If key competences are a part of the school curriculum, the pupils and the school performance need to be evaluated. Considering the transversal character of the last five key competences, their assessment should be specially considered, because tools for measurement of language competences (mother tongue and foreign languages) and mathematical/engineering/technological competences do exist. Compared to those, ‘learning to learn’ for example can only be developed in complex problem situations, which make the students not only apply what they have already learnt, but also engage in new learning. This can only happen when the learners are forced to reﬂect on what the speciﬁc context requires as far as knowledge and skills are concerned, and comprehend that they would not be able to succeed without new learning. Situations of this kind can be created through ‘real life projects’, work-based learning or learning-oriented work. Creating such learning situations in schools and making them effective, requires speciﬁc competences and innovative learning environments. Therefore it is advisable for inexperienced schools to invite experienced external supporters, who, together with the school leadership, encourage innovation and experimentation.
Specific assessment/measurement proposals are given after each key competence in unit 2 based on the “Assessment of Key Competence”, Dublin 19-20 March 2013, Tapio Säävälä, European Commission – DG Education and Culture and the EUROPEAN AGENDA FOR CULTURE “WORK PLANS FOR CULTURE” 2015-2018/2011-2014, published Dec 2015, developed by a working group of EU member states’ experts on the development of the key competence “Cultural awareness and expression”