Assessment at the level of
context, process and
outcome:
the experiential approach
Ferre Laevers
Research Centre
for Experiential Education
Leuven University
A. Assessing the process
Quality in care and
education
OUTPUT
CONTEXT
 PROCESS  objectives
means
outcomes
principles
WELL-BEING
INVOLVEMENT
When children...
Well-being
feel at ease
act spontaneously
are open to the world and accessible
express inner rest and relaxation
show vitality and self-confidence
are in touch with their feelings and
emotions
enjoy life
...we know that their mental health
is secured
Involvement
When children are...
concentrated and focussed
interested, motivated, fascinated
mentally active
fully experiencing sensations and
meanings
enjoying the satisfaction of the
exploratory drive
operating at the very limits of their
capabilities
...we know that deep level learning
is taking place
The Leuven Involvement
Scale
5 levels
>1
>2
>3
>4
>5
No activity
Interrupted activity
Activity without intensity
Activity with intense moments
Continuous intense activity
The scale for in-service
training
>1 Very boring – I stayed because it was
impossible to leave
>3 I heard it all, but nothing really caught my
attention
>5 I‘m impressed by fascinating thoughts
that carry me away
INVOLVEMENT IN 3 CHILDREN
22
19
Number of intervals
20
18
16
13
14
12
10
8
6
4
2
0
10
9
5
8
5
3
1
2
2
3
4
CHILD 1 = 2,7
0
5
0
1
2
3
4
CHILD 2 = 3,5
0
5
0
1
0
2
1
3
4
CHILD 3 = 4,3
5
Levels of involvement
INVOLVEMENT IN 10 SETTINGS
3,9
4
3,7
3,5
3,5
3,4
3,4
3,5
3,6
3,4
3,3
3,1
3,1
3
2,8
1
2
3
4
5
6
Settings
7
8
9
10
PROCESS ORIENTED CHILD MONITORING SYSTEM
Step 1 : Group screening for well-being and involvement
Group: 23 five year olds
NAMES
Date: October
WELL-BEING INVOLVEMENT
COMMENTS
Abrachim
?
L
M
H
?
L
M
H
……………………………………
Tom
?
L
M
H
?
L
M
H
……………………………………
Ben
?
L
M
H
?
L
M
H
……………………………………
Olivier
?
L
M
H
?
L
M
H
……………………………………
Daan
?
L
M
H
?
L
M
H
……………………………………
Raf
?
L
M
H
?
L
M
H
……………………………………
Jasper
?
L
M
H
?
L
M
H
……………………………………
Sebastiaan
?
L
M
H
?
L
M
H
……………………………………
Ward
?
L
M
H
?
L
M
H
……………………………………
Ruben
?
L
M
H
?
L
M
H
……………………………………
Joris
?
L
M
H
?
L
M
H
……………………………………
Stefaan
?
L
M
H
?
L
M
H
……………………………………
Frederik
?
L
M
H
?
L
M
H
……………………………………
Jelle
?
L
M
H
?
L
M
H
……………………………………
Kaat
?
L
M
H
?
L
M
H
……………………………………
Ilke
?
L
M
H
?
L
M
H
……………………………………
Els
?
L
M
H
?
L
M
H
……………………………………
Leen
?
L
M
H
?
L
M
H
……………………………………
Sara
?
L
M
H
?
L
M
H
……………………………………
Marijke
?
L
M
H
?
L
M
H
……………………………………
Eline
?
L
M
H
?
L
M
H
……………………………………
Elize
?
L
M
H
?
L
M
H
……………………………………
Mies
?
L
M
H
?
L
M
H
……………………………………
PROCESS
ORIENTED
CHILD MONITORING
SYSTEM
Step 1 : Group screening
for well-being
and
involvement
SCANNINGSFORMULIER BETROKKENHEID
SCHOOLCODE:
KLASCODE
VAK :
AANTAL LLN
DATUM :
-
-
BEGIN/ EINDE INTERVAL:
LEERKRACHTCODE:
..........u. ........ tot ..........u. ........
