Guide for Assessment


What is the Guide Assessment?


It’s a roadmap of the pedagogical instruments developed under TEACHmi Project which aims to support teachers from European secondary schools to construct individual dossiers of students with a migrant background. It aims to assist their teaching role with students from refugee and displaced backgrounds, particularly in relation to their social and emotional needs. It's one of the resources developed to assist school staff to work with students with migrant backgrounds.

What is the Main Goal of the Guide Assessment?

The main goal of this guide is to monitor development and learning of students, namely those with migrant backgrounds, since the arrival to school placement, all school-life long.  This guide  is the result of a building blocks of knowledge based  in a review of tools, systematization of resources and key aspects identified in diverse sources, scholar expertise and empirical testing in focus groups and confrontation with school realities provided by field visits to schools in Greece and Portugal, for a successful participation of students with migrant background in a school context.

But previously, that must be considered in the systemic and relational approach in which we are situated, that the best reception and integration in school of newly arrived students with migrant backgrounds will only be possible in a properly prepared context. So the 1st focus of evaluation should be directed to the school context, the priorities of the Direction, the attitude of teachers and operational technicians, the level of their preparation and awareness of multicultural competencies. Thus, school culture and organization is the first layer of evaluation to be considered in this guide (Booth & Ainscow, 2002).

Only in a cooperative and synergistic mode does the proposal that is presented make sense (Kinsella & Senior, 2008).

Also, the assessment should consider the indicators for inclusive development based on the perception of the created environment/culture, inclusive policies and practices from the perspective of all students. Therefore, the guide considers, at the same time, the collection of information from students already familiar with the school (Fernández-Archilla et al., 2020).

It follows 3 important Phases, namely:

Good practice


Once arrived in the host country, students with migrant background will be faced with a new culture, language, with an entire new reality, and will thus need special support in four main areas: language, learning, involvement of families and community, intercultural education.

Mentorship is a tailored learning methodology based on the guidance given by a mentor (a person with a certain level of experience) to a mentee (a person new to an experience/context). In the educational field, the entire process is generally monitored and supervised by a teacher.

The project TANDEM NOW was recognised as a Good Practice by the EU ET 2020 Working Group on Common Values and Inclusive Education 2016-2020, as part of the Compendium of Inspiring Practices on Inclusive and citizenship education. TANDEM NOW is a Transfer of Innovation project, funded by the EU’s Leonardo da Vinci programme. Implemented between 2007-2014, it was based on the transnational mentoring project TANDEM, which matched 60 youngsters, aged between 13-25 with some mentors having the same cultural background, in order to support their educational and training path.

TANDEM NOW was implemented by an international partnership, including organizations from: Austria, Turkey, Italy, Germany and Spain. The project responded to a common problem of many EU societies: youngsters with migrant background or from an ethnic minority tend to lack appropriate role models, which may limit their opportunities for educational and professional success.

More specifically, TANDEM NOW departed from two basic principles:

  1. Mentor and mentee are from the same ethnic/migration background: mentor and mentee were matched based on shared language and culture, which facilitated the mentor’s empathy and strengthened the mentee’s possibility to identify with his/her “guide”. 

  2. Blended mentoring: both face-to-face and online activities were implemented, to overcome spatial and temporal barriers and ensure the continuity of work. 


As a result of the project, mentors could enrich their personal qualifications and mentees could improve their self-esteem and their knowledge on their education and employment opportunities. Moreover, both mentors and mentees could strengthen their digital skill.

References and Useful Links: