OECD Review on Evaluation andAssessment Frameworks forImproving School OutcomesSchool Evaluation in theFlemish Community o...
Structure of the presentation• The OECD review in general and the OECD review of  school evaluation in the Flemish Communi...
The OECD review of School Evaluation in theFlemish Community of BelgiumTHE REVIEW IN GENERAL AND INTHE FLEMISH COMMUNITY
OECD reviews of evaluation and assessment:                   School evaluation in the Flemish Community of Belgium (1)• Th...
OECD reviews of evaluation and assessment:               School evaluation in the Flemish Community of Belgium (2)• Focus ...
The OECD review of School Evaluation in theFlemish Community of BelgiumPOLICY TRENDS IN THEFLEMISH COMMUNITY ANDOECD’S ANA...
Major policy developments influencing      school evaluation in the Flemish CommunityIncreased      • Inspection focus on ...
Analytical framework for the review ofschool evaluation in the Flemish Community                    Effective             ...
Effective                   evaluation                   procedures    Governance: a framework      for school evaluation ...
Governance: a framework                             for school evaluation•   Schools have the major responsibility for the...
Effective evaluation                                procedures• Considerable use of technology to support self-evaluation•...
Competencies for                           evaluation / feedback• Recognition of the importance of a school’s policy-makin...
Use of evaluation                                   results• Students have a voice in school policy, including growing inv...
Some challenges to implementing school                   evaluation for continuous improvement    Flemish          Inspect...
Effective                   evaluation                   procedures    Governance: a framework      for school evaluation ...
Suggested priorities in going forwardClarify the                                                         Continue to inves...
Governance: a framework                              for school evaluation• Further clarify common goals and expectations ...
Effective evaluation                                   procedures• Evaluate potential to develop set of criteria for learn...
Competencies for                              evaluation / feedback• Further strengthen professional development for effec...
Use of evaluation                                      results• Strengthen information flow on key indicators from and to ...
Ensure the quality of teaching and learning           is at the heart of school evaluation• Clarify the goals of          ...
Outputs available on the Review’swebsite:www.oecd.org/edu/evaluationpolicyOECD Reviews of Evaluation andAssessment in Educ...
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OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes - School Evaluation in the Flemish Community of Belgium

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Claire Shewbridge

Analyst, Education and Training Policy Division, Directorate for Education. OECD



The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes, launched in late 2009, is designed to respond to the strong interest in evaluation and assessment issues evident at national and international levels. It will provide a description of design, implementation and use of assessment and evaluation procedures in countries; analyse strengths and weaknesses of different approaches; and provide recommendations for improvement.





The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school evaluation and system evaluation. The analysis focuses on primary and secondary levels of education.

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OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes - School Evaluation in the Flemish Community of Belgium

