Assess@Learning digital formative assessment toolkit is now publicly available

Teachers can use formative assessment to improve their teaching and empower their students to guide their own learning. However, many teachers in OECD countries are still not making regular use of formative assessment practices. Training and encouraging teachers in using formative assessment can be cost-effective according to research, but teachers need the support of other education stakeholders to invest time and effort in trying formative assessment. Furthermore, digital tools can facilitate formative assessment, but their potential remains largely untapped.

Therefore, the A@L investigated the challenges to implementing DFA and develop an online systemic digital formative assessment toolkit targeting teachers, school leaders, students, parents, and policy makers with the aim of increasing the readiness to take actions to support DFA both at policy and practice level.

The Assess@Learning project (A@L) concluded with a series of three webinars that explored the project outcomes. The project also published the digital formative assessment toolkit.



·       Webinar 1 presented the policy experimentation results and explored the challenges to the implementation of DFA in schools.

·       Webinar 2 presented the results from the dialogue labs and focused on the social impact of DFA on students. Partners shared their experiences with organising the dialogue Labs and their thoughts on how it strengthened educational communities in their countries.

·       Webinar 3 explained the rationale behind the A@L toolkit and how it was developed, also showing examples of practice ideas for teachers, school leaders, policy makers, parents and students.



The project had two strand:

The first strand included a randomised-controlled trial in five countries (Estonia, Finland, Greece, Portugal and Spain) to test the toolkit, composed of teaching scenarios for teachers, case studies for school leaders and policy makers, and information for all stakeholders including students and parents to make them aware of their role in supporting DFA.

The second strand was a series of 25 dialogue labs; workshops that brought together different stakeholders, including students, in a meaningful dialogue and exchange on DFA. The dialogue labs enriched the understanding of the policy experimentation results and enabled the project to explore the social impact of DFA on students and the views of education stakeholders concerning DFA in their own context.

For a summary of the results of randomised-controlled trial and its implications for policy, ​​download the "Recommendations from the policy experimentation". For a detailed report on the methodology and results of the policy experimentation, download the "Technical Evaluation Report".

The toolkit can now be viewed online on the Assess@Learning website. The toolkit can also be downloaded for offline view with all its scenarios and case studies as an open educational resource package. Any organisation can use this package for recreating the toolkit on their website. The package is available in: EnglishEstonianFinnishGreekPortugueseSpanish.