Assessment

Grades are the most visible artefact of a system that reduces learning to measurement. But what are the alternatives, and can they actually work in real schools and institutions?

In this hands-on workshop, we will explore a range of alternative and authentic assessment approaches: portfolios, self-assessment, peer feedback, learning journals, and competency-based approaches.

Participants will have the opportunity to try out tools, discuss their applicability in different contexts, and begin designing a small assessment experiment they can take back to their own work.

This session presents research on alternative assessment practices and opens a dialogue about what it would mean to assess for learning rather than of learning.

Drawing on case studies from schools experimenting with narrative reports, portfolios, and learning conferences, we will examine the conditions under which assessment can become a conversation rather than a verdict.

Participants are invited to bring examples from their own contexts for discussion.