1. 1
1
Benchmarking international
best practice
Benchmarking international
best practice
Putting the World
into World-Class Education
Washington, July 10, 2009
Putting the World into World-Class Education
Asia Society, Washington, July 10, 2009
Prof. Andreas Schleicher
Head, Indicators and Analysis Division
OECD Directorate for Education

2. 2
2
Benchmarking international
best practice
Putting the World
into World-Class Education
Washington, July 10, 2009
There is nowhere to hide
The yardstick for success is no longer improvement by national
standards but the best performing education systems

3. Australia
Austria
A world of change – college education
Czech Republic
Denmark
Finland
Germany
Greece
Expenditure per student at tertiary level (USD)
Hungary
Iceland
Ireland
Italy
Cost per student
Japan
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Spain
Sweden
United Kingdom Graduate supply
United States Tertiary-type A graduation rate

4. A world of change – college education
Expenditure per student at tertiary level (USD)
Cost per student
United States
Finland
Graduate supply
Tertiary-type A graduation rate

5. A world of change – college education
Expenditure per student at tertiary level (USD)
United States (2000)
Australia
Finland
Tertiary-type A graduation rate

6. A world of change – college education
Expenditure per student at tertiary level (USD)
Tertiary-type A graduation rate

7. A world of change – college education
Expenditure per student at tertiary level (USD)
Tertiary-type A graduation rate

8. A world of change – college education
Expenditure per student at tertiary level (USD)
Tertiary-type A graduation rate

9. A world of change – college education
Expenditure per student at tertiary level (USD)
Tertiary-type A graduation rate

10. A world of change – college education
Israel 5th in university
attainment in the younger
generation
(but down from 2nd in the
Expenditure per student at tertiary level (USD)
older generation)
United States
Australia
Finland
Tertiary-type A graduation rate

11. A world of change – college education
Expenditure per student at tertiary level (USD)
United States
Tertiary-type A graduation rate

12. A world of change – college education
Expenditure per student at tertiary level (USD)
United States
Tertiary-type A graduation rate

13. A world of change – college education
Expenditure per student at tertiary level (USD)
United States
Tertiary-type A graduation rate

14. A world of change – college education
Expenditure per student at tertiary level (USD)
United States
Tertiary-type A graduation rate

15. A world of change – college education
Expenditure per student at tertiary level (USD)
United States
Tertiary-type A graduation rate

16. A world of change – college education
Expenditure per student at tertiary level (USD)
Tertiary-type A graduation rate

17. A world of change – college education
r Rising higher education qualifications seem
generally not to have led to an “inflation” of the
Expenditure per student at tertiary level (USD)
labour-market value of qualifications.
 In all but three of the 20 countries with available
data, the earnings benefit increased between 1997
United States
and 2003, in Germany, Italy and Hungary by between
20% and 40%
Tertiary-type A graduation rate

18. 19
19 Moving targets
Benchmarking international
Future supply of high school graduates
14,000,000
12,000,000
best practice
10,000,000
8,000,000
2003
2010
Putting the World
into World-Class Education
Washington, July 10, 2009
6,000,000
2015
4,000,000
2,000,000
0
China EU India US

19. 20
20
Future supply of high school graduates
Benchmarking international
14 , 0 0 0 , 0 0 0
12 , 0 0 0 , 0 0 0
10 , 0 0 0 , 0 0 0
8 , 0 0 0 , 0 0 0 2003
6 , 0 0 0 , 0 0 0 2 0 10
4 , 0 0 0 , 0 0 0 2 0 15
2 , 0 0 0 , 0 0 0
Future supply of college graduates
0
C hi na EU I ndi a US
5,000,000
best practice
4,500,000
4,000,000
3,500,000
Putting the World
into World-Class Education
Washington, July 10, 2009
3,000,000
2003
2,500,000
2010
2,000,000
2015
1,500,000
1,000,000
500,000
0
China EU India US

20. Putting the World Benchmarking international
into World-Class Education best practice 21
21
Washington, July 10, 2009
the church
medieval age:
The school of
Schooling in the

21. Putting the World Benchmarking international
into World-Class Education best practice 22
22
Washington, July 10, 2009
discipline
Educating for
industrial age:
Schooling in the

22. 23
23
Benchmarking international
Schooling in the
industrial age:
best practice
Educating for
discipline
Putting the World
into World-Class Education
Washington, July 10, 2009
The challenges today:
Motivated and self-reliant citizens
Risk-taking entrepreneurs, converging and
continuously emerging professions tied to
globalising contexts and technological
advance

