3. Support to learners

3.5. Learning and assessment

Teachers should be allowed the flexibility to adapt and personilise teaching to meet learners' diverse needs. Learner-centred approaches, including more active and interactive techniques, such as enquiry- and project-based teaching and learning and cooperative learning have proven to be beneficial. School and class organisation, including the use of space and time, should support the variety of student needs and teaching methods.

Teaching and learning in schools should also allow for a range of appropriate assessments, with a greater focus on diagnostic and formative approaches. Research has shown that timely, specific feedback to help close learning gaps (with learning tailored to specific needs) has a significant impact on learning including for marginalised learners. When they are fully involved in the process, learners are able to track their progress over time and to build their confidence in their ability to succeed. Formative and diagnostic assessment (including student self-assessments and family members' inputs) are powerful tools to raise achievement.

Find out more:

Black, P. and D. Wiliam, ‘Inside the Black Box: Raising Standards through Classroom Assessment’, Phi Delta Kappan, Vol. 92,2010, pp. 81 – 90.

De Witte, K., Nicaise, I., Lavrijsen, J., Van Landeghem, G., Lamote, C., Van Damme, J., ‘The Impact of Institutional Context, Educatin and Labour Market Policies on Early School Leaving: A comparative analysis of EU countries’, European Journal of Education, Vol. 48, No. 3., 2013, pp. 331 – 345. doi/10.1111/ejed.12034/

European Commission/EACEA/Eurydice/Cedefop, Tackling Early School Leaving from Education and Training in Europe: Strategies, Policies and Measures, Publications Office of the European Union, Luxembourg, 2014.

OECD, Policy Brief: Formative Assessment: Improving Learning in Secondary Classrooms (November), OECD, Paris, 2005.

Resources ( Search all resources )

Please note that for the moment the content on the resource pages is available in English only.

Language

Country

School level

INCLUD-ED Interactive Groups

10.12.2015
2
Pre-school, Primary, Secondary
Practice

Interactive Groups is one of the Successful Educational Actions (SEAs) identified in the research project INCLUD-ED. INCLUD-ED analysed educational strategies that contribute to overcoming inequalities and promote social cohesion, and those generating social exclusion, particularly focusing on vulnerable and marginalised groups. Interactive Groups are used to improve the education of children and youth in different contexts. They consist of grouping students in a class into small heterogeneous groups, each of them supported by an adult. Each of these groups is organised around four or five students, in a heterogeneous way regarding ability level, gender, culture, language and ethnicity. This example provides an understanding of IG and the results of their practice.

Areas: 2. Teachers; 3. Support to learners; 4. Parental involvement

Subareas: 2.1. Teacher skills and competences; 3.5. Learning and assessment; 3.9. Refugees, Migrants and Roma; 3.10. Targeted support - special educational needs and learning difficulties; 4.3. Spaces for parents and involvement in educational activities

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; North Macedonia; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

Rescur Surfing the Waves – Resilience Curriculum

29.11.2021
0
Pre-school, Primary
Practice (indirect evidence)

Rescur Surfing the Waves was a three-year Lifelong Learning Programme Comenius project that developed a resilience curriculum for early and primary education in Europe through intercultural and transnational collaboration.

Areas: 3. Support to learners; 4. Parental involvement

Subareas: 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 3.7. Monitoring learners at risk; 3.8. Targeted support - Language; 3.9. Refugees, Migrants and Roma; 3.10. Targeted support - special educational needs and learning difficulties; 3.11. Targeted support - disadvantaged socio-economic background; 4.1. Communication and information; 4.4. Family learning

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Country: Bulgaria; Croatia; Greece; Ireland; Italy; Lithuania; Malta; Portugal; Sweden; Turkey

The CARMA Toolkit: A step-by-step guide for implementing collaborative learning to increase student motivation and participation

10.07.2019
0
Secondary
Practice

The CARMA Toolkit fosters collaborative learning approaches in schools, based on non-formal learning (NFL) techniques, for learners who have been identified as being at risk of early school leaving and/or low achievement. The Toolkit provides practical resources for classroom practices and to transform school cultures to improve student motivation and participation. Involvement of the wider community in supporting collaborative learning is also encouraged. A Competence Assessment Model supports teachers to assess learners’ collaborative skills. A teacher’s diary to track implementation and learner progress accompanies the Toolkit.. The Toolkit is available in full and short versions in 8 languages English, Spanish, Italian, French, German, Portuguese, Dutch and Turkish.

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 1.3. School management; 1.4. Cooperation within education systems; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 3.10. Targeted support - special educational needs and learning difficulties

Language: EN

Country: Austria; Belgium; France; Italy; Portugal; Spain; Turkey

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