  1. 1. OECD Review on Evaluation andAssessment Frameworks forImproving School OutcomesSchool Evaluation in theFlemish Community of BelgiumClaire ShewbridgeAnalyst, Education and Training Policy Divisionclaire.shewbridge@oecd.org Brussels, 7 December 2011
  2. 2. Structure of the presentation• The OECD review in general and the OECD review of school evaluation in the Flemish Community• Policy trends in the Flemish Community and the analytical approach used by the OECD review team• The OECD review team’s assessment of strengths and challenges in the current approach to school evaluation• The OECD review team’s policy recommendations to build on the current approach to school evaluation in the Flemish Community• Further information and OECD review outputs
  3. 3. The OECD review of School Evaluation in theFlemish Community of BelgiumTHE REVIEW IN GENERAL AND INTHE FLEMISH COMMUNITY
  4. 4. OECD reviews of evaluation and assessment: School evaluation in the Flemish Community of Belgium (1)• The Flemish Community is one of 12 systems being reviewed – 12 other systems providing analytical reports, i.e. total 24 systems – Presenting evidence and including stakeholder views Country review OECD review visit Country OECD Analytical Country strand report Report strand Report Australia June 2010 Y Y Austria Belgium (Fl.) January 2011 Y Y Belgium (Fr.) Y Chile November 2011 Canada Czech Republic March 2011 Y Finland Denmark October 2010 Y Y France Luxembourg June 2010 Hungary Mexico First quarter 2012 Iceland New Zealand August 2010 Y Ireland Norway December 2010 Y Y Korea Portugal February 2011 Netherlands Slovak Republic First quarter 2012 Poland Sweden May 2010 Y Y Slovenia Y
  5. 5. OECD reviews of evaluation and assessment: School evaluation in the Flemish Community of Belgium (2)• 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• Background report developed by University of Antwerp Edubron Research Group and the Ministry of Education and Training• 6 days of review, including interviews of all major stakeholders and visits to Brussels, Antwerp, Vilvoorde and Sint-Niklaas – Seeking a broad cross-section of information and opinions on school evaluation policies and how to improve these• OECD review team = Claire Shewbridge and Deborah Nusche (OECD), Marian Hulshof (Netherlands) and Louise Stoll (UK/Canada)
  6. 6. The OECD review of School Evaluation in theFlemish Community of BelgiumPOLICY TRENDS IN THEFLEMISH COMMUNITY ANDOECD’S ANALYTICAL APPROACH
  7. 7. Major policy developments influencing school evaluation in the Flemish CommunityIncreased • Inspection focus on “output” focus on • Differentiated inspection to target schools/areas with greater quality concerns (2009) school • Publication of school inspection reports (2004, 2007)quality and • Schools legally responsible for their quality (2009) reducing • Consultation platforms within the Policy on Equal Educational Opportunities (GOK) (2002) inequities • GOK funding evaluation requirements (2002)Stimulating • School innovation projects • Feedback to schools from National assessmentschool self- • Participation Decree (2004) ensures stakeholder voice evaluation • Promotion of “school communities” • Inspection judges school “policy-making capacity”
  8. 8. Analytical framework for the review ofschool evaluation in the Flemish Community Effective evaluation proceduresGovernance: a framework for school evaluationCompetencies Use offor evaluation / evaluation feedback results
  9. 9. Effective evaluation procedures Governance: a framework for school evaluation Competencies Use of for evaluation/ evaluation feedback resultsThe OECD’s assessment of the current approachto school evaluationSTRENGTHS ANDCHALLENGES
  10. 10. Governance: a framework for school evaluation• Schools have the major responsibility for the school improvement process• The Ministry fosters a degree of common understanding of basic quality• An increasingly information rich environment for school evaluation• Availability of robust student assessment tools for primary schools• Increased focus on the importance of engaging all stakeholders in school evaluation• The Ministry does not mandate or steer school self-evaluation• School evaluation is not well embedded in a larger vision for evaluation and assessment• Miss potential synergies between different evaluation approaches• Insufficient emphasis on improvement/excellence in attainment targets• High degree of variation in school policy-making capacity• Lack of information flow impedes school evaluation efforts
  11. 11. Effective evaluation procedures• Considerable use of technology to support self-evaluation• The Context-Input-Process-Output (CIPO) inspection framework is empirically grounded and comprehensive• Collection of evidence during the inspection can stimulate school self- evaluation activities• There is a legal basis for inspection, including the examination of school policy-making capacity• Lack of clarity around purpose of school self-evaluation and minimum quality• Inadequate information base for risk assessment prior to inspections• Communicating school understanding and uptake of the new inspection methodology• Judging schools’ implementation of attainment targets
  12. 12. Competencies for evaluation / feedback• Recognition of the importance of a school’s policy-making capacity• Network support to promote and develop school self-evaluation capacity• Identified teacher competencies to support school evaluation• Emerging collegial relations within and between schools to support competency development• Efforts to improve the capacity of the Inspectorate to conduct coherent inspections• Variation among school leaders in policy-making capacity• A need to strengthen educators’ evaluation literacy• Teachers’ orientation to research and enquiry• Clarifying and making more uniform inspectors’ judgements on quality
