Brussels, 13 September 2019

ECSWE joins ERASMUS+ partnership on personalised assessment

The partnership is just one among others that ECSWE and its member associations have joined over the past few years

In March 2019, ECSWE and the Learn­ing for Well-being Foun­da­tion part­nered with the Hun­gar­i­an Wal­dorf Asso­ci­a­tion to apply for ERASMUS+ funds. In July, we were informed that our appli­ca­tion was successful.

The intend­ed out­come is a col­lec­tion of 20 per­son­alised assess­ment prac­tices from Wal­dorf and non-Wal­dorf schools in Europe. These prac­tices will be doc­u­ment­ed online and in a print­ed form, with the aim of dis­sem­i­nat­ing them to schools and inspir­ing teach­ers to use a broad­er range of assess­ment meth­ods in their classrooms.

This part­ner­ship is just one among oth­er suc­cess­ful ERASMUS+ appli­ca­tions launched by or with­in ECSWE over the past few years:

• From 2019 to 2021, a joint project on sus­tain­able build­ing will bring togeth­er Wal­dorf schools from the fol­low­ing ECSWE mem­ber coun­tries to joint­ly work on the cre­ation of a tiny house and gar­den: Czech Repub­lic, Flan­ders and Italy;
• In 2018, ECSWE joined a part­ner­ship on 21st cen­tu­ry skills that brings togeth­er ten part­ners from var­i­ous Euro­pean coun­tries work­ing on the devel­op­ment of a teach­ing mate­r­i­al and assess­ment tool­box for 21st-cen­tu­ry teaching;
• In 2015, our mem­ber asso­ci­a­tions from the Unit­ed King­dom, Den­mark, Nor­way and Fin­land part­nered with the Cross­fields Insti­tute for a project on Acknowl­edg­ing Cre­ative Think­ing Skills (ACTS) that aimed to find a way to raise attain­ment for all, reduce ear­ly school leav­ing and make edu­ca­tion more mean­ing­ful and prac­ti­cal­ly use­ful for all, through the inte­gra­tion of for­mal, non-for­mal and infor­mal learning.

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