The OECD is conducting a review of evaluation and assessment frameworks in 24 countries, including Portugal. The review aims to explore how these systems can improve school quality, equity, and efficiency. Portugal will host a visit from March 23-March 2, 2011 by an external review team to analyze its framework, meet with stakeholders, and provide recommendations. The review team includes experts from Scotland, Ireland, Germany, and Portugal who will produce a report on Portugal's evaluation policies.
OECD Reviews of Evaluation and Assessment in Education: Czech RepublicEduSkills OECD
The Review looks at the various components of assessment and evaluation frameworks. These include:
Student assessment; Teacher appraisal; School evaluation.
Education system evaluation;
Other types of evaluation (programme evaluation, evaluation of school leadership etc)
PISA 2018 looks at reading, mathematics, science, financial literacy and global competency of around 600,000 students across 79 countries.
Latest results:
What students know and can do
Where all students can succeed
What school life means for students' lives
Perfromance Information in the Education Sector by Paulo SantiagoOECD Governance
Presentation by Paulo Santiago at the 10th annual meeting of the Senior Budget Officials Performance and Results Network held on 24-25 November 2014. Find more information at http://www.oecd.org/gov/budgeting
Linda Darling-Hammond puts American school reform in the context of what other nations are doing to prepare their young for a global knowledge economy. See the best-practices recommendations.
Results to be released on December 6
Key issues:
How far are we nurturing a generation of scientifically literate young people?
Are schools adequately preparing young people for adult life?
What kinds of learning environments do we find in high performing systems?
Can schools improve the futures of students from disadvantaged backgrounds?
Insights from PISA for Schools and Local EducatorsEduSkills OECD
Over half a million students representing 28 million 15-year-olds in 65 countries/economies took an internationally agreed 2-hour test and responded to questions on their personal background, their schools and their engagement with learning and school
The document summarizes a conference on the RETAIN project, which aims to reduce work-related stress for teachers. It describes the diagnostic process that identified key stress factors like role ambiguity and poor organizational communication. Intervention tools like shared vision and world cafe activities helped schools develop a joint understanding of values and priorities. A case study highlights how one school used these tools to establish a shared vision, increasing staff motivation, participation and satisfaction levels. The tools appear effective in promoting a more cooperative school culture and developing teachers' talents.
OECD Reviews of Evaluation and Assessment in Education: Czech RepublicEduSkills OECD
The Review looks at the various components of assessment and evaluation frameworks. These include:
Student assessment; Teacher appraisal; School evaluation.
Education system evaluation;
Other types of evaluation (programme evaluation, evaluation of school leadership etc)
PISA 2018 looks at reading, mathematics, science, financial literacy and global competency of around 600,000 students across 79 countries.
Latest results:
What students know and can do
Where all students can succeed
What school life means for students' lives
Perfromance Information in the Education Sector by Paulo SantiagoOECD Governance
Presentation by Paulo Santiago at the 10th annual meeting of the Senior Budget Officials Performance and Results Network held on 24-25 November 2014. Find more information at http://www.oecd.org/gov/budgeting
Linda Darling-Hammond puts American school reform in the context of what other nations are doing to prepare their young for a global knowledge economy. See the best-practices recommendations.
Results to be released on December 6
Key issues:
How far are we nurturing a generation of scientifically literate young people?
Are schools adequately preparing young people for adult life?
What kinds of learning environments do we find in high performing systems?
Can schools improve the futures of students from disadvantaged backgrounds?
Insights from PISA for Schools and Local EducatorsEduSkills OECD
Over half a million students representing 28 million 15-year-olds in 65 countries/economies took an internationally agreed 2-hour test and responded to questions on their personal background, their schools and their engagement with learning and school
The document summarizes a conference on the RETAIN project, which aims to reduce work-related stress for teachers. It describes the diagnostic process that identified key stress factors like role ambiguity and poor organizational communication. Intervention tools like shared vision and world cafe activities helped schools develop a joint understanding of values and priorities. A case study highlights how one school used these tools to establish a shared vision, increasing staff motivation, participation and satisfaction levels. The tools appear effective in promoting a more cooperative school culture and developing teachers' talents.
