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Evaluation, Accountability and Improvement in Education: Perspectives from the OECD Review on Evaluation and Assessment Frameworks

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Title: OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes Author: santiago_p Last modified by: Famiglietti Created Date – PowerPoint PPT presentation

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Title: Evaluation, Accountability and Improvement in Education: Perspectives from the OECD Review on Evaluation and Assessment Frameworks


1
Evaluation, Accountability and Improvement in
Education Perspectives from the OECD Review on
Evaluation and Assessment Frameworks
  • ww.oecd.org/edu/evaluationpolicy

Paulo Santiago Senior Analyst, Directorate for
Education, OECD
Improving Education through Accountability and
Evaluation Lessons from around the
World International Conference Rome, 3 October
2012
2
Outline
  • OECD Review on Evaluation and Assessment
    Frameworks for Improving School Outcomes
  • Key themes
  • The rise of educational measurement and
    indicators development
  • The growing prominence of accountability as a
    purpose of evaluation
  • Establishing links to classroom practices
  • Building capacity for evaluation and assessment
  • Fostering synergies within the evaluation and
    assessment framework

3
  • 1. OECD Review on Evaluation and Assessment
    Frameworks for Improving School Outcomes

4
OBJECTIVES
  • Purpose To explore how systems of evaluation and
    assessment can be used to improve the quality,
    equity and efficiency of school education.
  • A Review of national approaches to evaluation and
    assessment in school education student
    assessment, teacher appraisal, school evaluation,
    school leader appraisal, education system
    evaluation
  • The Review
  • Synthesises research-based evidence on the
    impact of evaluation and assessment strategies
    and disseminate this knowledge among countries.
  • Identifies innovative and successful policy
    initiatives and practices.
  • Facilitates exchanges of lessons and dialogue.
  • Identifies policy options for governments to
    consider.

Comprehensive approach Investigation of each
component individually, as well as the coherence
of the framework as a whole (including the links
between the different components).
5
METHODOLOGY
  • Analytical strand
  • Identifying the key questions for analysis and
    the background information needed from countries
  • Reviewing the literature and evidence on the
    impact of evaluation and assessment procedures
  • Gathering data on countries policies and
    practices (Country Background Reports)
  • Country Review strand
  • Country Reviews provide specific advice to
    individual countries.
  • OECD-led Review Team with external experts
  • The scope and focus is determined by the country
    in consultation with the Secretariat
  • Synthesis report
  • Comparative report to analyse policy options and
    highlight good practices across countries.
  • Twenty six systems participating
  • Australia, Austria, Belgium (Flemish Community),
    Belgium (French Community), Canada, Chile, Czech
    Republic, Denmark, Finland, France, Hungary,
    Iceland, Ireland, Italy, Korea, Luxembourg,
    Mexico, Netherlands, New Zealand, Norway, Poland,
    Portugal, Slovak Republic, Slovenia, Sweden,
    United Kingdom (Northern Ireland).

6
  • 2. Key themes

7
The rise of educational measurement and
indicators development
  • Trends
  • The growing emphasis on measuring student
    outcomes the proliferation of education
    indicators and the establishment of education
    targets
  • Potential
  • Student outcomes as the focal point for analysis
  • Monitoring key student learning outcomes
  • Formative use of standardised tests
  • Hold stakeholders accountable
  • Challenges
  • Ensuring breadth of performance measures
  • Securing fair and meaningful comparisons
  • Avoiding detrimental effects of uses for
    accountability
  • Preventing dominance of quantitative over the
    qualitative
  • Options
  • Ensure policy making is informed by high quality
    measures, but not driven by their availability
    the need to complement with qualitative
    analysis
  • Ensure a broad approach to national monitoring
  • Clarity of purposes for the uses of standardised
    tests results

8
The growing prominence of accountability as a
purpose of evaluation
  • Trends
  • Public reporting of school results (greater
    transparency, reporting requirements) rewards
    and sanctions on the basis of evaluation and
    assessment results (e.g. teachers, schools).
  • Potential
  • Creation of incentives for improved performance
    opportunity to recognise and reward
  • Identification of underperformance
  • Facilitates school choice
  • Challenges
  • Range of potential detrimental effects (e.g.
    teaching-to-the-test, narrowing of
    curriculum)
  • Accountability function of evaluation not to
    hinder the improvement function
  • Conveys a control, compliance, measurement
    concept of evaluation
  • Focus on accountability as a result of a strong
    top-down national vision of evaluation might
    constrain the ownership of EA by school agents
  • Options
  • Communicate rationale for evaluation and
    assessment objective is improvement
  • Build on a range of evaluation and assessment
    components achieving a variety of functions
  • Publication of quantitative data to be perceived
    as fair by schools set in a wider set of evidence
    (of a qualitative nature)
  • Establish safeguards against overemphasis on
    student standardised tests (more relevant for
    whole-school evaluation)

9
Establishing links to classroom practices
  • Trends
  • There is often focus on structures, procedures,
    programmes and resources in a top-down approach
  • Potential
  • National agendas for education to be strengthened
    by consistency of evaluation procedures
  • Ensuring equity of objectives
  • Challenges
  • Evaluation and assessment have no value if they
    do not lead to the improvement of classroom
    practice and student learning
  • Improvement function accomplished more at a local
    level need to secure adequate links to the
    classroom
  • Risks that evaluation procedures do not place
    adequate focus on what is arguably the most
    important area teaching and learning
  • Options
  • Critical to ensure that the evaluation of
    teaching and learning quality is central to
    evaluation procedures
  • Build on teacher professionalism
  • Teachers to have ownership of student assessment,
    build teachers ability to assess against
    educational standards, teachers to be involved in
    school evaluation, emphasis on teacher evaluation
    for the continuous improvement of teaching
    practices.

10
Building capacity for evaluation and assessment
  • Trends
  • Evaluation and assessment policies often
    introduced with no due attention to capacity
    development (e.g. competencies for evaluation and
    assessment)
  • Challenges
  • Legitimacy of evaluators and accountability
    procedures
  • The effectiveness of evaluation relies to a great
    extent on ensuring that both those who design and
    undertake evaluation activities as well as those
    who use their results have the proper skills and
    competencies.
  • Examples of areas for capacity development
    standardised test development formative
    assessment assessment against standards running
    systems of externally-based student examinations
    analytical capacity in education agencies to use
    system level information data handling skills of
    school agents formal evaluators of individual
    school agents competencies for classroom
    observation.
  • Options
  • Sustaining efforts to improve the capacity for
    evaluation and assessment
  • Strengthen school leaders capacity for school
    development and instructional leadership
  • Ensuring support from the centre and
    identification of best practice
  • Need for a strong capability at the national
    level to steer evaluation

11
Fostering synergies within the evaluation and
assessment framework
  • Trends
  • Most countries do not have an integrated
    evaluation and assessment framework but instead a
    series of components operating at different
    levels that developed independently of each other
    over time.
  • Potential
  • Build synergies
  • Generate complementarities
  • Avoid duplication
  • Prevent inconsistency of objectives
  • Challenges and options
  • Establishing articulations within the evaluation
    and assessment framework
  • Within specific components of the overall EA
    framework
  • e.g. teacher appraisal and teacher professional
    development self- and external school
    evaluation.
  • Between specific components of the overall EA
    framework
  • e.g. teacher appraisal, school evaluation and
    school development school evaluation and system
    evaluation school evaluation and the appraisal
    of school principals.
  • Processes to ensure the consistency of EA
    procedures
  • Moderation processes for teacher appraisal and
    teacher-based assessment
  • Clarity of responsibilities across the framework

12
  • Thank you for your attention!
  • paulo.santiago_at_oecd.org
  • www.oecd.org/edu/evaluationpolicy
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