Nuevas perspectivas en el concepto de evaluación

Résumé

This piece of work has, as its main focus, an assessment that informs about teaching and learning in primary inclusive settings. It has been realized within the European Agency for Development in Special Needs Education between the years 2005-2008. The project has been directed by Dr. Watkins (staff member of the European Agency for Developnment in Special Needs Education) and experts from 23 participating countries have collaborated too. It is divided into two different phases: the first of which is of a theoretical character and has analyzed the educational systems of each intervening countries, regarding inclusive education; it has, also, studied the concept of assessment and has, finally, classified publications on assessment and inclusion. The second phase has studied different practical cases of inclusion pupils affected by severe learning difficulties, deafness, psychological problems, etc. in 5 European countries, (Austria, Denmark, England, France and Germany. The work considers issues relating to legal frameworks and policies for assessment in inclusive settings and how this direct assessment is practiced. 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 article considers how assessment in inclusive classrooms can inform decision-making about teaching and learning in the best possible ways. The work aims to provide a useful source of information for policy makers and practitioners working with assessments in primary inclusive settings.