Educational R&D in Norway has grown substantially since being first mapped in 2007. In 2013, 1.1 billion NOK was spent on educational R&D, up from 548 million NOK in 2007. Most educational R&D is performed at universities and university colleges and is funded by the government. The largest areas of focus are higher education, lower secondary education, and upper secondary education. Access to funding and insufficient time are the most commonly reported barriers to educational research and development.
British council english_as_a_medium_of_instructionPepe Kazeres
This document summarizes the findings of a study that investigated the growing global phenomenon of English medium instruction (EMI) in 55 countries. The study was conducted by researchers at Oxford University between October 2013 and March 2014. It found that EMI is rapidly expanding in most countries and generally has official government backing, though some exceptions exist. Public opinion on EMI is described as "equivocal" or "controversial" rather than outright opposition. Concerns relate to potential social divisions from limited access and threats to first language/identity. Many countries lack infrastructure for quality EMI like qualified teachers and guidelines. The report calls for further research on key questions around EMI implementation, forms, language use, teacher education, effects on
This document discusses two international assessments of student achievement - TIMSS and PISA. TIMSS assesses mathematics and science achievement of 4th and 8th grade students every 4 years, while PISA evaluates reading, mathematics and science literacy of 15-year-olds every 3 years. Both assessments are used to benchmark and improve education policies across participating countries. While TIMSS focuses more on curriculum-based content and standards, PISA emphasizes practical problem-solving skills needed for the real world. It is important that assessments evaluate the types of mathematics most important for students to learn and apply globally.
Spain performs below the OECD average in mathematics, reading, and science based on PISA test results. While spending on education has increased, performance has remained stable and equity in education has deteriorated. Socioeconomically advantaged students outperform disadvantaged students by a wider margin than in 2003. Regional performance differences are largely due to socioeconomic disparities. Schools have less autonomy than other OECD countries and engage in less collaboration and evaluation.
ejercicios
matamaticas
comprension lectora
ciencias
soluciones
informe pisa
The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations of 15-year-old school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three years. It is done with view to improving education policies and outcomes. The data has increasingly been used both to assess the impact of education quality on incomes and growth and for understanding what causes differences in achievement across nations.[1]
470,000 15-year-old students representing 65 nations and territories participated in PISA 2009. An additional 50,000 students representing nine nations were tested in 2010.[2]
The Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement are similar studies.
1. The document discusses outdated educational systems in many European countries, including Croatia. It recommends large, comprehensive reforms that have been successfully implemented in some EU nations.
2. A new policy guide from the USA recommends research-based strategies to improve teacher quality, which is critical to student success. It draws from studies on effective teaching and policies from high-performing countries like Finland and Singapore.
3. The guide provides action steps, model legislation, and examples of policies that strengthen teacher recruitment, preparation, development, evaluation, working conditions, funding, and develop coherent, systemic approaches to support all students.
Gisella Lange Quality and Language Educationeaquals
This document discusses quality in education across three strands: 1) general quality in education as defined by international organizations, 2) frameworks and tools for quality in language education, and 3) areas for continuous professional development to implement quality. Regarding the first strand, it outlines definitions and frameworks for quality from the OECD, UNESCO, EU and others. For the second strand, it discusses language education frameworks including the CEFR and quality assurance at the ECML. The third strand focuses on continuous professional development priorities in Italy for 2016-2019, including autonomy, digital skills, languages, and evaluation.
The Agency's Inclusive Early Childhood Education project aimed to identify, analyse and subsequently promote the main characteristics of quality inclusive early childhood education for all children from three years of age to the start of primary education.
Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201EduSkills OECD
The document summarizes an OECD review of Norway's evaluation and assessment frameworks for improving school outcomes. The review examined student assessment, teacher appraisal, school evaluation, and system evaluation. It found that Norway has developed a range of tools to support evaluation and assessment at the local level, including national tests, user surveys, and a school portal. However, the review concluded that Norway needs to further develop the coherence of its framework, provide clearer guidance on quality standards, and strengthen evaluation capacities among teachers and school leaders to fully embed an evaluation culture.
