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Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201
Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201
Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201
Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201
Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201
Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201
Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201
Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201
Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201
Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201
Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201
Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201
Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201
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Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201

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Deborah Nusche …

Deborah Nusche
Policy Analyst
Education and Training Policy Division
OECD

Published in: Education, Technology
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  • 1. OECD Reviews of Evaluation and Assessment in Education: NORWAY<br />Deborah Nusche<br />PolicyAnalyst<br />Education and Training PolicyDivision<br />OECD Visit by the NorwegianParliament Research Section<br />Paris– 23 September 2011<br />Image: dan / FreeDigitalPhotos.net<br />
  • 2. OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes <br />
  • 3. OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes (2009-2012)<br />The Review looks at different elements of evaluation and assessment. <br /><ul><li>Student assessment;
  • 4. Teacher appraisal;
  • 5. School evaluation;
  • 6. System evaluation;</li></ul>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).<br />
  • 7. 12 countries:Australia, Belgium (Flemish Community), Chile, Czech Republic, <br />Denmark, Luxembourg, Mexico, New Zealand, Norway, Portugal, Slovak Republic<br /> and Sweden.<br />24 countries: Australia, Austria, Belgium (Flemish Community), Belgium (Fr.), Canada, Czech Rep., <br />Denmark, Finland, France, Hungary, Iceland, Ireland, Israel, Korea, Luxembourg, Mexico, Netherlands, <br />New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia and Sweden.,<br />
  • 8. OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes <br />
  • 9. The Country Review visit to Norway<br />Preparatory work: data analysis, bringing existing OECD work on Norway together<br />8 day to Norway <br />Meetings with the national authorities and all key stakeholder groups in Oslo<br />Visits to 5 municipalities and 6 schools<br />In each school: group meetings with the leadership team, teachers and students<br />
  • 10. OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes <br />
  • 11. Norway’s strong points<br />Norway is one of the few countries that set out to build a whole coherent evaluation and assessment framework from scratch. <br />In 2004, Norway launched the National Quality Assessment System (NKVS) to enhance student assessment, school evaluation and system evaluation in a connected way<br />Initial tools: national tests, user surveys and web-based school portal <br />Later complemented by guidance to support evaluation and assessment locally<br />In less than a decade, Norway has come far in developing a range of tools to help stakeholders evaluate their performance and inform improvement strategies<br />The review team was impressed by Norway’s focus on local ownership, school autonomy and trust in teachers’ professionalism<br />Taken together, these tools provide Norway with a powerful toolkit to support a decentralised system of evaluation and assessment<br />
  • 12. Main conclusions<br />Norway is working towards a comprehensive evaluation and assessment framework but it is still incomplete <br />There is little understanding of NKVS as a coherent system<br />The distinct purposes of the different elements are not clear <br />Teacher appraisal is not integrated into the framework<br />Recommendation: Complete the evaluation and assessment framework, enhance coherence between its components and increase clarity in communication about its purposes. <br />
  • 13. Main conclusions<br />2. In Norway’s highly decentralised education system, there is a need for clearer reference points and criteria for quality in education<br />There is no shared understanding of what constitutes adequate / good / excellent performance <br />Recommendation: Develop stronger guidance regarding expected levels of quality such as (1) guidance on expected learning outcomes and criteria for assessment;<br /> (2) a profile of what teachers should know and be able to do; <br /> (3) process quality indicators for school evaluation. <br />
  • 14. Main conclusions<br />3. Embedding an evaluation culture across the system requires further focus on building the capacity of school owners, principals and teachers <br />Not all schools and municipalities have the expertise to design and maintain effective evaluation and assessment approaches <br />Recommendation: Further strengthen evaluation and assessment competencies through professional development and regionally based school evaluation and improvement services. <br />
  • 15. 3 Key recommendations<br />Complete the evaluation and assessment framework and make it coherent<br />Clarify learning goals, reference points and criteria for quality in education<br />Further strengthen evaluation and assessment capacities among teachers, school leaders and school owners. <br />
  • 16. Thank you! <br />Deborah.Nusche@oecd.org<br />www.oecd.org/edu/evaluationpolicy<br />Image: dan / FreeDigitalPhotos.net<br />

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