Collection: ATS2020: Technology and Tools for Assessment of Transversal Skills

ATS2020 D 2.2: Tools and Affordances for Student-Centered Learning and Assessment

Tags: evaluation, feedback, assessment, ATS2020

This page shows a tools and technology model for the ATS2020 assessment workflow. It also collects the relevant templates, mainly elaborated by CPI (Cyprus).

This ePortfolio view...

... contains the most important insights from D. 2.2 (Technology and Tools for student-centered learning and assessment). Given the vast amount of available Technology and Tools, the deliverable itself will be work in progress until the ATS2020 pilot is finished. To help you taking part in the process of elaboration, there is also a blog on ATS2020 technology, tools and assessment-related resources. The deliverable 2.2 itself is available for logged-in users at the ATS2020 sharepoint space.

Further Tools and Documents to support Formative Assessment

There are a range of Quiz-Tools, Rubrics-Tools (we are working for one within Mahara :-)) and many more assessment tools on the web. Many of them can be adapted to suit the needs of formative assessment. You can also use the documents below to help your students to do self assessment.

Student's Success Criteria (NCCA, Ireland)

Traffic Lights Assessment Tool (University of Auckland)

Reflection Stems for "Critical Thinking"

Image from flickr: enokson (; 25 Question Stems Framed Around Bloom’s Taxonomy




This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Formative Assessment in the pilot classes, summative assessment (evaluation) for the Pilot

Please keep in mind that the project ATS2020 is mainly devoted to formative assessment (self assessment, peer assessment, assessment by the teacher) in the classroom. This type of assessment will be done in the framework of the project in the classrooms, and it will (at least partly) base on ePortfolio work (with Mahara and Office 365/OneNote Class Notebook).

Before and after the pilot, an evaluation will take place. This evaluation is both quantitative (to be performed with the EIS Testing System) and qualitative (possibly questionnaires - detailed instructions will follow).

This page aims at collecting (and describing) the scaffolding tools for the formative assessment process.

ATS2020 Tools and Technology Plan (for working in classroom, during the Pilot)

The ATS2020 Assessment Process

A presentation of Anastasia Economou on the ATS2020 Assessment Process, held at the ATS2020 Online Partner Meeting on May 5, 2016, can be found here (for logged-in ATS2020-Mahara users, embedded into a page of the group ATS2020 - Community of Practice).

Pre- and Post-Test for Quantitative Pilot Evaluation

The pilot will be evaluated by a pre- and a post test. This test will be assessed summatively using the EIS testing environment for ATS2020.

The EIS testing environment is developed by Innove, Estonian partner of ATS2020. You can have a look at

Access data will be provided to the test candidates.


Qualitative Pilot Evaluation

Three will be a qualitative pilot evaluation, as well. Tools which will be used, will be added here, if appropriate.


Tools & Tech workshop at the ATS2020 Final Conference

At the ATS2020 Final Conference on 2 February 2018 in Brussels, Nicolas Kanaris and Andrea Ghoneim held a workshop entitled "ePortfolios: Pedagogical Contexts and Choosing an ePortfolio Platform". The workshop was announced in the Conference Programme as follows:

Facilitators:  Andrea Ghoneim, Danube University (Austria) & Nicolas Kanaris, Cyprus Pedagogical Institute (Cyprus)

Overview:  Research in a variety of contexts supports the pedagogical potential of ePortfolios. This is supported through the ATS2020 Learning Model and this workshop will focus on two potential ePortfolio platforms Mahara and Office 365/OneNote Class Notebook which were used by schools in the ATS2020 pilot implementation.

Aims:  Participants will reflect on the potential of ePortfolios and discuss how to choose and create an ePortfolio platform as a learning companion, a platform for collaboration and a space for students to document and share their learning and learning.

Suggested Audience: Policy makers, Principals, Teachers, School Inspectors, Students

Our input and working material for the workshop can be found below.

Workshop (Nicolas Kanaris & Andrea Ghoneim) 2 February 2018: Slides & worksheet

Tools for the ATS2020 assessment process

The tools for the ATS2020 assessment process and the underlying ATS2020 framework of Skills are displayed and contextualized with Working Activity (WA) 3 of the Trainers'Workshop. Please go through the activity to get ready for transforming your Learning Design to a Scaffolding Tool for Assessment.

Guides for the main ATS2020 platforms (Mahara and Office 365/OneNote Class Notebook) are available as part of this collection. Watch out especially for the guide on "Assessment with Mahara".

Step1: Prepare your Lesson

Step 2: From Learning Design to Assessment Scaffolding

Step 3: Create Rubrics with reference to the ATS2020 Framework of Reference (together with the Students)

Step4: Use the rubrics as elaborated for Assessment


Andrea Ghoneim
12 May 2016, 12:28 PM

Comment of Anastasia Economou (via E-Mail, on 10 May 2016):


Hi Andrea,
The page looks good and it refers to the elements for assessment in a nice way.
The formative assessment process and the scaffolding tools for the learning cycles for teachers and students is the topic we are preparing for the June meeting in Dublin.   
The strikethroughs in the second example in step 3 were meant to indicate that not all skills are to be accompanied by scaffolding tools in each lesson, so as to avoid too much load on teachers and students within one learning cycle.
I would remove the second example as it is not completed.
The all students document is for the teachers to have an overall view of their' students' achievements (like a scoreboard for each competence).  It will be the outcome of the implementation of the scaffolding tools. It is not a scaffolding tool itself.
We also need to correct the term "rubric" into "scaffolding tool" as rubrics are only one form of scaffolding tools.
If there is anything else I can clarify please let me know.
All the best,


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