This document provides an overview and summary of a book published by the OECD about improving school leadership. The book is based on an OECD study that examined school leadership practices and policies in 22 education systems. It identifies four policy levers that can help governments strengthen school leadership now and build sustainable leadership for the future. Companion volumes include case studies on innovative approaches to leadership development and a toolkit to support policymakers in reforming school and education systems. Effective school leadership is seen as key to education reform worldwide.
This document provides an overview and introduction to the report "Creating Effective Teaching and Learning Environments: First Results from TALIS". It begins with a brief description of the origins, aims, design, and development of the Teaching and Learning International Survey (TALIS). It notes that TALIS aims to provide the first internationally comparative perspective on teaching and learning conditions. The document then outlines the organization of the full report, which includes chapters on teachers' professional development, teaching practices and beliefs, school evaluation and teacher appraisal, and school leadership. It concludes by acknowledging the collaborative effort required to develop TALIS and produce the report.
This document discusses challenges in defining effective teaching. It notes that effective teaching requires criteria related to educational objectives, which can vary over time and place. Common objectives include promoting cognitive development and literacy. Definitions of effective teaching often focus on student outcomes or teacher behaviors that promote outcomes. The review examines perspectives and evidence from inspections, teachers, principals, and students. It also explores characterizing effective practices and measuring teacher impacts considering school and departmental contexts.
Rana Madani has over 25 years of experience in education. She currently serves as the Deputy Chief Executive Officer of Jordan Education Initiative, where she helps develop strategy and oversees planning, finances, legal matters, and partnerships. Previously, she worked at Jordan Education Initiative as Head of Education Research and Innovation, directing research on education trends and innovations. She has also held teaching and leadership roles in schools, developing curricula and extracurricular activities focused on health, social issues, and science. Rana has extensive training experience and has spoken at several international conferences on topics like 21st century teaching, education technology, and school inspections.
2009 Quality Costs (Mike Brewer, Kate Goddard, Sandra Gruescu, Maxine Hill, Emma Knight, Jonathan Rallings) Funded by the Nuffield Foundation, this research looked at the costs and options for improving the quality of childcare in Britain.
2012 Improving Quality in the Early Years (Sandra Mathers, Rosanna Singler and Arjette Karemaker)
This research, undertaken in partnership with the University of Oxford, looks at how different groups – parents, Ofsted and early years providers – understand quality. It was funded by the Nuffield Foundation.
Este trabajo aborda la asesoría en vistas a un mejor aprendizaje para todos sus alumnos, abordando la asesoría desde dos ejes: el primero, referente a la asesoría para el aprendizaje, que trata los tipos de asesoría, sus beneficios y sus componentes. El segundo, aborda la temática desde la función de las planificaciones en aras a la promoción de mejores y mayores conocimientos por parte de los alumnos, del desarrollo óptimo de las clases, del desarrollo del perfil de alumno que la escuela quiere alcanzar y el planeamiento para las diversas etapas que el alumno irá atravesando.
(Nini Daiana- Nechay Evelyn)
Successful leadership: a review of the international literature examines research on effective school leadership. It finds that while instructional/pedagogical leadership has been shown to improve student outcomes, transformational leadership and a combination of the two approaches may be most effective. Successful school leaders set direction, create positive school culture, and support staff motivation and commitment to foster improvement. International research emphasizes the importance of leadership in supporting school improvement.
International organizations are influencing governmental open educational resource (OER) policies around the world. The researcher is exploring how international organizations use different policy instruments to impact provincial, state, and national OER policies. Instruments include reports, advice, conferences, initiatives, and declarations. A survey found many countries cite international influences on their OER policies. The researcher will interview representatives from organizations and governments to understand these influences and recommend how international policies could better support national ones.
The Agency's 'Raising the Achievement of All Learners in Inclusive Education' project (2014–2017) aimed to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners.
