The Network on Education Quality Monitoring in Asia-Pacific (NEQMAP) Secretariat at UNESCO Bangkok, in collaboration with the Southeast Asia Ministers of Education Organisations (SEAMEO) Centre for Quality Improvement of Teachers and Educational Personnel (QITEP) in Science, the Australian Council for Educational Research (ACER), and with the generous support of the Global Partnership for Education (GPE) organised a capacity development workshop on ‘School-based, Classroom, Teacher and Formative Assessment’ concerning classroom and school culture and climate, policy frameworks, systems and structures, context and environment to develop knowledge on concepts, procedures, practices and policy implications for curriculum, pedagogy, and assessments.
Background
All teaching should involve continuous and ongoing assessment of student learning and feedback to students. This type of assessment, sometimes called school-based (SBA), classroom (CA), teacher assessment (TA) and formative assessment (FA), requires the integration of curriculum, pedagogy, and assessment. Formative assessment emphasizes the active role teachers have in curriculum and assessment decision-making, as well as applying various teaching approaches and methods in response to students’ need. These types of assessments for learning provide opportunities for teachers to continuously monitor and give feedback to improve students’ learning abilities.
Date: 24 to 27 June 2019
Venue: Bandung, Indonesia
Workshop documents:
Agenda with links to presentations
