The #newschool project is part of the New Comprehensive Education programme. The programme aims to support student-centeredness of comprehensive schools, increase teachers’ skills, and strengthen open and community-oriented school culture. As part of the #newschool project in 16 municipalities, process training will be organised for the leadership teams of schools in the area in order to develop interactive school culture and leadership. University of Helsinki Centre for Educational Assessment participates in the #newschool project by producing research-based knowledge to support the development of leadership-team work. The research aims to map the leadership structures of comprehensive schools participating in the project. The research focuses particularly on examining leadership teams and interaction between leadership teams and school communities.

The aim of the project is to support schools in strengthening inclusive school communities in which every participant is welcomed, respected, valued and given a voice, and that embrace and appreciate diversity. To support schools in this development towards inclusive school communities, a toolbox is developed during the project. The toolbox is aimed to actors within the school to strengthen their awareness and understanding regarding inclusive school communities, to support in the evaluation of the inclusiveness of their school community, and to further help them to identify, select and implement possible next steps for action.

Co-creating inclusive school communities is an Erasmus+ Cooperation partnerships in school education project, worked in collaboration with the following organisations: Regierung des Furstentums Liechtenstein, Tallinna Ülikool, Helsingin yliopisto, Universitatea din Bucuresti, University of British Columbia, Stichting Hogeschool van Amsterdam and Pädagogische Hochschule Zürich.

The DigiVOO research project, a consortium formed by Tampere University and the University of Helsinki, investigates the impact of digitalisation on learning, learning situations and learning outcomes of lower secondary school students. The research is implemented as an evaluation by the Ministry of Education and Culture.

In order to assess the effects of digitalisation, the data collected by the Centre for Educational Assessment CEA since 2001 will be combined with the new data and the results will be compared with the national data. In addition, log data are also analysed and students are interviewed.

To find out more about the project, visit Research Group for Education, Assessment and Learning website.

  • Contact person: postdoctoral researcher Sanna Oinas
  • Duration of the project: 1/2021‒12/2022

The KAARO network gathers together national and international research information that various universities have produced on assessment literacy and its development. It also clarifies the objectives and content of strength-based assessment literacy. The network provides MOOCs and online material, assessment training and seminars to students completing their pedagogical teacher-education studies (pre-primary, basic and general upper secondary education), teacher trainers, teachers exercising their profession and researchers.

The KAARO network is a development project in teacher education supported by the Ministry of Education and Culture. The project involves the University of Helsinki, Aalto University, the University of Eastern Finland, the University of Lapland, the University of Oulu and Åbo Akademi University. We also cooperate with other projects, networks and universities.

The nationwide study examines how the COVID-19 situation has affected children's education, the work of all those involved in school-related activities and the well-being of families. The aims of the study are to provide an overall picture of the impact of exceptional circumstances on school attendance and to collect information in preparation for the next school year.

Data were collected in May through electronic surveys that were distributed to the rectors of all Finnish basic education schools, teachers, members of student welfare services and other people working with students in the schools, 4th to 10th grade students and parents or guardians of the 1st to 10th grade students. The school situation will continue to be monitored during the 2020‒2021 school year.

The study is carried out in collaboration with the Research Group for Education, Assessment and Learning (REAL, Tampere University), the Research Group on Children’s and Adolescents’ Health Promotion (NEDIS, Tampere University) and the Centre for Educational Assessment (CEA, University of Helsinki). The research is funded by the Ministry of Education and Culture.

The Cultural, Worldview and Language Awareness in Basic Education project (KUPERA), funded by the Finnish National Board of Education, includes three sub-projects that each have their own goals.

The assessment and research subproject investigates cultural, worldview and language awareness in the learning and assessment material used in various school subjects, and conducts a survey of related views held by school teachers and head teachers. The project will produce research-based instructions to subject teachers and the producers of learning material to enable them to take cultural, worldview and language awareness into account in different school subjects. The project is carried out cooperatively by the University of Helsinki Centre for Educational Assessment CEA and other research groups at the Faculty of Educational Sciences.

The sub-project focusing on learning material produces learning material for the promotion of cultural, worldview and linguistic awareness in education as well as for the additional and continuing education of teachers. The material produced will be available openly and free of charge. The KUPERA project is carried out cooperatively with the Forum for Culture and Religion FOKUS and the steering committee of the UNESCO Chair professorship held by Arto Kallioniemi.

The sub-project on in-service training produces web and contact courses for primary school teachers and other educational staff interested in the subject.

CEA has developed a computer-based adaptive (adaptive to the student's skill level) test of learning preparedness to support the discretionary application process in vocational education. The aim of the test is to offer the applicant a possibility to show her/his preparedness to learn in situations in which the diploma of the comprehensive school is missing or is not comparable. The adaptive test of preparedness has been in use since 2016.

CEA is  taking part in implementing the OECD’s international PISA-research in Finland with the Finnish Institute for Educational Research in the University of Jyväskylä.


In the project Powerhouse of Guidance (Vetovoimala), the usability of two different assessment tools for measuring students’ functional capacity was investigated together with Luovi Vocational College, Valteri Centre for Learning and Consulting as well as Helsinki Vocational College. A nationwide operating model was developed for transitions from the upper comprehensive school to upper secondary level for students who need special education or intensified special. The project was executed years 2018–2020.

More information about the Vetovoimala project.

We also participate in a number of collaborative projects. Below are listed the projects in which CEA is a partner.

The aim of the EduLeaders project is to develop and evaluate basic-level studies in leadership in education, and based on this information, develop advanced-level studies in the field for different levels of teacher education. In the project, new, up-to-date curriculum is being developed, based on evaluation of on-going in-service trainings in leadership of educational institutions funded by the Ministry of Education and Culture. Based on the gained experiences and knowledge, a curriculum and model suitable for basic and advanced-level studies in leadership in training and education, as well as objectives, content, implementation, and evaluation of the studies, will be developed. The aim of the project is to evaluate both participants’ and experts’ viewpoints on the applicability of the training for different, demanding expert positions that require leadership in education. More about the project can be found on the Leadership in Educational Contexts research group's website.

Project Multiliteracy (MOI) aims at developing children's multiliteracy and developing the abilities of the personnel in promoting multiliteracy in pre- and primary education. Project is lead by professor Kristiina Kumpulainen.

CEA is a partner in the evaluations during the project.

More information on project's own website.