Educational R&D in Norway has grown substantially since being first mapped in 2007. In 2013, 1.1 billion NOK was spent on educational R&D, up from 548 million NOK in 2007. Most educational R&D is performed at universities and university colleges and is funded by the government. The largest areas of focus are higher education, lower secondary education, and upper secondary education. Access to funding and insufficient time are the most commonly reported barriers to educational research and development.
British council english_as_a_medium_of_instructionPepe Kazeres
This document summarizes the findings of a study that investigated the growing global phenomenon of English medium instruction (EMI) in 55 countries. The study was conducted by researchers at Oxford University between October 2013 and March 2014. It found that EMI is rapidly expanding in most countries and generally has official government backing, though some exceptions exist. Public opinion on EMI is described as "equivocal" or "controversial" rather than outright opposition. Concerns relate to potential social divisions from limited access and threats to first language/identity. Many countries lack infrastructure for quality EMI like qualified teachers and guidelines. The report calls for further research on key questions around EMI implementation, forms, language use, teacher education, effects on
This document discusses two international assessments of student achievement - TIMSS and PISA. TIMSS assesses mathematics and science achievement of 4th and 8th grade students every 4 years, while PISA evaluates reading, mathematics and science literacy of 15-year-olds every 3 years. Both assessments are used to benchmark and improve education policies across participating countries. While TIMSS focuses more on curriculum-based content and standards, PISA emphasizes practical problem-solving skills needed for the real world. It is important that assessments evaluate the types of mathematics most important for students to learn and apply globally.
Spain performs below the OECD average in mathematics, reading, and science based on PISA test results. While spending on education has increased, performance has remained stable and equity in education has deteriorated. Socioeconomically advantaged students outperform disadvantaged students by a wider margin than in 2003. Regional performance differences are largely due to socioeconomic disparities. Schools have less autonomy than other OECD countries and engage in less collaboration and evaluation.
ejercicios
matamaticas
comprension lectora
ciencias
soluciones
informe pisa
The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations of 15-year-old school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three years. It is done with view to improving education policies and outcomes. The data has increasingly been used both to assess the impact of education quality on incomes and growth and for understanding what causes differences in achievement across nations.[1]
470,000 15-year-old students representing 65 nations and territories participated in PISA 2009. An additional 50,000 students representing nine nations were tested in 2010.[2]
The Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement are similar studies.
1. The document discusses outdated educational systems in many European countries, including Croatia. It recommends large, comprehensive reforms that have been successfully implemented in some EU nations.
2. A new policy guide from the USA recommends research-based strategies to improve teacher quality, which is critical to student success. It draws from studies on effective teaching and policies from high-performing countries like Finland and Singapore.
3. The guide provides action steps, model legislation, and examples of policies that strengthen teacher recruitment, preparation, development, evaluation, working conditions, funding, and develop coherent, systemic approaches to support all students.
Gisella Lange Quality and Language Educationeaquals
This document discusses quality in education across three strands: 1) general quality in education as defined by international organizations, 2) frameworks and tools for quality in language education, and 3) areas for continuous professional development to implement quality. Regarding the first strand, it outlines definitions and frameworks for quality from the OECD, UNESCO, EU and others. For the second strand, it discusses language education frameworks including the CEFR and quality assurance at the ECML. The third strand focuses on continuous professional development priorities in Italy for 2016-2019, including autonomy, digital skills, languages, and evaluation.
The Agency's Inclusive Early Childhood Education project aimed to identify, analyse and subsequently promote the main characteristics of quality inclusive early childhood education for all children from three years of age to the start of primary education.
Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201EduSkills OECD
The document summarizes an OECD review of Norway's evaluation and assessment frameworks for improving school outcomes. The review examined student assessment, teacher appraisal, school evaluation, and system evaluation. It found that Norway has developed a range of tools to support evaluation and assessment at the local level, including national tests, user surveys, and a school portal. However, the review concluded that Norway needs to further develop the coherence of its framework, provide clearer guidance on quality standards, and strengthen evaluation capacities among teachers and school leaders to fully embed an evaluation culture.