23. 24
24
Benchmarking international
How the demand for skills has changed
Economy-wide measures of routine and non-routine task input (US)
Mean task input as percentiles of the 1960 task distribution
Routine manual
65
best practice
60 Nonroutine manual
55
Routine cognitive
50
Putting the World
into World-Class Education
Washington, July 10, 2009
45 Nonroutine analytic
40
Nonroutine interactive
1960 1970 1980 1990 2002
The dilemma of schools:
The skills that are easiest to teach and
test are also the ones that are easiest to
(Levy and Murnane)
digitise, automate and outsource

24. 25
25
Benchmarking international
Deciding what to assess...
looking back at what students were
best practice
expected to have learned
…or…
looking ahead to how well they can
Putting the World
into World-Class Education
Washington, July 10, 2009
extrapolate from what they have learned
and apply their knowledge and skills in
novel settings.
For the PISA assessment of the knowledge and skills
of 15-year-olds, OECD governments chose the latter

25. 26
26 Mathematics in PISA
Benchmarking international
The real world The mathematical World
Making the problem amenable
to mathematical treatment
best practice
A model of reality A mathematical
Understanding, struct model
uring and simplifying
the situation
Using relevant
mathematical
A real situation
Putting the World
into World-Class Education
Washington, July 10, 2009
tools to solve
the problem
Validating
the results
Real results Mathematical
results
Interpreting
the mathematical results

26. 27
27 OECD‟s PISA assessment of the
knowledge and skills of 15-year-olds
Benchmarking international
Coverage of world economy 83%
87%
86%
85%
81%
77%
best practice
Putting the World
into World-Class Education
Washington, July 10, 2009

27. High science performance
565
Finland
28
28 Average performance
of 15-year-olds in
Benchmarking international
545
science – extrapolate
and apply
Hong Kong-China
Chinese Taipei Canada
Estonia Japan
New Zealand
Australia
525
Netherlands
best practice
Liechtenstein Korea
Slovenia
United Kingdom Germany
Czech Republic Switzerland
Macao-China Austria
Ireland Belgium
505
Hungary
Sweden
Poland
France Denmark
Iceland Croatia
Putting the World
into World-Class Education
Washington, July 10, 2009
United States Latvia
Slovak Republic, Spain, Lithuania
Norway 485
Luxembourg
Russian Federation
Portugal Italy
Greece
465
Israel
445
16 … 18 countries perform below this line 6
Low science performance

28. 29
29 Increased likelihood of postsec. particip. at age 19
associated with reading proficiency at age 15 (Canada)
Benchmarking international
after accounting for school engagement, gender, mother tongue,
place of residence, parental, education and family income
(reference group Level 1)
20
best practice
18
16
14
12
Putting the World
into World-Class Education
Washington, July 10, 2009
10
8
6
4
2
0
Level 2 Level 3 Level 4 Level 5

29. 30
30
The cost of inaction
Benchmarking international
Improved GDP from achieving the goal of being first in the world by 2000
Percent addition to GDP
40
best practice
30
10-year reform
20
20-year reform
Putting the World
into World-Class Education
Washington, July 10, 2009
30-year reform
Total U.S.
K-12 spending
10
0
89
94
99
04
14
19
24
29
34
39
44
49
54
59
64
19
19
19
20
20
20
20
20
20
20
20
20
20
20
20
Note: *K-12 education expenitures are assumed to be constant at the level attained in 2005. These data show that economic benefits
from a 1989 reform that raised the U.S. to the highest levels of test performance would cover the cost of K-12 education by 2015
Source: Eric Hanushek

30. 31
31 r The international achievement gap is imposing on
the US economy an invisible yet recurring
Benchmarking international
economic loss that is greater than the output
shortfall in what has been called the worst
economic crisis since the Great Depression
best practice
 If the United States had in recent years closed the
gap to better-performing nations such as Finland
and Korea, GDP in 2008 could have been $1.3 trillion
to $2.3 trillion higher (equivalent to 9 – 16% of GDP)
Putting the World
into World-Class Education
Washington, July 10, 2009
 If the gap between black and Latino student
performance and white student performance had
been similarly narrowed, GDP in 2008 would have
been between$310 billion and $525 billion higher
– The magnitude of this impact will rise in the years ahead as
demographic shifts result in blacks and Latinos becoming a
larger proportion of the population and workforce.

