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Have you ever considered what education could look like if student assessment was used as a holistic tool for development, growth and improvement? ASSESS aims to revolutionize student assessment by creating an innovative approach that promotes inclusion, equity and the principles of UDL (Universal Design for Learning) and helps both teachers and students to develop their skills.

An Innovative Assessment framework

A theoretical guide that will include innovative ways of thinking about assessment, turning it into a powerful tool to promote the development of both students and teachers.

An assessment toolkit and a digital app

A toolkit for formative and summative assessment and a digital app that integrates it to allow you to create relevant feedback reports and automatize the whole class assessment.

An online training course for teachers and trainers

An interactive course for teachers and teacher trainers. Learn how to use the ASSESS tools but also how to design and create your own innovative assessment tools.

Review by Stakeholders

Fernanda Candeias

“The ASSESS project is an important contribution for teachers and educators in terms of effectively seeing assessment as a process at the service of learning. In fact, the project formulates various proposals that essentially aim to put student learning at the center of all pedagogical processes. Through differentiated approaches and methodologies, based on the deliberate and systematic use of formative assessment, the ASSESS project promotes learning opportunities that lead to the active participation of students, namely through the resolution of diversified tasks that promote the inclusion of each and every student.”

Fernanda Candeias

Margarida Sousa

“The ASSESS project conceives and develops a student-centered approach, valuing the fundamental purpose of learning. It provides assessment practices responsible for supporting and guiding learning, and makes it easier for students to be aware of their progress and decide what needs to be improved. Thus, in a formative assessment framework, the support system that makes it operational identifies successful learning and learning that has caused difficulties. Both are favored by differentiated pedagogical interventions. In this logic, teacher feedback, self-assessment and co-assessment strategies are important, as is the use of the rubric as a powerful assessment tool.

In conjunction with formative and summative assessment, the rubric helps the student to appropriate the assessment criteria in order to develop the ability to put knowledge into context and, at the same time, materialize assessment decisions. In this way, the procedures of these assessment modalities are consistent with their different functions, and make it possible to use the same assessment information for both purposes.

In ASSESS, rubrics are presented as a format to facilitate the articulation between formative and summative assessments, in appreciation of the student’s commitment to the construction of knowledge, resulting from an added value of social recombinations.”

Margarida Sousa
PhD in student assessment, teacher trainer, teacher / Agrupamento de Escolas Frei Gonçalo de Azevedo

Sandra Ferreira de Pinho

“The document prepared by the Assess project – Empowering teachers to design innovative assessment tools in the digital era – “A new mindset towards supporting student competences development in an inclusive way” seemed to me to be very well founded and elaborated. The anchoring of the Universal Design of Learning, the Growth mindset vs Fixed mindset model and the concept of internal vs external locus of control to support a change in teachers’ mindset towards equity and diversity in education seems very appropriate to me. I agree that assessment should promote continuous learning and not comparison between students.

There is a real need to diversify practices in order to eliminate barriers and design an education that is suitable for everyone, regardless of their differences. The list of 11 competences provided by the project to guide assessment also seems very appropriate to me. In a reality marked by uncertainty, volatility, unpredictability and rapid change, the competences listed by the project are the most adaptive, in contrast to the focus on memorization and repetition of procedures valued by a teaching model created in the industrial era and which has long been obsolete. Regards”

Sandra Ferreira de Pinho
Psicologia Clínica e Psicoterapia / Coordenação de Estágios – CADIN

Testimonials by Teachers


“I believe this project can improve the student assessment process by providing a more comprehensive, objective and fair framework to measure student performance and promote quality and fairness in student assessment.”


“It is an innovative way of assessing students”


“Innovative, practical”


“The way ASSESS approaches assessment, assertively guides the teacher as an evaluator”


“it was very interesting to participate and reflect together”


“the rubrics are very well structured and the app enables a quicker response”


“I feel more confidence on the feedback and support to the students”


“It makes the assessment process easier and less biased”


“ASSESS allows the creation of more inclusive reference tables”


“The tool is intuitive and very useful”


“The approach to assessment is very interesting”


“Extremely useful and time saving”


“An innovative method, simple and adjusted to the future of education”


“it awakens us to the need of assessing students in an equitable way and not all the same.”


“very relevant”


“It is a very useful tool”


“The working base is very complete”


“ASSESS activities changed my point of view regarding my teaching methodology”


“I believe this project can improve the student assessment process by providing a more comprehensive, objective and fair framework to measure student performance and promote quality and fairness in student assessment.”

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