TOELICHTING CONTEXT
LEERLING SCORE
minimaal 1
TOELICHTING
omcirkel cijfer of tussenwaarde beschrijv ing van gedrag en ev. relevante contextgegevens
1
1  2  3  4  5
2
1  2  3  4  5
3
1  2  3  4  5
4
1  2  3  4  5
5
1  2  3  4  5
6
1  2  3  4  5
7
1  2  3  4  5
8
1  2  3  4  5
9
1  2  3  4  5
10
1  2  3  4  5
11
1  2  3  4  5
12
1  2  3  4  5
FREQU.
OMSCHRIJVING S CHAALWAARDEN
Niveau 1 GEEN ACTIVITEIT volledig afgehaakt - dromen - prullen - tijdvullend niet-functioneel gedrag
Niveau 2 VAAK ONDERBRO KEN ACTIVITEIT taakgerichte momenten + afhaken - beperkte mentale activiteit
Niveau 3 +/- AANGEHO UDEN ACTIVITEIT activiteit zonder echte concentratie - oppervlakkig volgen
Niveau 4 ACTIVITEIT MET INTENSE MO MENTEN momenten van concentratie & substantiële mentale activiteit
Niveau 5 AANGEHO UDEN INTENSE ACTIVITEIT doorlopend sterk geconcentreerd - volkomen opgeslorpt
SCANNING
PROCEDURE
FOR
INVOLVEMENT
Scanning ‘involvement’:
results
1 1.5 2 2.5 3 3.5 4 4.5 5
mean
0 1 2
0 0 0
2.85
4.00
2 1 2
0 1 2
2 0 0
4 1 2
-distribution of scores in 2 classgroups-
Scanning ‘involvement’:
< 2.9 2.9-3.2 3.3-3.6 3.7-4.0 >4.0
School 1
School 2
School 3
School 4
School 5
School 6
Total
1
1
1
2
1
1
7
2
2
0
8
0
1
3
4
7
2
5
2
2
2
3
2
3
5
13
23
17
0
0
0
1
0
0
1
-distribution of 61 classes (primary school)-
verwerking 1 - algemeen welbevinden
oktober
2de
jaar
Welbevinden op school
Welbevinden in de klas
toelichting
toelichting
Naam
Gaan
score leerkrachten
op 5 goed met je
om?
Voel je je
Gaat ander
goed bij de
personeel
andere
goed met je
leerlingen van
om?
onze school?
Vind je
Vind je
regels en
lokalen en
afspraken op
gebouwen
school
aangenaam?
redelijk?
Is er een
score toffe sfeer
op 5 in jouw
klasgroep?
Word jij
Kan je jezelf
gepest in
zijn in jouw
jouw
klasgroep?
klasgroep?
Achmed
3
ja
ja
nee
nee
nee
2
nee
nee
ja
Bjorn
4
ja
ja
ja
nee
nee
2
nee
nee
ja
Frederik 2
nee
ja
nee
nee
nee
1
nee
nee
ja
Glenn
4
ja
ja
ja
ja
ja
4
ja
nee
nee
Kevin
3
ja
nee
nee
nee
nee
2
nee
nee
ja
Kristel
1
nee
nee
nee
nee
nee
1
nee
nee
ja
Lieven
4
ja
ja
nee
ja
nee
5
ja
ja
nee
Mohamed 4
ja
ja
ja
ja
nee
4
ja
ja
nee
Sirche
4
ja
ja
ja
ja
ja
4
ja
nee
ja
Hakim
4
ja
ja
ja
ja
nee
4
ja
ja
nee
Fatima
5
ja
ja
ja
ja
ja
4
ja
nee
ja
Fien
3
nee
ja
ja
nee
nee
3
nee
nee
nee
Sylvio
4
ja
ja
ja
ja
ja
3
nee
nee
nee
Tom
4
ja
ja
ja
nee
ja
4
ja
nee
nee
Sarah
4
ja
ja
nee
ja
nee
2
nee
ja
ja
Stien
3
nee
ja
ja
nee
nee
4
ja
nee
ja
Sergio
3
ja
ja
ja
nee
nee
1
nee
nee
ja
Joris
1
nee
nee
nee
nee
nee
1
nee
nee
ja
Pieter
4
ja
ja
ja
nee
ja
5
ja
nee
nee
aantal ja:14
aantal ja: 16 aantal ja: 12
aantal ja: 8
aantal ja: 6
2.9
aantal ja: 9
aantal ja: 4
aantal ja: 11
totaal: 19 3.3
klas: 2d
maand oktober
Betrokkenheid
vak Nederlands
toelichting door de leerling
Competentie
toelichting
welbevinden
Naam
Is het mogelijk
om
geconcentreerd
leerkrachtscore leerlingscore
te werken
tijdens de
lessen?