31. High science performance
565
Finland
37
37 Average performance
High average performance Highof 15-year-olds in
average performance
Benchmarking international
Large socio-economic disparities 545
science – extrapolate
High social equity
and apply
Hong Kong-China
Chinese Taipei Canada
Estonia Japan
New Zealand
Australia
525
Netherlands
best practice
Liechtenstein Korea
Slovenia
United Kingdom Germany
Czech Republic Switzerland
Macao-China Austria
Ireland Belgium
Strong socio- 505
Hungary Socially equitable
economic impact on Sweden distribution of learning
Poland
student performance France Denmark opportunities
Iceland Croatia
Putting the World
into World-Class Education
Washington, July 10, 2009
United States Latvia
Slovak Republic, Spain, Lithuania
Norway 485
Luxembourg
Russian Federation
Portugal Italy
Greece
465
Low average performance Israel Low average performance
Large socio-economic disparities 445 High social equity
16 6
Low science performance

32. High science performance
38
38 560
Finland
Durchschnittliche
High average performance High average performance
Benchmarking international
Schülerleistungen im
Large socio-economic disparities High social equity
540
Bereich Mathematik
Hong Kong-China
Chinese Taipei Canada
New Zealand Estonai Japan
Australia
Netherlands
best practice
Liechtenstein Korea
Slovenia 520
Germany United Kingdom
Czech Republic Switzerland Macao-China
Belgium Austria
Strong socio- Ireland Socially equitable
Hungary
economic impact on Sweden distribution of learning
500
student performance Poland
Denmark opportunities
France
Croatia
Putting the World
into World-Class Education
Washington, July 10, 2009
United States Latvia Iceland
Slovak Republic Lithuania Spain Norway
Luxembourg
480
Russian Federation
Portugal Italy
Greece
460
Low average performance Low average performance
Israel
Large socio-economic disparities High social equity
15 440
22 Low science performance
12 2

33. PISA Briefing of Council
OECD Programme for
International Student Assessment 14 November 2007 43
43
How to get there
international comparisons
Some policy levers that emerge from

34. 44
44
Benchmarking international
Money matters - but other things do too
Science
performance
575
Finland
550
best practice
Japan
New Zealand Australia
Korea Germany Netherlands
525
Czech Republic Switzerland
United Kingdom Austria
Belgium
500 Hungary Ireland Sweden
Poland Denmark United States
France
Slovak Republic Spain
Iceland
Norway
Putting the World
into World-Class Education
Washington, July 10, 2009
475 Greece Portugal Italy
450
425
Turkey
y = 0.0006x + 462
Mexico R² = 0.1904
400
0 10000 20000 30000 40000 50000 60000 70000 80000 90000 100000
Cumulative expenditure (US$ converted using PPPs)

35. Putting the World Benchmarking international
into World-Class Education best practice 45
45
Washington, July 10, 2009
0
5
10
15
-10
-5
Portugal
Spain
Percentage points
Switzerland
Turkey
Belgium
Korea
Luxembourg
Germany
Greece
Salary as % of GDP/capita
Japan
Australia
United Kingdom
New Zealand
France
Netherlands
Instruction time
Denmark
Italy
Austria
Difference with OECD average
Czech Republic
Hungary
Norway
per student as a percentage of GDP per capita (2004)
1/teaching time
Iceland
Ireland
Mexico
Finland
Spending choices on secondary schools
Contribution of various factors to upper secondary teacher compensation costs
Sweden
United States
1/class size
Poland
Slovak Republic

36. 46
46
Benchmarking international
High ambitions
and universal standards
Rigor, focus and
best practice
coherence
Putting the World
into World-Class Education
Washington, July 10, 2009
Great systems attract
great teachers and
provide access to best
practice and quality
professional
development

37. 47
47 Challenge and support
Benchmarking international
Strong support
best practice
Poor performance Strong performance
Improvements idiosyncratic Systemic improvement
Low High
Putting the World
into World-Class Education
Washington, July 10, 2009
challenge challenge
Poor performance Conflict
Stagnation Demoralisation
Weak support

