Oecd evaluation frameworks_review_main visit_background note

OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes in PortugalOBJECTIVES OF THE OECD REVIEWThe OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes is designed to respondto the strong interest in evaluation and assessment issues evident at national and international levels. It will providea description of design, implementation and use of assessment and evaluation procedures in countries; analysestrengths and weaknesses of different approaches; and provide recommendations for improvement. The Reviewlooks at the various components of assessment and evaluation frameworks that countries use with the objective ofimproving student outcomes. These include student assessment, teacher appraisal, school assessment and systemevaluation.The overall purpose is to explore how systems of evaluation and assessment can be used to improve the quality,equity and efficiency of school education. The overarching policy question is “How can assessment and evaluationpolicies work together more effectively to improve student outcomes in primary and secondary schools?” TheReview further concentrates on five key issues for analysis: (i) Designing a systemic framework for evaluation andassessment; (ii) Ensuring the effectiveness of evaluation and assessment procedures; (iii) Developing competenciesfor evaluation and for using feedback; (iv) Making the best use of evaluation results; and (v) Implementingevaluation and assessment policies.PROCESSESTwenty four countries are actively engaged in the Review. These cover a wide range of economic and social contexts,and among them they illustrate quite different approaches to evaluation and assessment in school systems. This willallow a comparative perspective on key policy issues. These countries prepare a detailed background report,following a standard set of guidelines. Countries can also opt for a detailed review, undertaken by a team consistingof members of the OECD Secretariat and external experts. The final comparative report from the OECD review,bringing together lessons from all countries, will be completed in 2012. The project is overseen by the Group ofNational Experts on Evaluation and Assessment, which was established as a subsidiary body of the OECD EducationPolicy Committee in order to guide the methods, timing and principles of the Review. More details are available fromthe Web site dedicated to the Review: www.oecd.org/edu/evaluationpolicy.Twenty four countries are preparing a Country Background Report: Australia, Austria, Belgium (Flemish Community),Belgium (French Community), Canada, Czech Republic, Denmark, Finland, France, Hungary, Iceland, Ireland, Israel,Korea, Luxembourg, Mexico, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia,Sweden and United Kingdom.Ten countries also opted for a Country Review: Australia, Belgium (Flemish Community), Czech Republic, Denmark,Luxembourg, New Zealand, Norway, Portugal, Slovak Republic and Sweden.REVIEW VISIT TO PORTUGAL (23 FEB.-2 MARCH 2011) AND INDIVIDUAL MEETINGSPortugal is hosting a visit by an external review team which will visit during the period 23 February - 2 March 2011.The visit is designed by the OECD in collaboration with the country authorities. The review team holds discussionswith a wide range of national and local authorities; education officials; relevant agencies which deal with evaluationand assessment issues; teacher unions; parents’ organisations; representatives of schools; students’ organisations;and researchers with an interest in evaluation and assessment issues. It also visits a range of schools, interactingwith school management, teachers and students. The intention is to provide a broad cross-section of informationand opinions on evaluation and assessment policies and how their effectiveness can be improved. After the visit areport will be provided to the country authorities, and later made publicly available. The report will provide, from aninternational perspective, an independent analysis of major issues facing the evaluation and assessment frameworkin Portugal, current policy initiatives, and possible future approaches.Each meeting intends to assist the review team in understanding evaluation and assessment policies in Portugal.Meetings are most likely to focus on: the strengths of the evaluation and assessment framework – what aspects areworking well, and why; the main policy challenges facing the evaluation and assessment framework – what needs tobe changed, and how might those changes be made; the policy mechanisms or strategies available to Education

2OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes – Review of Portugalauthorities; successful evaluation policy initiatives, and the reasons behind their success; and the role thatstakeholder groups play in developing and implementing evaluation and assessment policies. The discussions areintended to be informal. It is not necessary to prepare any documents or provide a formal presentation. Thediscussions will be treated in confidence.MEMBERS OF THE REVIEW TEAMGraham Donaldson published his report Teaching Scotland’s Future – A Report of a Review of Teacher Education inScotland in January 2011. This Review was undertaken on behalf of the Scottish Government(www.reviewofteachereducationinscotland.org.uk). Graham was Her Majesty’s Senior Chief Inspector of Educationfrom 2002 to 2010 in Scotland. In that role, he was Chief Executive of HM Inspectorate of Education and ChiefProfessional Adviser to the Scottish Government on all aspects of education outside the university sector. Grahambegan his teaching career in 1970 and taught in schools in Glasgow and Dunbartonshire. He worked as a CurriculumEvaluator for the Consultative Committee on the Curriculum. During this period, he was seconded to BP to reviewlinks between education and industry. His report, Industry and Scottish Schools, was published in 1981. He becamean HM Inspector in 1983. Graham is the current President of the Standing International Conference of Inspectorates(SICI) which has 29 member inspectorates from across Europe. Graham was awarded a CB for his services toeducation in the 2009 Queen’s Birthday Honours List.Anne Looney is Chief Executive of the National Council for Curriculum and Assessment in Dublin (www.ncca.ie).Anne is from Dublin. A former post-primary teacher of Religious Education and English, she joined the full-time staffof the NCCA in 1997 and was appointed Chief Executive Officer in 2001. She holds a Doctorate in Education from theInstitute of Education of the University of London. She has published on curriculum and assessment policy, schoolculture and ethos, and religious education and has presented papers in Ireland, north and south, in the UnitedStates, Canada Australia and China on a range of curriculum and assessment themes and on issues of school reform.Deborah Nusche, a German national, is a Policy Analyst in the OECD Directorate for Education. She is currentlyworking on the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes. At theOECD, she previously worked on the Thematic Review of Migrant Education and the Improving School Leadershipstudy. She has led country review visits on migrant education and participated in case study visits on schoolleadership in several countries. She also co-authored the OECD reports “Closing the Gap for Immigrant Students”(2010) and “Improving School Leadership” (2008). She has previous experience with UNESCO and the World Bankand holds an M.A. in International Affairs from Sciences Po Paris.Paulo Santiago, a Portuguese national, is a Senior Analyst in the OECD Directorate for Education, where he has beensince 2000. He is currently the co-ordinator of the OECD Review on Evaluation and Assessment Frameworks forImproving School Outcomes. He has previously assumed responsibility for two major cross-country reviews, eachwith the participation of over twenty countries: a review of teacher policy (between 2002 and 2005, leading to theOECD publication “Teachers Matter”) and the thematic review of tertiary education (between 2005 and 2008,leading to the OECD publication “Tertiary Education for the Knowledge Society”). He has also led reviews of teacherpolicy and tertiary education policy in several countries. He holds a PhD in Economics from Northwestern University,United States, where he also lectured. With a background in the economics of education, he specialises in educationpolicy analysis. He co-ordinates the review and will act as Rapporteur for the Review Team.Directorate for Education – Education and Training Policy Division www.oecd.org/edu/evaluationpolicy

Oecd evaluation frameworks_review_main visit_background note

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