This document provides an overview and summary of a book published by the OECD about improving school leadership. The book is based on an OECD study that examined school leadership practices and policies in 22 education systems. It identifies four policy levers that can help governments strengthen school leadership now and build sustainable leadership for the future. Companion volumes include case studies on innovative approaches to leadership development and a toolkit to support policymakers in reforming school and education systems. Effective school leadership is seen as key to education reform worldwide.
This document provides an overview and introduction to the report "Creating Effective Teaching and Learning Environments: First Results from TALIS". It begins with a brief description of the origins, aims, design, and development of the Teaching and Learning International Survey (TALIS). It notes that TALIS aims to provide the first internationally comparative perspective on teaching and learning conditions. The document then outlines the organization of the full report, which includes chapters on teachers' professional development, teaching practices and beliefs, school evaluation and teacher appraisal, and school leadership. It concludes by acknowledging the collaborative effort required to develop TALIS and produce the report.
This document discusses challenges in defining effective teaching. It notes that effective teaching requires criteria related to educational objectives, which can vary over time and place. Common objectives include promoting cognitive development and literacy. Definitions of effective teaching often focus on student outcomes or teacher behaviors that promote outcomes. The review examines perspectives and evidence from inspections, teachers, principals, and students. It also explores characterizing effective practices and measuring teacher impacts considering school and departmental contexts.
Rana Madani has over 25 years of experience in education. She currently serves as the Deputy Chief Executive Officer of Jordan Education Initiative, where she helps develop strategy and oversees planning, finances, legal matters, and partnerships. Previously, she worked at Jordan Education Initiative as Head of Education Research and Innovation, directing research on education trends and innovations. She has also held teaching and leadership roles in schools, developing curricula and extracurricular activities focused on health, social issues, and science. Rana has extensive training experience and has spoken at several international conferences on topics like 21st century teaching, education technology, and school inspections.
2009 Quality Costs (Mike Brewer, Kate Goddard, Sandra Gruescu, Maxine Hill, Emma Knight, Jonathan Rallings) Funded by the Nuffield Foundation, this research looked at the costs and options for improving the quality of childcare in Britain.
2012 Improving Quality in the Early Years (Sandra Mathers, Rosanna Singler and Arjette Karemaker)
This research, undertaken in partnership with the University of Oxford, looks at how different groups – parents, Ofsted and early years providers – understand quality. It was funded by the Nuffield Foundation.
Este trabajo aborda la asesoría en vistas a un mejor aprendizaje para todos sus alumnos, abordando la asesoría desde dos ejes: el primero, referente a la asesoría para el aprendizaje, que trata los tipos de asesoría, sus beneficios y sus componentes. El segundo, aborda la temática desde la función de las planificaciones en aras a la promoción de mejores y mayores conocimientos por parte de los alumnos, del desarrollo óptimo de las clases, del desarrollo del perfil de alumno que la escuela quiere alcanzar y el planeamiento para las diversas etapas que el alumno irá atravesando.
(Nini Daiana- Nechay Evelyn)
Successful leadership: a review of the international literature examines research on effective school leadership. It finds that while instructional/pedagogical leadership has been shown to improve student outcomes, transformational leadership and a combination of the two approaches may be most effective. Successful school leaders set direction, create positive school culture, and support staff motivation and commitment to foster improvement. International research emphasizes the importance of leadership in supporting school improvement.
International organizations are influencing governmental open educational resource (OER) policies around the world. The researcher is exploring how international organizations use different policy instruments to impact provincial, state, and national OER policies. Instruments include reports, advice, conferences, initiatives, and declarations. A survey found many countries cite international influences on their OER policies. The researcher will interview representatives from organizations and governments to understand these influences and recommend how international policies could better support national ones.
The Agency's 'Raising the Achievement of All Learners in Inclusive Education' project (2014–2017) aimed to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners.
ROLE OF INTERNATIONAL TESTING AND ASSESSMENT AGENCIES Mamoona Shahzad
International testing and assessment agencies are responsible for constructing and administering tests at the international level to evaluate and compare educational systems among countries. Some major agencies discussed include the OECD's PISA, IEA's TIMSS and PIRLS, ETS, ACER, IAEA, and AEA. These agencies seek to compare student achievement across nations and inform education policy through cross-national assessments in important subject areas.
