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Major points from the OECD review Full report and ‘policy pointers’ available at: www.oecd.org/edu/evaluationpolicy
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OECD Reviews of Evaluation and Assessment in Education: Denmark
Claire Shewbridge3 May 2011, Copenhagen
Major points from the OECD review Full report and ‘policy pointers’ available at:www.oecd.org/edu/evaluationpolicy
OECD Reviews of Evaluation and Assessment in Education: Denmark
• Denmark is one of 10 countries being reviewed (inc. SWE and NOR)– 14 other systems providing analytical reports (inc. FIN and ICE)– Presenting evidence and including stakeholder views
• Focus of international review is on how to best use evaluation and assessment to improve school outcomes– Designing a coherent framework for student assessment, teacher
appraisal, school evaluation and system evaluation– Paying attention to use of results, evaluation capacity, procedures and
implementation
• 6 days of review, including interviews of all major stakeholders and visits to Copenhagen, Odense, Hedensted and Glostrup– Seeking a broad cross-section of information and opinions on
evaluation and assessment policies and how to improve these
• OECD review team = Claire Shewbridge and Paulo Santiago (OECD), Eunice Jang (Korea/Canada) and Peter Matthews (UK)
School evaluation
Internal and external
System evaluation
National and municipal
Student assessment
National and local
Evaluation and assessment in Denmark: The first steps in building a framework
Criteria/standardsCriteria/standardsInstrumentsInstruments
Student assessment
National Common Objectives
Legal requirement for ‘continuous assessment’
School evaluation
Common indicators for municipal quality reports
Legal requirement for municipalities to specify
learning targets and frameworks
Student assessment
Final examinations in Form 9
National tests in selected subjects and form levels
Individual Student Plans
’School evaluation
Municipal quality reports
School self-evaluation tools (central and municipal)
System evaluation
International student assessments
Official evaluations
National tests and final examinations
National evaluation bodiesDanish Evaluation Institute
Quality and Supervision Agency
National evaluation bodiesDanish Evaluation Institute
Quality and Supervision Agency
System evaluation
International benchmarks
‘National profile’ of student performance in national tests
OECD review: overall assessment of ‘first steps’
• “Denmark holds high ambitions to improve student outcomes and deserves credit for gaining broad agreement from all major stakeholders in efforts to stimulate an assessment and evaluation culture in compulsory education. Over a short period of time, Denmark has introduced:– new national bodies to monitor and evaluate quality in
compulsory education, – new national measures on student outcomes in compulsory
education and – requirements for municipalities to produce annual quality
reports on their school systems.However, the suite of compulsory measures does not yet form
a coherent framework for evaluation and assessment”
OECD review: assessment of specific measures
Criteria/standardsCriteria/standards InstrumentsInstruments
Student assessment
National Common Objectives
Legal requirement for ‘continuous assessment’
School evaluation
Common indicators for municipal quality reports
Legal requirement for municipalities to specify
learning targets and frameworks
Student assessment
Final examinations in Form 9
National tests in selected subjects and form levels
Individual Student Plans
’School evaluation
Municipal quality reports
School self-evaluation tools (central and municipal)
System evaluation
International student assessments
Official evaluations
National tests and final examinations
Common basis for student assessment
Translation into curriculum and assessment plans
Common basis for student assessment
Translation into curriculum and assessment plans
Rapid feedback to teachers in discrete areas of Common Objectives
Not all teachers effectively use results
Standardised with moderation practices; Criticised as ‘outdated’
Good basis for formative assessment
Common basis for school evaluation
Do not sufficiently address the quality of teaching
and learning
Increased focus on school evaluationInadequate follow up on results
No longer solely reliant on International measures ; first possibility to measure progress against Common Objectives
Exclusion of private sector; Narrow focus
Useful resources for schoolsUsage depends on school/
municipal ethosLocal targets most pertinent to specific development needs
No systematic overview Robust evaluation of implementation of national initiatives
Stimulated feedback to parents and documentation of student progress
OECD review: policy pointers
• “In developing a strategic plan to complete the evaluation and assessment framework, the evaluation of teaching and learning quality should be at the core.”