  13. 13. Use of evaluation results• Students have a voice in school policy, including growing involvement of students in self-evaluation• Good balance of school responsibility and external pressure to use inspection results for improvement• Publication of inspection reports• Examples of schools using feedback from national and international assessments in their self-evaluation activities• Examples of primary schools using network test results as part of whole-school evaluation• Lack of strategic and consistent use of self-evaluation• There is room for improvement in the public use of inspection results• Schools only receive Inspectorate profile information when being inspected• School self-evaluation results not necessarily shared with inspectors
  14. 14. Some challenges to implementing school evaluation for continuous improvement Flemish Inspection Schools learning focus on responsible Continuous objectives output / for quality differentiation improvementFocus on Lack of objective Varying levels ofminimum only. information to self-evaluation capacityHard to judge assess “output” among schools.how schools prior to inspection Lack of strategic use ofimplement them. evaluation results for school improvement.
  15. 15. Effective evaluation procedures Governance: a framework for school evaluation Competencies Use of for evaluation/ evaluation feedback resultsThe OECD’s assessment of how to build onthe current approach to school evaluationPOLICY RECOMMENDATIONS
  16. 16. Suggested priorities in going forwardClarify the Continue to invest ingoals of school school leader andevaluation and teacher capacity tohow different Governance: a Competencies conduct evaluationtypes of framework for school for evaluation/ and use its resultsevaluation fit feedback evaluation for improvementtogether Effective Use ofIncrease the evaluation evaluation Increase the use of procedures resultsobjectivity of available informationevaluation (collected at schoolprocedures and and central level) inensure they promote both internalimprovement and and externalexcellence school evaluation
  17. 17. Governance: a framework for school evaluation• Further clarify common goals and expectations with a view to encouraging excellence and continuous improvement• Strengthen consistency and coherence of different elements of school evaluation – Articulate appropriately with teacher appraisal – Reinforce links with school leadership appraisal – Better integration between self-evaluation and inspection• Promote the use of evaluation and assessment tools by schools for improvement – Comparative evaluation of externally developed self-evaluation tools for schools – Promote examples of effective practice• Continue to embed self-evaluation requirements in new policies/programs – Schools should link this to school quality assurance/improvement plan – Provide guidelines on how to map this to CIPO inspection framework
  18. 18. Effective evaluation procedures• Evaluate potential to develop set of criteria for learning progressions – Reference to assess student progress in different subjects• Clarify the criteria for inspection judgements on the quality of education – Define clear criteria for all components used to determine quality – School self-evaluation capacity is a core component of its quality• Go further in improving the inter-rater reliability of inspection reports – Concrete rating scale; build on inspection of school groups• Strengthen the commitment of inspection and schools to the implementation of Flemish attainment targets• Extend collegial practice both within and among schools – Further develop and coordinate emerging critical friendship• Promote further involvement of students in self-evaluation activities – Critical feedback for learning, teaching and school improvement
  19. 19. Competencies for evaluation / feedback• Further strengthen professional development for effective school self- evaluation – Prioritise support to building school policy-making capacity – Conduct external review of PBD tools and services• Recognise and strengthen key role of school leaders in self-evaluation – Flemish framework for leadership competencies – Develop new leadership roles – Refine leadership training – Ministry project on school evaluation competency development• Increase teacher understanding of policy-making capacity – Strengthen links between teaching quality and self-evaluation – Build competencies in data use, research and innovation – Fund collaborative teacher research projects with cross-school peer review
  20. 20. Use of evaluation results• Strengthen information flow on key indicators from and to schools – Provide schools with access to information in Data Warehouse – Schools to provide performance information to the Inspectorate – Improve availability and use of objective output measures• Ensure regular feedback to schools on key CIPO inspection framework indicators – Help schools with clear goals and measurable objectives – Work with schools to build shared language of quality/ evaluation• Promote the availability and use of appropriate self-evaluation resources – Comparative overview of tools available to schools – Assess school demand for other self-evaluation tools• Devise ways to improve public use of inspection results – Simplified language; dedicated website; reports for school groups
  21. 21. Ensure the quality of teaching and learning is at the heart of school evaluation• Clarify the goals of • Continue to invest school evaluation in school leader and how different Support to and teacher types of evaluation Improvement schools (PBD) capacity to fit together conduct Teacher appraisal Leadership evaluation and /development /evaluation use its results for Self-evaluation / competencies improvement inspection Collaboration Quality of teaching and learning Learning School access to• Increase the progressions central data • Increase the use objectivity of Inspection criteria School performance of available evaluation Tools for data to information in procedures and improvement Inspectorate both internal ensure they and external promote school improvement evaluation and excellence
  22. 22. Outputs available on the Review’swebsite:www.oecd.org/edu/evaluationpolicyOECD Reviews of Evaluation andAssessment in Education: Australia Denmark Norway SwedenCountry Background Reports: 9 out of 24 availableLiterature reviews /conceptual papers including: formative and summative assessment; teacher evaluation; school evaluation; education standards; use of results...
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