38. 48
Human capital
48
Benchmarking international
International Best Practice The past
• Principals who are • Principals who manage „a
trained, empowered, accountable building‟, who have little training
best practice
and provide instructional and preparation and are
leadership accountable
but not empowered
• Attracting, recruiting and • Attracting and recruiting teachers
providing excellent training for from the bottom third of the
Putting the World
into World-Class Education
Washington, July 10, 2009
prospective teachers from the top graduate distribution and offering
third of the graduate distribution training which does not relate
to real classrooms
• Incentives, rules and funding • The best teachers are in the most
encourage a fair distribution of advantaged communities
teaching talent

39. 49
Human capital (cont…)
49
Benchmarking international
International Best Practice The past
• Expectations of teachers are • Seniority and tenure matter more
clear; consistent quality, strong than performance; patchy
best practice
professional ethic and excellent professional development; wide
professional development focused variation in quality
on classroom practice
• Teachers and the system expect • Wide achievement gaps, just
every child to succeed and beginning to narrow but systemic
Putting the World
into World-Class Education
Washington, July 10, 2009
intervene preventatively to ensure and professional barriers to
this transformation remain in place

40. 51 Perception of teachers of the impact of appraisal and
51
feedback in their school
Benchmarking international
Teachers who would receive increased monetary or non-monetary rewards if they improve the quality of their teaching
Teachers who would receive increased monetary or non-monetary rewards if they are more innovative in their teaching
Teachers whose school principal takes steps to alter the monetary rewards of a persistently underperforming teacher
Teachers will be dismissed because of sustained poor performance in teacher's school
80
best practice
% 60
40
20
0
Putting the World
into World-Class Education
Washington, July 10, 2009
20
40
60
80
Countries are ranked in descending order of percentage of teachers reporting to receive increased monetary or
non-monetary rewards for an improvement in the quality of their teaching. Figure
Source: OECD. Table 5.9. 5.7

41. 52
52
Benchmarking international
High ambitions
Devolved
responsibility,
best practice
the school as the
centre of action
Accountability
and intervention in
Putting the World
into World-Class Education
Washington, July 10, 2009
inverse proportion to
success
Access to best practice
and quality professional
development

42. 53 School autonomy, standards-based
53
examinations and science performance
Benchmarking international
School autonomy in selecting teachers for hire
70
PISA score
best practice
60
in science
50
41
40
Putting the World
into World-Class Education
Washington, July 10, 2009
30
20
10 Yes
0
No
Standards based
No external
School autonomy Yes examinations
in selecting teachers for hire

43. 54
54 Local responsibility and national prescription
Benchmarking international
Towards system-wide sustainable reform
best practice
National prescription
Schools today Schools Finland today
The industrial tomorrow? Every school an
Putting the World
into World-Class Education
Washington, July 10, 2009
model, detailed Building capacity effective school
prescription of
what schools do
Schools leading reform

44. 55
55
Public and private schools
Government schools
Observed performance difference
Government dependent private
Benchmarking international
Government independent private Difference after accounting for socio-economic background of students and schools
% 0 20 40 60 80 -150
100 -100 -50 0 50 100
Score point difference
Luxembourg
Japan
Italy
best practice
Switzerland
Finland
Denmark
Czech Republic
Sweden
Hungary
Austria Public schools
Private schools
Putting the World
into World-Class Education
Washington, July 10, 2009
Portugal perform better
perform better
United States
Netherlands
Slovak Republic
Korea
Ireland
Spain
Canada
Mexico
New Zealand
Germany
OECD
United Kingdom

45. Pooled international dataset, effects of selected
56
56
Benchmarking international
school/system factors on science performance after
accounting for all other factors in the model
100 School principal‟s positive
evaluation of quality of
90 Schools with more
educational materials
competing schools
80 (gross only)
(gross only)
Schools with greater
best practice
Score point difference in science
70
autonomy (resources)
60 (gross and net)
School activities to
50 promote sciencehour of
One additional learning
self-study or homework
(gross and net)
40 One additional hour of
(gross and net)
30 science learning at school
School resultsnet)
(gross and posted
Putting the World
into World-Class Education
Washington, July 10, 2009
Approx. one
20 school year publicly (grossselective
Academically and net)
10 schools (gross and net) but
no system-wide effect
0 Schools practicing ability
One additional hour of out-
grouping (gross and net)
10 of-school lessons
Each additional 10% of
School principal‟s
(gross funding
public and net)
20 perception that lack of
(gross only) Effect after accounting
qualified teachers hinders
30 for the socio-economic
Measured effect
Gross
instruction
background of
Net
(gross only)
students, schools and
countries
OECD (2007), PISA 2006 – Science Competencies from Tomorrow‟s World, Table 6.1a

