OECD Reviews of Evaluation and Assessment in Education: Denmark

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Major points from the OECD review Full report and ‘policy pointers’ available at: www.oecd.org/edu/evaluationpolicy …

Major points from the OECD review Full report and ‘policy pointers’ available at: www.oecd.org/edu/evaluationpolicy

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  • 1. OECD Reviews of Evaluation and Assessment in Education: Denmark Claire Shewbridge 3 May 2011, Copenhagen Major points from the OECD review Full report and ‘policy pointers’ available at: www.oecd.org/edu/evaluationpolicy
  • 2. 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)
  • 3. 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/standards
    Instruments 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 bodies
    • Danish Evaluation Institute
    • Quality and Supervision Agency
    System evaluation International benchmarks ‘ National profile’ of student performance in national tests
  • 4. 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 ”
  • 5. OECD review: assessment of specific measures
    • Criteria/standards
    Instruments 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 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 evaluation Inadequate 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 schools Usage depends on school/ municipal ethos Local 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
  • 6. 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
  • 7. 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 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 strategy to complement national outcome data
    • Quality of teaching and learning
    • Review the final examinations
    • Purpose
    • Procedures
    • - Content
  • 8. Teacher appraisal School evaluation Internal and external System evaluation National and municipal School principal 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 appraisal
    • e.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 appraisal e.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
  • 9. Teacher appraisal School evaluation Internal and external System evaluation National and municipal School principal 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
    • Develop competency profiles
    • - School principals
    • Municipal education directors
    • Train school leaders and senior staff for evaluation
    • Observation of teaching
    • Feedback and objective setting
    • Promote municipal capacity development
    • Central expertise
    • Municipal partnerships
    • Engage students in self-assessment
    • Develop scoring rubrics
  • 10. Teacher appraisal School evaluation Internal and external System evaluation National and municipal School principal 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
    • 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
    • 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
  • 11. 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!