Is het
Houdt de
altijd
leerkracht
duidelijk
rekening
wat je
met je
moet
kunnen?
doen?
Krijg je
Zit er
voldoende
voldoendel kansen
afwisseling om zelf
in de
aan het
lessen?
werk te
zijn?
Heb je
inspraak
in het
Is wat je
leert zinvol bepalen
en
van de
levensecht? inhoud
van de
lessen?
Wordt er
geluisterd
naar
leerlingen
Ben je
leerkrachtscore leerlingscore geïnteresseerd leerkrachtscore leerlingscore
en met
in dit vak?
hun
mening
rekening
gehouden?
Achmed
3
4
ja
ja
ja
nee
ja
ja
ja
ja
3
4
3
3
4
Bjorn
3
4
nee
ja
ja
ja
ja
ja
ja
ja
5
5
4
2
4
Frederik 2
3
nee
ja
ja
nee
ja
ja
ja
nee
2
4
3
2
3
Glenn
4
4
ja
ja
nee
nee
ja
ja
ja
ja
4
4
3
3
2
Kevin
3
3
nee
ja
nee
nee
ja
nee
ja
nee
4
2
2
3
2
Kristel
1
1
nee
nee
nee
nee
ja
nee
nee
nee
3
2
2
3
3
Lieven
4
5
ja
ja
ja
ja
ja
ja
ja
ja
5
5
5
3
5
Mohamed 2
4
nee
nee
ja
ja
ja
ja
ja
ja
2
5
4
2
4
Sirche
4
4
nee
ja
ja
ja
ja
ja
ja
ja
2
4
4
4
3
Hakim
5
4
nee
ja
ja
ja
ja
ja
ja
ja
4
4
4
4
4
Fatima
4
2
nee
nee
nee
nee
ja
ja
ja
nee
4
3
3
3
4
Fien
4
3
nee
nee
ja
nee
ja
ja
nee
ja
4
3
2
2
3
Sylvio
4
3
nee
ja
ja
nee
ja
ja
nee
ja
3
4
4
3
3
Tom
5
4
nee
ja
nee
nee
ja
ja
ja
ja
4
4
4
4
4
Sarah
5
4
nee
ja
ja
ja
ja
ja
ja
ja
4
4
4
5
4
Stien
4
3
nee
ja
nee
ja
ja
nee
ja
nee
2
3
3
3
4
Sergio
2
3
nee
ja
ja
ja
ja
nee
ja
nee
4
3
3
3
4
Joris
3
3
ja
nee
ja
nee
ja
nee
nee
nee
2
4
4
3
3
Peter
4
5
nee
ja
ja
ja
ja
ja
ja
ja
4
5
5
2
5
totaal:
19
3.5
3.5
aantal ja: 4
aantal
ja: 14
aantal aantal
ja: 13 ja: 9
aantal
ja: 19
aantal
ja: 14
aantal aantal
ja: 15 ja:12
3.4
3.8
3.5
3.0
3.6
Conclusions about assessing
the process
Contains key information to improve quality
immediate feedback about quality
the shortest road to interventions
A conclusive criterion for risk of stagnation
tells who is taking advantage from our efforts
and who doesn’t
Process or productoriented?