46. 57
57
Benchmarking international
Strong ambitions
Devolved
Integrated
best practice
educational
responsibility,
the school as the centre
opportunities
of action
From prescribed
Accountability forms of teaching and
Putting the World
into World-Class Education
Washington, July 10, 2009
assessment towards
personalised learning
Access to best practice
and quality professional
development

47. High science performance
58
58
560 Durchschnittliche
Finland
High average performance High average performance
Benchmarking international
Schülerleistungen im
Large socio-economic disparities High social equity
Bereich Mathematik
540
Canada
New Zealand Japan
Netherlands Australia
best practice
520 Korea
Germany United Kingdom
Czech Republic
Belgium Austria Switzerland
Ireland
Strong socio- Hungary Socially equitable
Sweden
economic impact on 500
Poland distribution of learning
student performance France Denmark opportunities
United States Spain Iceland
Putting the World
into World-Class Education
Washington, July 10, 2009
Slovak Republic Norway
Luxembourg
480
Portugal Greece Italy
460
Early selection and
institutional differentiation
Low average performance Low average performance
High degree of stratification
440
Large socio-economic disparities
Low degree of stratification High social equity
6
Low science performance

48. 59
59 Paradigm shifts
Benchmarking international
The old bureaucratic education system The modern enabling education system
Hit & miss Universal high standards
Uniformity Embracing diversity
best practice
Provision Outcomes
Bureaucratic – look up Devolved – look outwards
Putting the World
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Talk equity Deliver equity
Received wisdom Data and best practice
Prescription Informed profession
Demarcation Collaboration

49. Creating a knowledge-rich profession in which schools and
60
60
Benchmarking international
teachers have the authority to act, the necessary knowledge
to do so wisely, and access to effective support systems
The future of education
systems is “knowledge rich”
best practice
Informed Informed professional
prescription judgement, the teacher as
a “knowledge worker”
National Professional
Putting the World
into World-Class Education
Washington, July 10, 2009
prescription judgement
Uninformed Uninformed professional
prescription, teachers judgement, teachers
implement curricula working in isolation
The tradition of
education systems has
been “knowledge poor”

50. 61
61
Benchmarking international
 www.oecd.org; www.pisa.oecd.org
– All national and international publications
– The complete micro-level database
best practice
 email: pisa@oecd.org

Thank you !
Andreas.Schleicher@OECD.org
Putting the World
into World-Class Education
Washington, July 10, 2009
… and remember:
Without data, you are just another person with an
opinion

51. 62
62
Do teachers trust in their own effectiveness?
Making a significant Successful with students Making progress with
Benchmarking international
educational difference in their class students
Australia
Dark green bars
Austria
represent teachers
Belgium (Fl.)
Brazil who strongly agree
Bulgaria
best practice
Denmark
Estonia
Hungary
Iceland Light green bars
Ireland
represent teachers
Italy
Korea
who agree
Lithuania
Putting the World
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Washington, July 10, 2009
Malaysia
Malta
Mexico
Norway
Poland
Portugal
Slovak Republic
Slovenia
Spain
Turkey
TALIS Average 23% 69% 19% 76% 61%
22%
0
100
0
100
10
20
30
40
50
60
70
80
90
10
20
30
40
50
60
70
80
90
40
50
60
70
80
90
10
20
30
0

52. Putting the World Benchmarking international
into World-Class Education best practice 63
63
Washington, July 10, 2009
10%
30%
40%
50%
60%
80%
90%
20%
70%
0%
100%
Bulgaria
Estonia
Hungary
Slovak Republic
Lithuania
Source: OECD, TALIS Database.
Slovenia
Poland
8%
Ireland
Denmark
Norway
Austria
Administrative tasks
TALIS Average
Turkey
Belgium (Fl.)
Keeping order in the classroom
Korea
Malta
Italy
13%
Spain
Time actually used for teaching and learning
Australia
Portugal
Iceland
Malaysia
How much time is actually used for learning?
Mexico
4.9
Brazil
Figure

