from the first phase of the Agency Assessment project. It is based on information describing assessment policy and practice provided by 23 countries.

The main focus for the project was upon assessment that informs teaching and learning in primary inclusive settings. This report considers issues relating to legal frameworks and policies for assessment in inclusive settings and how these direct assessment practice. It also considers the key question of how to move assessment procedures away from a 'deficit' approach (or medical model) towards an educational approach. Overall, the report considers how assessment in inclusive classrooms can inform decision-making about teaching and learning in the best possible ways.

This report aims to provide a useful source of information for policy makers and practitioners working with assessment in primary inclusive settings. This includes special needs education practitioners who have a particular interest in policy and practice that supports inclusion. However, it also includes policy makers and practitioners who are responsible for developing and implementing mainstream assessment policies that should consider the needs of all pupils, including those with SEN.

Download the report in English here.
or one of the 18 Agency languages as a pdf document using this link.