‘Process of defining, selecting, designing, collecting, analysing, interpreting and using information about a student’s achievement and development level in academic, behavioural or social areas’ (UNESCO, 2020a, p. 419).

Assessment adaptation / modification / accommodation refers to an alteration in the way a general assessment is done or test is applied. Assessment accommodation allows learners with special educational needs to show what they know or what they can do by removing the barriers that may be intrinsic in the assessment itself (for example, providing written test questions orally to learners with visual impairments).

(See also ‘Reasonable adjustments’)

‘Assessment that actively involves learners and encourages them to think about the way they learn. It occurs when learners reflect on and regulate and monitor their learning progress. It comprises learner reflection and peer and self-assessment’ (UNESCO-IBE, Glossary of Curriculum Terminology).

Assessment of learner’s progress and achievement, the primary purpose of which is to support and enhance learning by adapting the educational process to meet the learner’s needs. Learners are made aware of their strengths and weaknesses while being provided with adequate support to overcome learning difficulties (UNESCO-IBE, Glossary of Curriculum Terminology).

(See also ‘Formative assessment’)

Assessment of learner’s achievement the primary purpose of which is to provide information about what has been learned at a particular point in time. This process often involves the use of standardized tests or examinations. It is often, though not always, used for the purpose of promotion and/or graduation (UNESCO-IBE, Glossary of Curriculum Terminology).

(See also ‘Summative assessment’)

Baseline assessment is a first assessment in a general or specific area of functioning to determine a learner’s profile of strengths and weaknesses at a particular time. Baseline assessments are often given at the start of teaching and learning programmes. They serve as a starting ‘measure’ to assess progress over a period of time.

Curriculum-based assessment is an assessment linked to programmes of learning. It serves to inform teachers about their pupils’ learning progress and difficulties in relation to the programme of study. This allows teachers to decide about what a pupil needs to learn next and how to teach that material.

‘The act of discovering or identifying the exact cause of an illness or problem’ (Oxford Learner’s Dictionaries).

Diagnosis is one particular use or purpose of assessment information. It aims to identify particular strengths and weaknesses a learner may have in one or more areas of their functioning. Diagnosis often implies the collection and interpretation of information from a medical perspective, although educational ‘diagnosis’ also occurs. Diagnosis is often one aspect of assessment processes linked to initial identification of special educational needs.

‘The act of forming an opinion of the amount, value or quality of something after thinking about it carefully’ (Oxford Learner’s Dictionaries).

A systematic and objective assessment of an on-going or completed project, programme or policy, its design, implementation and results.

Evaluation focuses on the macro level, considering the context of learning and related factors. Assessment measures learning at the micro or learner level and is one element of evaluation. Evaluation should inform next steps and on-going improvement. 

An evaluation (work) plan should specify what will be evaluated, how and when, together with the evaluation design, practices, and procedures to use in conducting the evaluation.

Inclusion is both a principle and a process: ‘Inclusion and equity in and through education is the cornerstone of a transformative education agenda […] No education target should be considered met unless met by all’ (World Education Forum, 2015, p. 2).

It can be seen as: ‘A process consisting of actions and practices that embrace diversity and build a sense of belonging, rooted in the belief that every person has value and potential and should be respected’ (UNESCO, 2020a, p. 419).

The term was often associated with disability, but now extends to wider groups as ‘a response to increasingly complex and diverse societies. It treats diversity as an asset which helps prepare individuals for life and active citizenship in increasingly complex, demanding, multi-cultural and integrated societies’ (Soriano, Watkins and Ebersold, 2017, p. 7).

Initial identification refers to the recognition/detection of possible barriers to learning. This recognition should lead to the systematic collection of information that can be used to develop a profile of strengths and areas for development that can inform approaches to teaching and learning and support. Initial identification of additional learning/support needs may be linked to other assessment procedures. It may involve professionals outside of the mainstream school (including health professionals). In most countries, separate legislation directly governs the procedures for initial identification of additional support needs.

‘The act or the process of finding the size, quantity or degree of something’ (Oxford Learner’s Dictionaries).

In education, assessment linked to some form of numerical quantifier (a score, mark or grade). Usually, measurement implies the possibility of comparing one learner’s score/mark with others.

A process to discover gaps that exist between the current state of an individual (or organisation) and a desired one.

A needs analysis involves a study of the factors which cause the gap to find solutions and ways to overcome difficulties (often forming the basis of an individual education plan (IEP)).

Educational interventions developed based on needs assessment and analysis may target learners or teachers (e.g. to fill gaps in knowledge/teaching approaches) or other elements of the education system.

Process-oriented assessment is an assessment that aims to develop pupil learning though change or improvement in their learning environment. The methods associated with this form of assessment are usually pupil-oriented, for example pupil interviews, portfolios, etc.

A preliminary process for identifying learners who may be at risk of future difficulty in a particular area and who therefore may be a priority for intervention. Screening is intended for all learners and so the measures/tests used are usually inexpensive, quick and easy to administer, and easy to interpret. Screening is often the first step to further, more detailed assessment (diagnostic tests, etc.).

Specialist / multi-disciplinary assessment teams are teams of professionals from different specialisms (educational, psychological, social, health, etc.). They assess a learner in different ways and then contribute to a broader, multi-disciplinary assessment information that will inform decisions about their future learning.

Standardised assessment is the collection of quantifiable information about a pupil’s achievement that relates to a fixed test with a scale of possible scores. The test and scoring scales are standardised by trialling them with a large number of pupils so they are reliable (i.e. will produce the same results consistently over time) and valid (i.e. measure what they are supposed to).

Summative assessment is a ‘one-off’ used to get a snapshot of a pupil’s level of achievement in relation to a programme of study. Usually, summative assessment is carried out at the end of a period of time, or the end of a programme of study. It is frequently quantitative and is often associated with a mark or grade that provides a comparison of the pupil’s achievement in relation to other pupils. The term ‘product-oriented’ assessment is often linked to summative assessment.

Carrying out an assessment exercise designed to measure the learner’s acquired knowledge and skills. Tests may be set and marked by the teacher or by an external agency. (Adapted from UNESCO-IBE, Glossary of Curriculum Terminology).

(See also ‘Summative assessment’; ‘Standardised assessment’)