The International Association for the Evaluation of Educational Achievement (IEA) conducts large-scale international assessments of student achievement to support countries' efforts to monitor and improve education. IEA has a worldwide network of over 70 member countries and institutions that cooperate on studies conducted every few years, including the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS). IEA aims to provide comparative data, promote evidence-based policy dialogue, and encourage knowledge sharing to improve education globally.
This document outlines a framework for advancing education for sustainable development (ESD) after 2015. It discusses how ESD can help update educational purposes and outcomes, strengthen curriculum, and guide students to solve future sustainability issues. The document also proposes priority action areas for ESD, including advancing policy, transforming learning environments, building educator capacity, empowering youth, and accelerating local solutions. It recommends establishing a global coordination mechanism to oversee ESD implementation through regional forums, UN agency coordination, and periodic reporting.
The document is a report by the OECD on school funding policies in different countries. It contains:
1) An introduction explaining the importance of school funding policies and how they can help governments achieve education objectives through efficient and equitable allocation of resources.
2) An analysis of school funding policies in 18 education systems that participated in the OECD project, looking at how funding is raised and spent, how it is distributed to schools, budget planning procedures, and monitoring and evaluation of spending.
3) A discussion of key issues in governing school funding, distributing resources, planning budgets, and evaluating resource use to inform policy development.
This document provides an assessment report of the ICLON Research program on Teaching and Teacher Learning from 2009-2014. It begins with an introduction to the evaluation process and criteria. It then discusses the structure, organization, and mission of ICLON, noting its focus on research related to teaching and teacher learning. The report assesses the quality, relevance, and viability of ICLON's research program and PhD training. It provides recommendations to further improve the research and PhD program, particularly around increasing international visibility and benchmarking.
Similar to Oecd evaluation frameworks_review_main visit_background note (20)
Chesterton visitou uma construção e perguntou a vários operários sobre seus trabalhos. O primeiro disse que estava alisando pedras, o segundo disse que estava preparando pilares para paredes, e um terceiro disse que estava construindo uma catedral, mostrando como cada pequena tarefa contribui para o todo maior.
O documento anuncia o II Seminário EDUGest que irá discutir novas abordagens para a inovação e mudança na gestão escolar, incluindo apresentações sobre liderança pedagógica e resultados de pesquisas sobre organizações escolares. O evento ocorrerá em 28 de março na Universidade Católica Portuguesa e contará com palestras e painéis sobre eficácia, equidade e práticas de gestão em escolas portuguesas.
O programa inclui uma sessão de abertura com discursos de autoridades educacionais, seguida por apresentações e discussões sobre projetos curriculares, equipas educativas e avaliação de aprendizagens. Haverá sessões plenárias e paralelas durante a manhã e tarde, com pausas para almoço e café. O objetivo é esclarecer dúvidas sobre estratégias educacionais e apresentar modelos pedagógicos.
Este documento descreve uma série de seminários sobre investigação em educação realizados entre fevereiro e julho de 2016 na Faculdade de Educação e Psicologia da Universidade Católica Portuguesa. Os seminários visam apresentar e debater projetos de investigação em educação em Portugal e Moçambique, teses de doutoramento recentes, e resultados de pesquisas financiadas pela FCT entre 2010-2013.
Dr. Ilídia Cabral will give a public lecture about the results of her multiple case study on how the organization of schools impacts student success. She analyzed schools in Portugal that reorganized themselves under an education program called "Programa Mais Sucesso Escolar", which aims to prevent failure and dropout by allowing more flexible grouping of students and instructional time/space. Her research sought to understand if this reorganization was perceived as promoting learning. The talk will be held at the University of Saint Joseph and moderated by Prof. Ana Correia.
O projeto Tertúlias Educacionais da FEP tem como objetivo (1) partilhar práticas e reflexões sobre a intervenção educativa, (2) produzir conhecimento sobre os territórios educativos, e (3) realizar avaliações formativas das ações. As tertúlias são debates abertos sobre problemas educacionais com professores e colaboradores da FEP.
1) O documento é um periódico sobre educação que inclui artigos de vários autores sobre tópicos como políticas educacionais, avaliação de professores, escolas e teatro.
2) Inclui também uma resenha de um livro que analisa a história contemporânea da educação em Portugal entre 1992-2002.
3) Apresenta ainda informações sobre uma nova coleção de livros publicada sobre educação.
Este documento descreve o programa de um seminário internacional sobre autonomia e liderança das escolas que ocorrerá em Lisboa nos dias 29 e 30 de junho de 2015. O programa inclui sessões de abertura, painéis de discussão, e apresentações sobre autonomia escolar, liderança educacional, e políticas de educação em Portugal e no exterior. O seminário é destinado a diretores escolares, professores e parceiros educacionais.
O documento discute um caso de bullying na Escola de Vale de Milhaços em Corroios, Portugal. Uma menina de 10 anos deixou de frequentar a escola depois de meses de agressões físicas e psicológicas de um colega de 13 anos, sinalizado por comportamentos de risco. Apesar de várias queixas dos pais, a escola não tomou medidas para proteger a vítima. Os pais retiraram a menina da escola para sua segurança.
O documento descreve o programa de um seminário sobre administração local das escolas, incluindo uma conferência sobre a municipalização do ensino, um debate, apresentações sobre projetos educativos municipais e redes educativas locais, e um painel sobre a ação local e redes educativas.
O documento anuncia um seminário sobre a identidade, liberdade e qualidade da escola católica. O seminário irá apresentar os resultados de um estudo empírico sobre as práticas de liderança e qualidade nestas escolas e reforçar os laços entre as comunidades educativas católicas da diocese do Porto. O programa inclui conferências e debates sobre o tema.
O seminário discutiu a identidade, liberdade e qualidade da escola católica. Apresentou os resultados de um estudo sobre as práticas de liderança e qualidade nestas escolas e lançou um livro sobre escola católica, liderança e ethos. O evento reuniu dirigentes de colégios católicos para reforçar laços e capacitar as lideranças.
Este documento anuncia o Seminário VI do II Ciclo de Seminários Temáticos sobre a produção de conhecimento em Ciências da Educação, que irá apresentar teses de doutoramento defendidas na Universidade Católica Portuguesa defendidas com distinção e debater os seus referenciais teóricos e resultados. O seminário é organizado pela Faculdade de Educação e Psicologia e destina-se a investigadores, doutorandos e professores do ensino superior.
Este documento apresenta o catálogo de formação de 2015 da FACEFormação Avançada em Ciências da Educação, incluindo cursos e módulos de formação em tópicos como desenvolvimento organizacional, gestão de sala de aula, supervisão pedagógica, avaliação de escola, promoção do sucesso escolar, avaliação pedagógica e metodologias de ensino de Português e Matemática. O catálogo descreve as modalidades, créditos, destinatários, programas e formadores de cada curso/mó
Este documento apresenta a comissão científica e organizadora de um seminário sobre as Provas de Aptidão Profissional e o conhecimento em ação. O seminário é organizado pela Rede de Cooperação de Escolas com Ensino Profissional da Universidade Católica do Porto e destina-se a diretores, professores e técnicos ligados ao ensino profissional.
Este documento descreve o programa de um seminário internacional sobre administração e organização escolar em Moçambique, incluindo discussões sobre desenvolvimento profissional de professores e liderança, assim como a apresentação de vários projetos de pesquisa educacional.
O documento descreve o programa de um seminário sobre trabalho docente e liderança escolar, incluindo sessões sobre organização pedagógica e liderança escolar, desafios organizacionais da escola para todos, e painel sobre assessorias internas, projetos escolares, transformação pedagógica e coordenação do trabalho docente.
Este documento anuncia o 5o ciclo de seminários em Administração, Supervisão e Organização Escolar (ASOE) na Universidade Católica Portuguesa. O ciclo consiste em 4 seminários sobre temas relacionados com a melhoria das escolas e qualificação dos professores. Fornece informações sobre datas, local, objetivos, destinatários, inscrição e contactos.
1. O prémio SPCE/De Facto Editores tem como objetivo estimular a qualidade da investigação nas ciências da educação em Portugal, através da publicação do melhor trabalho submetido.
2. Podem concorrer teses de mestrado e doutoramento concluídas entre 2013-2014, bem como outros trabalhos de investigação nas áreas da educação e formação.
3. Os trabalhos são avaliados por um júri de sete especialistas e o vencedor terá o seu trabalho publicado pela De Facto Editores.
Este documento apresenta o programa de três dias de um evento sobre promoção da leitura e escrita organizado pela Ajudaris. O programa inclui conferências, painéis, workshops e uma mesa redonda sobre temas relacionados à educação literária e formação cívica de crianças e jovens. Também é anunciado o lançamento de um livro no último dia do evento.
1. OECD Review on
Evaluation and Assessment Frameworks
for Improving School Outcomes in Portugal
OBJECTIVES OF THE OECD REVIEW
The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes 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 assessment and system
evaluation.
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 evaluation
policies work together more effectively to improve student outcomes in primary and secondary schools?” The
Review further concentrates on five key issues for analysis: (i) Designing a systemic framework for evaluation and
assessment; (ii) Ensuring the effectiveness of evaluation and assessment procedures; (iii) Developing competencies
for evaluation and for using feedback; (iv) Making the best use of evaluation results; and (v) Implementing
evaluation and assessment policies.
PROCESSES
Twenty 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 will
allow 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 consisting
of 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 of
National Experts on Evaluation and Assessment, which was established as a subsidiary body of the OECD Education
Policy Committee in order to guide the methods, timing and principles of the Review. More details are available from
the 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 MEETINGS
Portugal 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 discussions
with a wide range of national and local authorities; education officials; relevant agencies which deal with evaluation
and 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, interacting
with school management, teachers and students. The intention is to provide a broad cross-section of information
and opinions on evaluation and assessment policies and how their effectiveness can be improved. After the visit a
report will be provided to the country authorities, and later made publicly available. The report will provide, from an
international perspective, an independent analysis of major issues facing the evaluation and assessment framework
in 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 are
working well, and why; the main policy challenges facing the evaluation and assessment framework – what needs to
be changed, and how might those changes be made; the policy mechanisms or strategies available to Education
2. 2OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes – Review of Portugal
authorities; successful evaluation policy initiatives, and the reasons behind their success; and the role that
stakeholder groups play in developing and implementing evaluation and assessment policies. The discussions are
intended to be informal. It is not necessary to prepare any documents or provide a formal presentation. The
discussions will be treated in confidence.
MEMBERS OF THE REVIEW TEAM
Graham Donaldson published his report Teaching Scotland’s Future – A Report of a Review of Teacher Education in
Scotland 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 Education
from 2002 to 2010 in Scotland. In that role, he was Chief Executive of HM Inspectorate of Education and Chief
Professional Adviser to the Scottish Government on all aspects of education outside the university sector. Graham
began his teaching career in 1970 and taught in schools in Glasgow and Dunbartonshire. He worked as a Curriculum
Evaluator for the Consultative Committee on the Curriculum. During this period, he was seconded to BP to review
links between education and industry. His report, Industry and Scottish Schools, was published in 1981. He became
an 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 to
education 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 staff
of the NCCA in 1997 and was appointed Chief Executive Officer in 2001. She holds a Doctorate in Education from the
Institute of Education of the University of London. She has published on curriculum and assessment policy, school
culture and ethos, and religious education and has presented papers in Ireland, north and south, in the United
States, 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 currently
working on the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes. At the
OECD, she previously worked on the Thematic Review of Migrant Education and the Improving School Leadership
study. She has led country review visits on migrant education and participated in case study visits on school
leadership 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 Bank
and 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 been
since 2000. He is currently the co-ordinator of the OECD Review on Evaluation and Assessment Frameworks for
Improving School Outcomes. He has previously assumed responsibility for two major cross-country reviews, each
with the participation of over twenty countries: a review of teacher policy (between 2002 and 2005, leading to the
OECD 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 teacher
policy 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 education
policy 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