This document discusses an OECD review of school evaluation frameworks in the Flemish Community of Belgium. It provides an overview of the review, including the analytical approach used and assessment of strengths and challenges. The review team found that while schools have responsibility for quality, evaluation could be better embedded in a vision linking different approaches. It also found variation in school self-evaluation capacity and made recommendations like clarifying evaluation goals and increasing the use of objective information and competency development to strengthen evaluation.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
Presentation by Patricia Wastiau.
Presentazione di Patricia Wastiau, Consigliere principale per studi e ricerche di EUN, in occasione del Convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio), organizzato dall'Indire.
Presentation by Robert Hassell - Australian Council for Educational Research (ACER).
ABSTRACT
Since 2012 all Australian States and territories, and the Federal government, have endorsed an approach to school improvement that was originally developed by the Australian Council for Educational Research in conjunction with the Queensland State Government. While there is an increasing trend towards autonomy of school leadership, all schools in Australia are expected to write a school improvement plan. Rather than focusing purely on desired outcomes, the approach is based on the view that the most effective strategy for improving student achievement in schools is to improve the quality of day-to-day teaching and learning. In this presentation I will outline the research and development underpinning the National School Improvement Tool (ACER, 2012) and its current use for school improvement review and planning that focuses on these important behaviours.
Presentazione di Robert Hassel in occasione del suo intervento al convegno internazionale "Migliorare la scuola", tenutosi a Napoli il 14-15 Maggio 2015 e organizzato dall'Indire.
Presentation by Jan Håkansson - Linnaeus university, Sweden
Abstract:
The presentation focuses learnings from principals and teachers school
based curriculum and improvement work in five compulsory schools in
Sweden. The long term goal for the schools is to improve pupils academic
achievement, and in focus for the improvement work is two different areas
of teaching: classroom management and development if language in all
subjects. The results presented pay attention to: i) classroom
observations of teaching as a strategy, ii) principals and teachers
learning during improvement work, and iii) school¹s capacity building
through different qualities of learning.
Convegno internazionale "Migliorare la scuola", Napoli NH Ambassador 14-16 Maggio 2015
Presentation by Leonidas Kyriakides, Department of Education, University of Cyprus, Cyprus.
ABSTRACT
This paper refers to the dynamic approach to school improvement (DASI) which attempts to contribute to the merging of educational effectiveness research and school improvement. The main underlying assumptions and the implementation phases of DASI are presented. The recommended approach gives emphasis to school policies and actions taken to improve teaching and the school learning environment. Moreover, the importance of establishing school evaluation mechanisms and collecting data to identify improvement priorities is stressed. Furthermore, DASI emphasizes the use of the available knowledge base in relation to the main aims of the efforts made by schools to deal with the different challenges/problems being faced. Therefore, a research and advisory team is expected to support school stakeholders develop, implement, and evaluate their own school improvement strategies and action plans. Group-randomization studies investigating the impact of DASI on promoting student learning outcomes are also presented. These studies reveal the conditions in which DASI can promote student learning outcomes. Finally, suggestions for research, policy and practice are provided.
Presentazione di Leonidas Kyriakides ( Università di Cipro) in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.
Creating a coherent performance indicator framework for the higher education ...Sonia Whiteley
The Australian Government recently made an ongoing commitment to a suite of innovative, integrated surveys that collect data about students’ experiences of their higher education from the commencement of their qualification to employment. The Quality Indicators for Learning and Teaching (QILT) survey program includes the Students Experience Survey, the Graduate Outcomes Survey, and the Employer Satisfaction Survey. All higher education institutions offering undergraduate and postgraduate courses in Australia, which includes 40 universities and around 105 private providers, are in-scope for the collection.
The QILT measures will work together to provide a coherent insight into student engagement, the student experience and post-study outcomes. The challenges of meeting this broad range of requirements to deliver an indicator framework that provides timely evidence for institutions to improve the experiences of current and future students and to position themselves in the higher education landscape will be discussed.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
Presentation by Patricia Wastiau.
Presentazione di Patricia Wastiau, Consigliere principale per studi e ricerche di EUN, in occasione del Convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio), organizzato dall'Indire.
Presentation by Robert Hassell - Australian Council for Educational Research (ACER).
ABSTRACT
Since 2012 all Australian States and territories, and the Federal government, have endorsed an approach to school improvement that was originally developed by the Australian Council for Educational Research in conjunction with the Queensland State Government. While there is an increasing trend towards autonomy of school leadership, all schools in Australia are expected to write a school improvement plan. Rather than focusing purely on desired outcomes, the approach is based on the view that the most effective strategy for improving student achievement in schools is to improve the quality of day-to-day teaching and learning. In this presentation I will outline the research and development underpinning the National School Improvement Tool (ACER, 2012) and its current use for school improvement review and planning that focuses on these important behaviours.
Presentazione di Robert Hassel in occasione del suo intervento al convegno internazionale "Migliorare la scuola", tenutosi a Napoli il 14-15 Maggio 2015 e organizzato dall'Indire.
Presentation by Jan Håkansson - Linnaeus university, Sweden
Abstract:
The presentation focuses learnings from principals and teachers school
based curriculum and improvement work in five compulsory schools in
Sweden. The long term goal for the schools is to improve pupils academic
achievement, and in focus for the improvement work is two different areas
of teaching: classroom management and development if language in all
subjects. The results presented pay attention to: i) classroom
observations of teaching as a strategy, ii) principals and teachers
learning during improvement work, and iii) school¹s capacity building
through different qualities of learning.
Convegno internazionale "Migliorare la scuola", Napoli NH Ambassador 14-16 Maggio 2015
Presentation by Leonidas Kyriakides, Department of Education, University of Cyprus, Cyprus.
ABSTRACT
This paper refers to the dynamic approach to school improvement (DASI) which attempts to contribute to the merging of educational effectiveness research and school improvement. The main underlying assumptions and the implementation phases of DASI are presented. The recommended approach gives emphasis to school policies and actions taken to improve teaching and the school learning environment. Moreover, the importance of establishing school evaluation mechanisms and collecting data to identify improvement priorities is stressed. Furthermore, DASI emphasizes the use of the available knowledge base in relation to the main aims of the efforts made by schools to deal with the different challenges/problems being faced. Therefore, a research and advisory team is expected to support school stakeholders develop, implement, and evaluate their own school improvement strategies and action plans. Group-randomization studies investigating the impact of DASI on promoting student learning outcomes are also presented. These studies reveal the conditions in which DASI can promote student learning outcomes. Finally, suggestions for research, policy and practice are provided.
Presentazione di Leonidas Kyriakides ( Università di Cipro) in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.
Creating a coherent performance indicator framework for the higher education ...Sonia Whiteley
The Australian Government recently made an ongoing commitment to a suite of innovative, integrated surveys that collect data about students’ experiences of their higher education from the commencement of their qualification to employment. The Quality Indicators for Learning and Teaching (QILT) survey program includes the Students Experience Survey, the Graduate Outcomes Survey, and the Employer Satisfaction Survey. All higher education institutions offering undergraduate and postgraduate courses in Australia, which includes 40 universities and around 105 private providers, are in-scope for the collection.
The QILT measures will work together to provide a coherent insight into student engagement, the student experience and post-study outcomes. The challenges of meeting this broad range of requirements to deliver an indicator framework that provides timely evidence for institutions to improve the experiences of current and future students and to position themselves in the higher education landscape will be discussed.
Inside in-service teacher training (RISE)David Evans
In this study, we examine in-service teacher training to improve the quality of education in low and middle income countries. We propose an instrument to more consistently capture elements of the program.
This work is joint with Anna Popova and Violeta Arancibia.
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
School-Based Assessment or SBA has been a feature of CXC examinations from their inceptions in 1979. This issue highlights the CXC model of school-based assessment and its philosophical underpinnings, as well as a sampling of
stakeholder views on SBA. It also features the launch of the CXC mobile app CXC Connect and reports on performances in CXC suite of examinations.
How much does it cost to get that impact? Measuring cost effectivenessDavid Evans
This presentation, on cost effectiveness and cost benefit analysis for impact evaluations, was delivered at the World Bank DIME Field Coordinator workshop on June 8, 2016.
A range of resources for carrying out cost analysis are included in the final slides.
Education Outcomes and Contextual Data: the Potential of International Survey...EduSkills OECD
UNDP/OECD/UNESCO IIEP
Presented by Simone Bloem, OECD Directorate for Education, Programme for Co-operation with Non-member economies at the Regional Conference on Fighting Corruption in Education in Eastern Europe and Central Asia, 24-25 November 2011, Bratislava, Slovakia
Using Rubrics in the Implementation of 21st Century Learning Outcomes Across ...credomarketing
Winston-Salem State University (WSSU) has undergone a major revision of its undergraduate general education curriculum over the past seven years. The revisions included a requirement that all general education courses teach and assess one of seven institutional learning outcomes. Faculty used the AAC&U VALUE rubrics to frame the discussion about assessing the outcomes across disciplines. Reform has continued with the expectation that the institutional outcomes will be evident across the majors. This presentation provides a brief overview of the general education curriculum reforms at WSSU including the process for adopting and using the rubrics to inform the teaching and assessment of the outcomes.
Fostering Students’ Creativity and Critical Thinking Skills: Next Steps – Sté...EduSkills OECD
This presentation was given by Stéphan Vincent-Lancrin at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
To foster the global competency, NAAC includes in its
the scope of assessment, skill development of students and also promoted the use of technologies and e-resources in teaching and learning processes for significant impact on stakeholders.
My presentation at the EDEN_EDLW 2016, 8th November 2016. with the title Current challenges on quality in open, online, flexible and technology enabled learning #EbbaOssian
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)
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.
Inside in-service teacher training (RISE)David Evans
In this study, we examine in-service teacher training to improve the quality of education in low and middle income countries. We propose an instrument to more consistently capture elements of the program.
This work is joint with Anna Popova and Violeta Arancibia.
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
School-Based Assessment or SBA has been a feature of CXC examinations from their inceptions in 1979. This issue highlights the CXC model of school-based assessment and its philosophical underpinnings, as well as a sampling of
stakeholder views on SBA. It also features the launch of the CXC mobile app CXC Connect and reports on performances in CXC suite of examinations.
How much does it cost to get that impact? Measuring cost effectivenessDavid Evans
This presentation, on cost effectiveness and cost benefit analysis for impact evaluations, was delivered at the World Bank DIME Field Coordinator workshop on June 8, 2016.
A range of resources for carrying out cost analysis are included in the final slides.
Education Outcomes and Contextual Data: the Potential of International Survey...EduSkills OECD
UNDP/OECD/UNESCO IIEP
Presented by Simone Bloem, OECD Directorate for Education, Programme for Co-operation with Non-member economies at the Regional Conference on Fighting Corruption in Education in Eastern Europe and Central Asia, 24-25 November 2011, Bratislava, Slovakia
Using Rubrics in the Implementation of 21st Century Learning Outcomes Across ...credomarketing
Winston-Salem State University (WSSU) has undergone a major revision of its undergraduate general education curriculum over the past seven years. The revisions included a requirement that all general education courses teach and assess one of seven institutional learning outcomes. Faculty used the AAC&U VALUE rubrics to frame the discussion about assessing the outcomes across disciplines. Reform has continued with the expectation that the institutional outcomes will be evident across the majors. This presentation provides a brief overview of the general education curriculum reforms at WSSU including the process for adopting and using the rubrics to inform the teaching and assessment of the outcomes.
Fostering Students’ Creativity and Critical Thinking Skills: Next Steps – Sté...EduSkills OECD
This presentation was given by Stéphan Vincent-Lancrin at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
To foster the global competency, NAAC includes in its
the scope of assessment, skill development of students and also promoted the use of technologies and e-resources in teaching and learning processes for significant impact on stakeholders.
My presentation at the EDEN_EDLW 2016, 8th November 2016. with the title Current challenges on quality in open, online, flexible and technology enabled learning #EbbaOssian
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)
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.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
OECD Conference Educating for Innovative Societies on 26 April 2012 - Session 5: Assessments for Skills in Thinking and Creativity - OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes by Deborah Nusche
OECD Reviews of Evaluation and Assessment in Education: SWEDEN - Stockholm – ...EduSkills OECD
Deborah Nusche
Policy Analyst
Education and Training Policy Division
OECD Directorate for Education
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.
OECD Reviews of Evaluation and Assessment in Education: SWEDEN Implementing p...EduSkills OECD
Deborah Nusche
Policy Analyst
Education and Training Policy Division
OECD Directorate for Education
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.
Sharing Responsibility for School AccountabilityEduSkills OECD
This presentation was given by Suzanne Dillon from the Irish Department of Education and Skills at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
Similar to OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes - School Evaluation in the Flemish Community of Belgium (20)
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes - School Evaluation in the Flemish Community of Belgium
1. OECD Review on Evaluation and
Assessment Frameworks for
Improving School Outcomes
School Evaluation in the
Flemish Community of Belgium
Claire Shewbridge
Analyst, Education and Training Policy Division
claire.shewbridge@oecd.org
Brussels, 7 December 2011
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. The OECD review of School Evaluation in the
Flemish Community of Belgium
THE REVIEW IN GENERAL AND IN
THE FLEMISH COMMUNITY
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. 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. The OECD review of School Evaluation in the
Flemish Community of Belgium
POLICY TRENDS IN THE
FLEMISH COMMUNITY AND
OECD’S ANALYTICAL APPROACH
7. Major policy developments influencing
school evaluation in the Flemish Community
Increased • 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 assessment
school self- • Participation Decree (2004) ensures stakeholder voice
evaluation • Promotion of “school communities”
• Inspection judges school “policy-making capacity”
8. Analytical framework for the review of
school evaluation in the Flemish Community
Effective
evaluation
procedures
Governance: a framework
for school evaluation
Competencies Use of
for evaluation / evaluation
feedback results
9. Effective
evaluation
procedures
Governance: a framework
for school evaluation
Competencies Use of
for evaluation/ evaluation
feedback results
The OECD’s assessment of the current approach
to school evaluation
STRENGTHS AND
CHALLENGES
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. 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. 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. 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. Some challenges to implementing school
evaluation for continuous improvement
Flemish Inspection Schools
learning focus on responsible Continuous
objectives output / for quality
differentiation improvement
Focus on Lack of objective Varying levels of
minimum only. information to self-evaluation capacity
Hard to judge assess “output” among schools.
how schools prior to inspection Lack of strategic use of
implement them. evaluation results for
school improvement.
15. Effective
evaluation
procedures
Governance: a framework
for school evaluation
Competencies Use of
for evaluation/ evaluation
feedback results
The OECD’s assessment of how to build on
the current approach to school evaluation
POLICY RECOMMENDATIONS
16. Suggested priorities in going forward
Clarify the
Continue to invest in
goals of school
school leader and
evaluation and
teacher capacity to
how different
Governance: a
Competencies conduct evaluation
types of framework for
school
for evaluation/ and use its results
evaluation fit feedback
evaluation for improvement
together
Effective Use of
Increase the evaluation evaluation Increase the use of
procedures results
objectivity of available information
evaluation (collected at school
procedures and and central level) in
ensure they promote both internal
improvement and and external
excellence school evaluation
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. 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. 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. 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. 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. Outputs available on the Review’s
website:
www.oecd.org/edu/evaluationpolicy
OECD Reviews of Evaluation and
Assessment in Education:
Australia
Denmark
Norway
Sweden
Country Background Reports:
9 out of 24 available
Literature reviews /conceptual
papers including:
formative and summative
assessment; teacher evaluation;
school evaluation; education
standards; use of results...