• Suggested next steps are:– Refine key elements in the framework and clarify their
purposes– Integrate teacher and school principal appraisal in the
framework– Invest in evaluation and assessment capacity
development at all levels– Promote and support the optimal use of evaluation and
assessment results
School evaluation
Internal and external
System evaluation
National and municipal
Student assessment
National and local
Next steps: Refine key elements in the framework and clarify their purposes
Further develop the Common Objectives
-Develop a set of performance standards
against these
Further develop the Common Objectives
-Develop a set of performance standards
against these
Clarify the monitoring role of the national tests
Clarify the monitoring role of the national tests
Develop a set of formal research-based criteria for
school quality-Revise core indicators in municipal quality reports
accordingly
Develop a set of formal research-based criteria for
school quality-Revise core indicators in municipal quality reports
accordingly Develop a strategy to complement
national outcome data
-Quality of teaching and learning
Develop a strategy to complement
national outcome data
-Quality of teaching and learning
Review the final examinations
-Purpose-Procedures-- Content
Review the final examinations
-Purpose-Procedures-- Content
Teacher appraisal
School evaluation
Internal and external
System evaluation
National and municipal
Schoolprincipal appraisal
Student assessment
National and local
Next steps: Integrate teacher and school principal appraisal in the framework
Develop a framework of teaching standards
-Basis for career structure
e.g. competent teacher, established teacher, expert teacher with distinct roles
and responsibilities-Basis for formal teacher
appraisale.g. access to each key stage
determined by formal appraisal with certification
e.g. mandatory probationary period for new
teachers
- Basis for developmental
appraisal
Develop a framework of teaching standards
-Basis for career structure
e.g. competent teacher, established teacher, expert teacher with distinct roles
and responsibilities-Basis for formal teacher
appraisale.g. access to each key stage
determined by formal appraisal with certification
e.g. mandatory probationary period for new
teachers
- Basis for developmental
appraisal
Hold school principals accountable for teacher appraisale.g. ensure effective appraisal procedures, incl. classroom observation, professional feedback, coaching
Hold school principals accountable for teacher appraisale.g. ensure effective appraisal procedures, incl. classroom observation, professional feedback, coaching
Strengthen developmental
appraisal-Internal school process
e.g. school principal and mgmt team, line managers,
senior peers-Based on standards and
specific school objectives
-Linked with professional development and school
improvement
Strengthen developmental
appraisal-Internal school process
e.g. school principal and mgmt team, line managers,
senior peers-Based on standards and
specific school objectives
-Linked with professional development and school
improvement
Teacher appraisal
School evaluation
Internal and external
System evaluation
National and municipal
Schoolprincipal appraisal
Student assessment
National and local
Next steps: Invest in evaluation and assessment capacity development at all levels
Build teacher assessment
competencies- Initial teacher education
-Professional development--Use evaluation advisors
Build teacher assessment
competencies- Initial teacher education
-Professional development--Use evaluation advisors
Develop competency profiles
- School principals-Municipal education
directors
Develop competency profiles
- School principals-Municipal education
directors
Train school leaders and senior staff for
evaluation-Observation of teaching-Feedback and objective
setting
Train school leaders and senior staff for
evaluation-Observation of teaching-Feedback and objective
settingPromote municipal
capacity development-Central expertise
-Municipal partnerships
Promote municipal capacity
development-Central expertise
-Municipal partnerships
Engage students in self-assessment
-Develop scoring rubrics
Engage students in self-assessment
-Develop scoring rubrics
Teacher appraisal
School evaluation
Internal and external
System evaluation
National and municipal
Schoolprincipal appraisal
Student assessment
National and local
Next steps: Promote and support the optimal use of evaluation and assessment results
Teacher use of national test results-Diagnosis and adjustment
of teaching strategies-Possibility to re-administer
tests and follow up on student progress
Teacher use of national test results-Diagnosis and adjustment
of teaching strategies-Possibility to re-administer
tests and follow up on student progress
Municipal monitoring systems
-Follow up on quality reports
-Setting clear objectives
Municipal monitoring systems
-Follow up on quality reports
-Setting clear objectives
School leader use and follow up of
school self-evaluation
-Use of national and local outcome data-Setting school
development goals
School leader use and follow up of
school self-evaluation
-Use of national and local outcome data-Setting school
development goals
Design national feedback system to
municipalities-Core indicators
-Improvement in national tests
Design national feedback system to
municipalities-Core indicators
-Improvement in national tests
Teacher communication with
parents-Report on classroom and
national test results-Individual Student Plans
Teacher communication with
parents-Report on classroom and
national test results-Individual Student Plans
To conclude: Completing the evaluation and assessment framework
• Include missing components (teacher and school principal appraisal)
• Achieve better articulation among the different components– e.g. school evaluation/teacher appraisal
• Ensure different elements within each component are sufficiently linked– e.g. teacher appraisal/professional development, ISPs &
national tests/formative assessment, internal/external school evaluation
• Ensure processes are in place to guarantee consistent application of procedures– e.g. monitor consistency among municipal quality assurance
systems, moderation of final grades
• And… build capacity to effectively use the results!