Reconsider assessment

Assessing transversal competencies is particularly complex, especially when considering the different purposes of assessment. Traditional assessment of learning (summative) often falls short, as transversal skills are context-dependent, develop over time, and are difficult to capture through standardized tests or one-time evaluations. Assessment for learning (formative) offers more promise by providing ongoing feedback that helps students improve these skills in real-time, yet it requires educators to observe and interpret nuanced behaviors, which can be subjective. Most transformative is assessment as learning, where students actively reflect on and self-assess their own skill development—an approach well-suited for transversal competencies but one that demands a high level of learner autonomy and support structures. Together, these assessment types need to be carefully balanced and aligned to create meaningful evidence of student growth in transversal skills, especially in sustainability-oriented and interdisciplinary education.

Assessment of, for, and as learning. Source: www.teachingandlearning.ie/our-priorities

We are working on gathering more practical information for you in this section. Stay tuned!