Means of assessment for the organizers of education

We produce and offer versatile assessment and research services on every step of education from early childhood education to universities. We implement constantly assessments in learning to learn to support assessments by organizers of education. We bring tailored assessments to our companions to match their wishes.

Contact us and we’ll see what kind of assessment would support your needs for development an bring you information/data to support your work.

  • Project Manager Marja Tamm, tel. +358 50 3119 302
  • Project secretary Marja-Liisa Kieksi, tel. +358 50 3189 336

By using the learning to learn assessment totality one gets trustworthy information about the general learning abilities reached by school children. The method is in use foremost in national or municipal (level) assessments but it is suitable also as an instrument for the teacher to develop his/her work in single schools or classes.

Learning to learn means the skills related thought and problem solving and ideas directing learning  that develop as a part of the education and as a result from it.

Learning to learn in basic education

We have developed a test series of learning to learn for the central stages of transition at school

  • Learning to learn 10 – for third and fourth graders
  • Learning to learn 12 – for sixth and seventh graders
  • Learning to learn 15 – for ninth graders
  • Learning to learn 18 – for students on the second degree

In the assessment of learning to learn the pupils perform in the class specially designed tasks and respond attitudinal statements concerning learning and school.

The First Steps is a series of tasks for children who are starting their school work. The teacher can assess the pupils’ facilities and working skills. The Firs Steps is meant to be used at the end of preschool or at the very beginning of the first grade.

The First Steps assesses first of all voluntary learning: children as pupils have to focus their attention to things they are taught, often according to teacher’s instructions, and maintain their attention. This is called engagement in the task. It can be assessed by examining pupils’ skills in thinking and their opinions of themselves as learners.

The First Steps –series of tasks does not require reading or writing skills but thinking and deduction skills are measured by illustrated tasks. Acting by heard instructions, accuracy in details, resilience and assessing the result of one owns’ work are examined as working skills. In addition, a form has been designed for teachers and parents to fill in. The form is to assess the flexibility of concentration and social activity of the pupils.

The First Steps is designed as a sieve. Most of the newcomers are therefore expected to perform the tasks quite well. With the help of the sieve the teacher can easier catch her/his eye on pupils who seem to have difficulties in one or several sectors of facilities and working skills.

CEA has developed a computer based adaptive (adaptive to the student's skill level) test of learning readiness 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 readiness to learn in situations in which the diploma of the comprehensive school is missing or is not comparable.

The adaptive test of readiness has been in use in vocational schools since 2016 and It has been favourably received. The results have been – in addition to student selection- used also in the designing of a student’s personal curriculum.

The Ministry of Education and Culture published in 2010 the quality chriteria on basic education and complemented them in 2012. The goal of the chriteria is to help the organizer of education (the school system in a municipality and an individual school) to make sure the aims of education will be fulfilled. The activity is defined in the quality chriteria on basic education. The chriteria contains questions grouped by themes and by them the organizer of the education can assess its action and create concrete goals to remedy grievances and to develop activity.

To support and make easier the work for quality control in schools the CEA has developed a tool for practise, an indicator of quality that absorbes in the contents of the quality chriteria. In the indicator the aims and descriptions of the chriteria have been changed to concrete/tangible factors and questions which gives a school a possibility to assess its activity.

The quality of the structures (four fields) illustrates outer circumstances i.e. the frame factors of developing the quality. The quality of activity consists of nine fields, which can be examined from the viewpoints of the learning environment, operations and learning and teaching.

The indicator can bring more advantages if the quality group or different personnel groups together with it’s help discuss about the schools situation on each measurable field. The quality work can be extended to the concern of the whole school by taking the quality report as the theme of staff training day or as a topic for group work.

In addition to already existing tests we constantly develop new, gather information about education and develop our indicators of assessment and reports to serve better in our companions’ developmental needs.

Come and cooperate with us in assessment. We have a large experience in carrying out different kinds of assessment as well as in collecting data and analyzing it. Cooperation with us reduces your weight in assessment and offers reliable and good-quality assessment as support for development. We publish reports to customers but for public/open use as well.  We cooperate also with pleasure in planning, realization and reporting in assessment and research. All our assessmental activity rests upon research and smoothly flowing data collection, processing, analyzing and reporting.

When needed, we include suggestions of development in the report and train people to interprate the results as well as give advice in developmental work.

Contact us so that we can plan your next assessment project together!