Transforming Assessment into a Tool for Self-Discovery and Agency
This project is a collaborative initiative supported by the Learning for Well-being Foundation and key European partners. Together, we gathered and examined over 20 innovative, formative assessment practices from diverse educational contexts.
Our work is driven by a central question:
How can assessment nurture every child’s unique potential through contextualised, participatory, and individualised approaches that promote agency and self-efficacy?
Current assessment systems often frustrate learners rather than support them. Many pupils disengage from education when their individual development is not recognised, leading to early school leaving and diminished self-worth.
In today’s world of rapid technological shifts, growing social divides, and increased mobility, young people need more than academic scores. They need assessments that help them:
We promote a whole child approach to assessment that values learners’ individuality and emotional well-being alongside academic progress.
Key principles guiding our work:
This approach shifts assessment from being something done to students to something done with them, supporting intrinsic motivation and long-term development.
Through research, documentation, and knowledge-sharing, we aim to inspire educators, policymakers, and institutions to adopt formative, empowering assessment practices.
Our work contributes to broader educational transformation by:
The findings and resources are openly accessible on the project website, encouraging continued exploration and application.
The Learning for Well-Being Foundation
Commercial Register, Amsterdam,
File No. 34206704
Dutch RSIN 813511860