53. Putting the World Benchmarking international
into World-Class Education best practice 64
64
Washington, July 10, 2009
%
10
20
30
40
50
60
70
80
90
0
100
Australia
Austria
Belgium (Fl.)
Brazil
Bulgaria
75th-95th percentile
Denmark
Estonia
Hungary
Source: OECD, TALIS Database.
Iceland
Ireland
Italy
50th-75th percentile
Korea
Lithuania
Malaysia
Malta
Mexico
25th-50th percentile
Norway
Poland
Percentiles of time on spent on task
Portugal
Slovak Republic
Slovenia
5th-25th percentile
Spain
Turkey
4.10
Some teachers lose much more time than others
TALIS Average
Figure

54. 65
Professional development
65
Benchmarking international
r Countries are investing significantly in
teachers‟ professional development but there
appear to be real issues about matching demand
best practice
and supply, cost and benefit.
r There is a lack of suitable development
activities on offer to satisfy teachers‟ demand
Putting the World
Washington, July 10, 2009
into World-Class Education
and it is notable that those teachers who take
part in more days of development are more
likely to have to contribute towards the cost
themselves

55. 66
66
Benchmarking international
Comparison of the level and intensity of
Average days of professional development undertaken
participation in professional development
40 TALIS Average
Mexico
35
Korea
best practice
Italy
30
Bulgaria Poland
Spain
25
Portugal
Brazil
20
Putting the World
Washington, July 10, 2009
into World-Class Education
TALIS Average
15 Hungary
Turkey Estonia
Iceland
10
Denmark Malaysia Lithuania
Austria
Norway Australia
Slovenia
Slovak Republic Belgium (Fl.)
Ireland Malta
5
0
70 75 80 85 90 95 100
Percentage of teachers undertaking professional development
Source: OECD. Table 3.1 Figure
3.2

56. 67
67 Relatively few teachersImpacto?the kinds of professional
participate in
development which they find has the largest impact on their work
Benchmarking international
Comparison of teachers participating in professional
development activities and teachers reporting
moderate or high level impact by types of activity
%
100
best practice
90
80
70
60
50
40 Average
30 Austria
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Washington, July 10, 2009
into World-Class Education
20
10
0
Participation
Participation
Participation
Participation
Participation
Participation
Participation
Participation
Participation
Impact
Impact
Impact
Impact
Impact
Impact
Impact
Impact
Impact
Individual and collaborative researchReading professional literature MentoringObservation visits to conferences and
Qualification programmes improve teaching and workshops
Informal dialogue to CoursesProfessional development network
and peer observationother schools
Education
Figure
3.15

57. 68
68
Benchmarking international
Relatively few teachers participate in the kinds of professional
development which they find has the largest impact on their work
Comparison of teachers participating in professional
development activities and teachers reporting
moderate or high level impact by types of activity
best practice
Putting the World
into World-Class Education
Washington, July 10, 2009
Figure
3.15

58. 70
70
Benchmarking international
The teachers who paid most
also did most professional development
Paid no cost Paid some cost Paid all cost
Days of
development
best practice
100
90
80
70
60
50
Putting the World
Washington, July 10, 2009
into World-Class Education
40
30
20
10
0
TALIS…
Slovak…
Portugal
Malaysia
Spain
Brazil
Denmark
Austria
Lithuania
Italy
Norway
Iceland
Poland
Australia
Korea
Hungary
Slovenia
Bulgaria
Estonia
Malta
Turkey
Ireland
Mexico
Belgium (Fl.)
Countries are ranked in descending order of percentage of teachers having paid all of the cost of development
they took
Figure
Source: OECD. Table 3.5a
3.10

59. 71
71 It‟s not just about more of the same
For what type of professional development
Benchmarking international
do teachers report a high level of need?
%
70
60
best practice
50
40
30
20
Putting the World
into World-Class Education
Washington, July 10, 2009
10
0
Teaching ICT teaching Student Instructional Subject field Student Content and Student Teaching in a Classroom School
special skills discipline and practices counselling performance assessment multicultural management management
learning needs behaviour standards practices setting and
students problems administration
Areas are ranked in descending order of the international average where teachers report a high level of need
for development.
Source: OECD. Table 3.2 Figure
3.6

60. 76
Teacher appraisal and feedback
76
Benchmarking international
r Teachers generally respond positively to
appraisal and feedback but such practices are
not widespread
best practice
r Connection between school evaluation and
teacher appraisal/feedback can be effective in
influencing teaching practices
Putting the World
Washington, July 10, 2009
into World-Class Education
r Three-quarters reported that they would
receive no recognition for improving the quality
of their work or for being more innovative in
their teaching