Name Involvement
Competence Comments
Bart
1 2 3 4 5
1 2 3 4 5
loves maths
Els
1 2 3 4 5
1 2 3 4 5
gives up easily
Jamal
1 2 3 4 5
1 2 3 4 5
afraid to make mistakes
Hans
1 2 3 4 5
1 2 3 4 5
finds maths boring
Daan
1 2 3 4 5
1 2 3 4 5
holds on to material
Excerpt from the "Process-oriented Monitoring System"
Subject: mathematics in first grade of primary school
B. The experiential view on
development
Gross motor development
1
Shows excellent physical skills for his/her age,
which is demonstrated in a broad range of
situations where movement is required. It is a
pleasure observing his/her movements in
space: supple and graceful, purposeful and
with efficacy, in an adjusted pace, rhythmical,
readily reacting to changes and signals. Picks
up new patterns of movement very easily.
Deep-level-learning
Holistic in nature
far from a checklist of isolated skills
grasps the essence
Fine motor development
2
Is very skilful in handling objects and tools: is
able to perform complex operations fluently
and with precision. Masters a broad range of
manipulations. Has an excellent co-ordination
of hand and fingers, detached from the rest of
the body. Easily picks up new patterns of
movement.
Expression through arts
3
Succeeds in expressing feelings and experiences
via artistic activities and deals with these
experiences by expressing them. Has an eye for
aesthetic aspects in dealing with space. Takes
advantage of the elements of design (symbols,
colours, proportions...) to express his/her
intuitions and emotions. Can express him/herself
through a broad range of artistic forms of
expression and can fully enjoy artistic objects (art).
Language
4
Has a strong verbal capacity: succeeds in
formulating experiences, perceptions and
thoughts with precision and in a fluent and
expressive way. Uses differentiated vocabulary
and complex linguistic structures. Has a welldeveloped sense of symbols. Masters (initial)
reading and writing skills.
Reflects on language and linguistic properties.
Understanding of the physical
world
5
Is keen to explore and experience physical
phenomena. Has a differentiated sense of
properties and patterns of objects and living
creatures. Can make sound predictions about
the effects of combinations of materials and
interventions. Is able to come up with adequate
interventions on objects and nature and to deal
with the physical world successfully.
Deep-level-learning
Holistic in nature
far from a checklist of isolated skills
grasp the essence
The concept of ‘schema’
Reality
Mental schemes
Deep-level-learning
Holistic in nature
far from a checklist of isolated skills
grasp the essence
The concept of ‘schema’
change the program instead of adding files
a dynamic process
Social competence
6
Has a strong and differentiated awareness of
his/her own feelings and perceptions. Shows a
lot of interest in the social reality. Has a welldeveloped role-taking capacity: can enter into
people’s feelings, needs and thoughts, takes
them into account and acts accordingly.
Masters a broad range of social behaviours and
strategies and knows how to implement them
successfully.
Logical and mathematical
thinking
7
Shows an excellent power of abstraction:
consequently handles criteria to sort or
classify objects, masters the necessary
concepts to grasp the world of spatial
relations, time and quantities. Holds
spontaneous courses of reasoning by linking
phenomena, describing patterns and use
concepts.
Self-organisation
8
Is able to manage him/herself well: knows what
(s)he wants, can set goals, can engage into
action without delay and achieve a good result.
Does not give up at the first obstacle and can
persist in order to reach his/her goal. Can step
back and work strategically. Is able to exploit
various possibilities and adapt to changing
circumstances. Is not ruled by his/her
surroundings, but actively determines the
group’s course together with others.
