Towards a competent and inclusive educational assessment

The objective of this course Is to help teachers to understand assessment from an educational viewpoint based on competence, and focussing on inclusive education, offering tools for successful assessment.

Towards a competent and inclusive educational assessment Course
6 x 2-hour sessions

Teachers of all educational levels



Course description

Since there can be no learning without assessment: this course will help teachers to understand assessment from the viewpoint of education and competencies. Competent assessment means that the assessment is part of the teaching and learning process and its aim is to assist the student body to know their real learning level: their levels of comprehension and skills. We assess so that pupils may learn more and better. This new approach to assessment requires a variety of tools and helps to gain an understanding of mistakes as a source for learning and to view the development of pupils from a mindset focussed on growth.

  • Deepening the understanding and significance of a competent educational assessment to achieve inclusive education.
  • Viewing assessment as a learning tool.
  • Exploring more fully the assessment of skills within the LOMLOE framework.
  • Becoming skilled in the use of different tools and instruments for carrying out successful assessment processes.
  • The whys and wherefores of an educational and inclusive competence assessment.
  • What, when, who and how to assess.
  • Tools for an educational and competence assessment.
  • Response and feedback.
  • Mindset focussed on growth.
  • Mistakes as a source for learning.
  • Metacognition in assessment.
  • Self-assessment and co-assessment.
  • Competence tasks and Bloom's taxonomy.
  • Assessment in learning settings.
  • Digital tools for assessing.


Are you interested in this course?

Please contact us if you think this course is for you and your team. We are delighted to provide you with more information.

Inclusive educational environments (UDL)
Design of learning experiences which include all pupils.
16 - 30 hours
Design of learning spaces
Space as a transformative element for learning.
6 x 2-hour sessions
Designing learning situations
Towards a meaningful learning via the design of learning situations.
6 x 2-hour sessions