This is a joint project of the Hungarian Waldorf Federation, the European Council of Steiner Waldorf Education and the Learning for Well-Being Foundation to collect good assessment practices within primary and secondary schools. The project's aim is to collect at least 15-20 practices on innovative and formative assessment methods. Our organisations have been cooperating on the topic of assessment for the last couple of years. We started an assessment group in order to study what is already available in alternative assessment methods and what might be still done. Together we formulated our main question: how can the unfolding of the unique potential of each and every child/youngster through contextualised, individualised, participatory assessment processes that give learners a feeling of agency and self-efficacy be best supported? Employers increasingly require transversal skills that enable workers to socially engage in the workplace. They also have to quickly adapt all the time, which calls for employees who can envision solutions for the future. Portfolios that reflect personal development and non-formal learning either within formal education settings or extra-curricular activities will matter more than exam results. They better show the potential for creativity and entrepreneurship that is badly needed in our society. Early school leaving can be tackled if, instead of being frustrated by marking systems, each individual learner’s self-development is appreciated and supported. This allows pupils to own their own learning experiences, as the learning process is not imposed from outside but rather experienced as an engaging learning pathway. It is important to support human development in the context of a world of accelerating technological changes, a world of increased mobility, and an increasingly segregated society. Young people need to experience a sense of purpose and accomplishments when confronted with unexpected changes. If this is learned early in life, more security will be felt that they will be able to deal with an unpredictable future.This project aims to look for and into already existing innovative and interesting good assessment practices. We do know that there are teachers and schools who work efficiently with alternative assessment methods, and it would be inspirational for educational settings to get acquainted with those in a well-documented way set into context by adding information about the schools, teachers, the methods and their acceptance by parents and pupils.This application is made for helping us realise this collection and disseminate it in a useful way to as many stakeholders as our partnership can reach.

<< Objectives >>The aim is for secondary school teachers to practice broadening the curriculum by putting youngsters in the centre as active, productive beings; and to practice to read the becoming person as curriculum, which includes practising to take up what comes from pupils and basing further teaching thereon. The project aims to support teachers with different methods of working with secondary school students (age 12+) (e.g. working with open questions, blended learning, dialogic learning and assessment)<< Implementation >>Five 90-minute online meetings over the course of one year.Two school visits with meetings of partners.Development of online courses and resources for secondary school teachers.Providing online documentation (videos, ted talks, texts, interviews etc.).<< Results >>We expect the project to begin spreading more courage among secondary school teachers to turn the concept of curriculum inside out, namely learning to see the source of curriculum as something implicit in developing human beings (instead of an explicit framework given by outside authority). We expect to support teachers with methods and ideas for working with students (age 12+) in a way that teaching and learning are brought together with well-being, as the whole person is taught.

"One of the greatest challenges of our time is to help children and youngsters in the development of their media maturity and digital literacy. Technology is evolving every day. Parents and (pre-school) teachers are confronted with the fact that the children and young people in their care are using technology and are moving in virtual worlds that the adults responsible for them can hardly comprehend.However, the question arises HOW they are using it, whether they are able to digest the contents, and whether they are aware of the dangers and pitfalls lurking in the digital world and how to deal with these at different age levels.In its resolution ""Shaping digital education policy"" of 25 March 2021, the European Parliament suggests to ""introduce digital technologies in a learner-focused, age-appropriate and development-oriented way"" insisting that ""digital learning strategies need to take into account research on the effects that early use of digital technology may have on the development of young children"".This strongly resonates with values and beliefs shared among all partners in this project. At the end of their school career, all pupils should be able to use the full range of analogue and digital media properly for their own education, participation in civil society and the labour market, whereas the timing and form of using digital media in education should be closely aligned with the developmental phases of children. Therefore, parents, teachers and researchers have joined their resources, and aim to work towards helping children and youngsters become resilient and media mature citizens who can make their own informed choices on HOW they use digital technology.The project will result in five tangible results: a website, a framework curriculum, school policy guidelines, trainings for teachers and webinars for parents.Using the wide dissemination reach of formal and associated partners, the project results will have a Europe-wide impact on the target groups."

"If we could develop a new pedagogy that would help us rise to the challenge of school systems learning from each other at every level and new pedagogies emerging in widely distributed places across Europe and even the globe, we would see a huge acceleration in the improvement of education outcomes - instead of the frustratingly slow incremental gains of recent decades, if any. In many cases there is even a status quo or a setback. Moreover, we would see learning outcomes that would include not only literacy and numeracy, although they are vital, but also those wider, less well-defined outcomes such as problem-solving, collaboration, creativity, thinking in different ways, and building effective relationships and teams. Therefore we chose ""Futureskills21: Towards the acquisition of 21st-century skills through effective and innovative learning, teaching and assessment"" to be our project title.Thanks to our network of 10 schools, organisations and various external partners we wanted to promote the achievement of relevant and high quality skills and competences among pupils and staff and support our pupils in acquiring and developing key competences - including basic, transversal and soft skills, entrepreneurial, foreign language and digital skills - in order to foster employability, socio-educational and professional development. Our tangible project outcome are an assessment tool box for 21st-century competences. We have called it ""Track and Teach"". The platform can be visited online on www.tracknteach.eu. We also used the “learning outcome” approach in our educational and training activities and assessed their quality and relevance in order to strategically implement them. In order to achieve this, we organised two joint-staff training events and one virtual mobilities of pupils to work together on various types of project work and to assess these joint activities using competence evaluation sets. Unfortunately, due to the covid pandemic we had to cancel two blended mobilities of learners, which had a large impact on the execution of several activities, but despite the difficulties, we managed to deliver a quality project outcome.In our project, we wanted to explore the use and exchange of innovative methods and pedagogies, participatory governance, develop learning materials and tools as well as actions that support the effective, critical and healthy use of ICT. This mainly included the exchange of good practices and additionally also innovation activities and promotion of new technologies (educational and gamification software, competence assessment software). These ICT tools have been weighed in balance with other types of formative assessment such as dialogic learning, portfolio and holistic assessment.. Fortunately, this goals has been reached quite well, despite, or should we say, thanks to the online activities we were forced to do.We also managed to focus on the acquisition of skills and competences by addressing loss of motivation due to traditional teaching and assessment through effective and innovative learning, teaching and assessment, fostering critical thinking and adopt a holistic approach to language teaching and learning, as in problem-based learning, building on the diversity found in today’s increasingly multilingual classrooms.Our project aimed at introducing a new pedagogy for 21st-century skills education where we start from the individuality and strengths of every pupil by exchanging good practices on innovative teaching methods and formative learning and assessment. We wanted to move from teacher control towards learner autonomy, from content mastery to learning mastery, from content delivery to making the learning process visible, from content consumption to pupils being able to use their competences in the real world. Although we are grateful for the opportunity to extend the project for 4 months, we have not been able to fully reach all our goals, due to the unforeseen cancellation of the mobilities of learners, the long-term teaching and pupil mobility.Summarised, we managed to work on: 1. Self-directed learning (to develop 21st-century skills): students need to have ownership of their own learning process. 2. Innovative methods for self-directed learning, making learning visible and for developing 21st-century skills aiming for ""deep learning"". 3. Formative assessment methods to assess the acquisition of 21st-century skills.After 3 years of KA2 project work, we are proud to present our online toolbox on innovative learning, teaching and assessment (www.tracknteach.eu), and we will continue to develop it in future projects."