Basic qualities
➊ Respect of the child
➋ An open framework-approach
➌ A rich environment
➍ Representation
➎ Communication / interaction / inclusion
➏ Observation, observation, observation
Initiative of the
adult
Een ‘open framework’
Programmed
learning
Open
framework
Childoriented
Initiative of the child
Custodial
C. Assessing the output
Quality in care and
education
OUTPUT
CONTEXT
 PROCESS  objectives
means
outcomes
principles
At the school level
Develop an open framework approach
A
MakePARADIGM
teachers competent observers
SHIFT !
high level of initiative from both teachers and
children/students
grasp the essence of the developmental
area(s) to create a rich environment
see the ‘cognitive loading’ of activities
enrich the environment (make the soup thicker)
recognize the levels of competence
At the national level
Make schools accountable for ‘effort’ not for
‘outcome’
A
PARADIGM
SHIFT !
all developmental domains addressed in activities?
level of involvement sufficient for deep level learning?
Principles of a sound approach:
never make public school-related information about
test-results
use national tests to give feedback
select topics for testing that are crucial for society
develop a new generation of instruments for
assessment
Well-being and involvement
as the best test for school
The quality of life in society
as the final test
Implications for practice
A rich environment
each developmental area represented
An open framework approach
high level of initiative from both teachers and
children/students
Reflective teaching
observation as source of information
a non-lineair rational approach
A PARADIGM SHIFT !
Finding the package
At the national level
Make schools accountable for ‘effort’ not for
‘outcome’
Principles of a sound approach:
Make accountable for ‘effort’ not for ‘outcome’
are all developmental domains represented in children’s activities?
is the level of involvolvement sufficient to expect deep level
learning?
A PARADIGM SHIFT !
3. Vakgegevens
Betrokkenheid
vakken
score
score
leerkracht leerling
toelichting bij betrokkenheid
Welbevinden
Heb je
Krijg je
Is het mogelijk
Is het
inspraak
voldoende
Houdt de
Zit er
om
altijd
Is wat je
in het
kansen
leerkracht
voldoende
geconcentreerd
duidelijk
leert zinvol bepalen
rekening
afwisseling om zelf
te werken
wat je
en
van de
aan het
met je
in de
tijdens de
moet
levensecht? inhoud
werk te
kunnen
lessen?
lessen?
doen?
van de
zijn?
lessen?
Wordt er
geluisterd
naar
leerlingen
en met hun
mening
rekening
gehouden?
Competentie
score
score
score
score
score
leerkracht leerling interesse leerkracht leerling
Nederlands
4
ja
ja
nee
ja
ja
nee
ja
ja
2
2
4
Frans
2
ja
nee
nee
nee
ja
nee
ja
nee
3
3
3
Engels
3
ja
ja
ja
ja
nee
nee
ja
ja
2
3
4
Latijn
2
nee
nee
ja
ja
nee
nee
nee
nee
3
3
4
Grieks
4
ja
ja
ja
ja
ja
ja
ja
nee
4
3
5
wiskunde
3
nee
nee
nee
nee
ja
nee
ja
nee
2
1
3
fysica
4
ja
ja
ja
ja
ja
nee
ja
nee
4
4
3
biologie
2
nee
nee
nee
ja
ja
nee
nee
nee
3
3
4
aardrijkskunde
4
nee
ja
ja
ja
ja
nee
ja
nee
4
4
4
geschiedenis
4
ja
ja
ja
ja
ja
nee
ja
ja
5
4
4
godsdienst
5
ja
ja
ja
ja
ja
ja
ja
ja
5
5
3
informatica
2
nee
nee
nee
ja
ja
nee
ja
nee
3
2
1
muzik. opv.
2
ja
nee
nee
nee
nee
nee
ja
nee
3
2
3
lich. opv.
2
nee
ja
nee
ja
ja
nee
nee
nee
3
3
2
gemiddelde
3.07
3.28
3.00
3.35
difficulty of task
THE ZONE OF PROXIMAL
DEVELOPMENT
competence of the child
Basic competencies
Gross motor development
Fine motor development
Expression through visual arts
Expression through language
Understanding the world of objects
Understanding the world of people
Logical mathematical competence
Self-organisation & entrepreneurship
At the school level
Help teachers to grasp the essence of the
developmental area(s)
Help them to see the levels of competences
Make accountable for ‘effort’ not for ‘outcome’
are all developmental domains represented in children’s
activities?
is the level of involvolvement sufficient to expect deep
level learning?