Guide for Assessment

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What is the Guide Assessment?

 

It’s a roadmap of the pedagogical instruments developed under TEACHmi Project which aims to support teachers from European secondary schools to construct individual dossiers of students with a migrant background. It aims to assist their teaching role with students from refugee and displaced backgrounds, particularly in relation to their social and emotional needs. It's one of the resources developed to assist school staff to work with students with migrant backgrounds.

What is the Main Goal of the Guide Assessment?

The main goal of this guide is to monitor development and learning of students, namely those with migrant backgrounds, since the arrival to school placement, all school-life long.  This guide  is the result of a building blocks of knowledge based  in a review of tools, systematization of resources and key aspects identified in diverse sources, scholar expertise and empirical testing in focus groups and confrontation with school realities provided by field visits to schools in Greece and Portugal, for a successful participation of students with migrant background in a school context.

But previously, that must be considered in the systemic and relational approach in which we are situated, that the best reception and integration in school of newly arrived students with migrant backgrounds will only be possible in a properly prepared context. So the 1st focus of evaluation should be directed to the school context, the priorities of the Direction, the attitude of teachers and operational technicians, the level of their preparation and awareness of multicultural competencies. Thus, school culture and organization is the first layer of evaluation to be considered in this guide (Booth & Ainscow, 2002).

Only in a cooperative and synergistic mode does the proposal that is presented make sense (Kinsella & Senior, 2008).

Also, the assessment should consider the indicators for inclusive development based on the perception of the created environment/culture, inclusive policies and practices from the perspective of all students. Therefore, the guide considers, at the same time, the collection of information from students already familiar with the school (Fernández-Archilla et al., 2020).

It follows 3 important Phases, namely: