OECD Reviews of Evaluation and Assessment in Education: Denmark

OECD Reviews of Evaluation and Assessment in Education: Denmark Claire Shewbridge 3 May 2011, Copenhagen Major points from the OECD review Full report and ‘policy pointers’ available at: www.oecd.org/edu/evaluationpolicy

OECD Reviews of Evaluation and Assessment in Education: Denmark ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

School evaluation Internal and external System evaluation National and municipal Student assessment National and local Evaluation and assessment in Denmark: The first steps in building a framework ,[object Object],Instruments Student assessment National Common Objectives Legal requirement for ‘continuous assessment’ School evaluation Common indicators for municipal quality reports Legal requirement for municipalities to specify learning targets and frameworks Student assessment Final examinations in Form 9 National tests in selected subjects and form levels Individual Student Plans ’ School evaluation Municipal quality reports School self-evaluation tools (central and municipal) System evaluation International student assessments Official evaluations National tests and final examinations ,[object Object],[object Object],[object Object],System evaluation International benchmarks ‘ National profile’ of student performance in national tests

OECD review: overall assessment of ‘first steps’ ,[object Object],[object Object],[object Object],[object Object],[object Object]

OECD review: assessment of specific measures ,[object Object],Instruments Student assessment National Common Objectives Legal requirement for ‘continuous assessment’ School evaluation Common indicators for municipal quality reports Legal requirement for municipalities to specify learning targets and frameworks Student assessment Final examinations in Form 9 National tests in selected subjects and form levels Individual Student Plans ’ School evaluation Municipal quality reports School self-evaluation tools (central and municipal) System evaluation International student assessments Official evaluations National tests and final examinations Common basis for student assessment Translation into curriculum and assessment plans Rapid feedback to teachers in discrete areas of Common Objectives Not all teachers effectively use results Standardised with moderation practices ; Criticised as ‘outdated’ Good basis for formative assessment Common basis for school evaluation Do not sufficiently address the quality of teaching and learning Increased focus on school evaluation Inadequate follow up on results No longer solely reliant on International measures ; first possibility to measure progress against Common Objectives Exclusion of private sector; Narrow focus Useful resources for schools Usage depends on school/ municipal ethos Local targets most pertinent to specific development needs No systematic overview Robust evaluation of implementation of national initiatives Stimulated feedback to parents and documentation of student progress

OECD review: policy pointers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

School evaluation Internal and external System evaluation National and municipal Student assessment National and local Next steps: Refine key elements in the framework and clarify their purposes Further develop the Common Objectives -Develop a set of performance standards against these Clarify the monitoring role of the national tests ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Teacher appraisal School evaluation Internal and external System evaluation National and municipal School principal appraisal Student assessment National and local Next steps: Integrate teacher and school principal appraisal in the framework ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Hold school principals accountable for teacher appraisal e.g. ensure effective appraisal procedures, incl. classroom observation, professional feedback, coaching ,[object Object],[object Object],[object Object],[object Object],[object Object]

Teacher appraisal School evaluation Internal and external System evaluation National and municipal School principal appraisal Student assessment National and local Next steps: Invest in evaluation and assessment capacity development at all levels ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Teacher appraisal School evaluation Internal and external System evaluation National and municipal School principal appraisal Student assessment National and local Next steps: Promote and support the optimal use of evaluation and assessment results ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

To conclude: Completing the evaluation and assessment framework ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

OECD Reviews of Evaluation and Assessment in Education: Denmark

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OECD Reviews of Evaluation and Assessment in Education: Denmark