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11C
rea
ting
Eff
ect
ive
Te
ach
ing
a
nd
Le
arn
ing
En
viro
nm
en
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OE
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Te
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d L
ea
rnin
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Inte
rna
tion
al S
tud
y (T
AL
IS)
Teacher evaluation Evidence from TALIS
OECD Teaching and Learning International Survey (TALIS)
Michael DavidsonSenior Analyst
OECD Directorate for Education
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What is TALIS? Teachers of lower secondary education and
the principals of their schools
Representative samples
Data collected through questionnaires
24 participating countries
School year 2007-08
331s
t re
sult
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TA
LIS
Cre
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ffect
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each
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nd
Learn
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nvir
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What criteria are teachers appraised on?
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Criteria with high importance-Mexico% of school leaders reporting high importance
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Criteria with high importanceNumber of countries where criteria is of greatest importance; based on school leader reports
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Who conducts the appraisal?
%
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What are outcomes of appraisals?
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Are appraisals focused on development?
Figure 5.6
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Framework of evaluation in school education
• The stronger the links between school evaluation and teacher evaluation, the more likely this will influence teaching practices
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Lack of incentives in some countriesTeachers who would receive increased rewards if
they improve the quality of their teaching
Figure 5.7
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Teachers who agree that the most effective teachers receive the greatest
rewards in their school
Figure 5.7
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SUMMARY Most common criteria for appraisals
Classroom management Relations with students Pedagogical knowledge
Appraisals most frequently conducted by the school principal
Most common outcomes of appraisals Public recognition
Some systems not well linked to professional development
Some systems not well linked to rewards
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…and TALIS shows that…
Teachers generally report that appraisal and feedback make a difference in their work Enhances job satisfaction Does not undermine job-security Strengthens their trust in their abilities
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GRACIAS!!
www.oecd.org/edu/TALISwww.oecd.org/edu/TALIS
