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Post Assessment
(Phase 3)



The ‘Post-Class Assessment’ is directly related to the ’In-Class Assessment’. During the first lessons, the teacher uses formative assessments to measure learning processes and, afterwards, summative assessments to evaluate progress on knowledge and skills. In the section on In-Class Assessment, we explained how these two ways of evaluating are used in strength-based learning. The self-evaluation forms support formative evaluation, while the Rubrics give room to link self-evaluations with summative evaluations. 


The Growth Document seen below can be seen as a ‘Meta-Rubric’ where the teacher and the student can follow and measure the student’s progress in a more holistic way. This Rubric does not follow the OICO-principle, but the development of a student in several lived domains from the classroom to society.


EU Skills Profile
Growth Document
Prior Assessment
In-Class Assessment

Re-Use of Previous Instruments - 

Flexibility urged with post-class assessments

Previous Considerations:

Use it!

All of the instruments that we have presented are flexible. Although the TEACHmi project may use a preferential form or timeline, teachers are invited to find their own way and use the tools to meet their own needs and requirements.


That’s why next to assessment tools, we also provide a Toolbox  with activities that a teacher can use independently in the Classroom, but also Teacher’s Guides that provide teachers with a framework for Classroom Management (See Guide to Strength-Based Learning or Guide to Intercultural Competences).

Pay attention and adapt

  • As all circumstances and students are different, as all multicultural classrooms are demanding, please adapt the instruments to your own context, expectations and goals.

  • Teachers are in the best place to make their own assessment plan and trajectory for their students. You may use, again, all the following links. Or only the ones which you need to evaluate only one dimension: For instance: Professor y is concerned about the evolution of student x in terms of his/her relationships and how he/her is positioned in the class. In this case, Professor y is going to re-use the instruments related more with this dimension (e.g. Sociogram, Context assessment, and so on….) 

  • You can find all of the tools used for Pre- and In-Class Assessments in the links provided below.

References and Useful Links:  

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