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Designing effective evaluation and assessment policies

Andreas Schleicher, Launch of the OECD Review of Assessment and Evaluation Frameworks

Andreas Schleicher

on 12 April 2013

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Transcript of Designing effective evaluation and assessment policies

How? Criteria and standards Classroom School System For what? with whom? Instruments Who does what? Evaluation is everybody's business Inspectorates School leaders Mechanisms to use feedback Performance feedback Professional development/ formative implications Financial implications Recognition and rewards Information and publication of results Policy development Public policy Some findings Accountability Teacher professional organisations Design and regulate Processes Purpose Capacity &
Governance Using multiple sources and instruments is key Experienced peers This agenda is complex and potentially divisive Evaluation ...then the evaluation has to provide meaningful feedback ...then you need to be clear about the consequences of evaluation Further information www.oecd.org/education

andreas.schleicher@oecd.org and remember...
Without data, you are just another person with an opinion Find out more at: Improvement Then effective appraisal will make the crucial difference Increased demand for effectiveness, equity and quality in education to meet
economic and social challenges Greater school autonomy fueling need to monitor how schools are doing Improvements in technology enabling both large-scale and individualised student assessment and facilitating sharing of results Greater reliance on evaluation results for evidence-based decision making Why this agenda has become so topical International Conference on results of the
OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes Oslo, Norway, 11-12 April 2013
Andreas Schleicher Authentic, valid and reliable evaluation and assessment is central to high quality education systems Synthesis phase Country review phase Analytical phase What the review accomplished Drew together evidence-based policy lessons from international data, research and analysis. Literature reviews (11 papers produced), Country background reports (CBRs) (24) and data analyses – to analyse the factors that shape evaluation and assessment Provided policy advice to individual countries tailored to the issues of interest. Fourteen review visits involved 28 reviewers external to the OECD. External review teams visited about 90 schools and met with about 2 800 individuals to base their findings. With preparation of a final synthesis report to blend analytic and review evidence and provide overall policy conclusions. Includes information on countries’ evaluation and assessment frameworks, collected through a questionnaire prepared by the OECD Secretariat. The review offers a first-of-its-kind comprehensive analysis of evaluation and assessment policies and practices (based on 28 country and 14 in-depth country examinations) Alignment and synergies in evaluation and assessment frameworks Focus on improving classroom practice Place student at centre Build capacity at all levels Attention to policy implementation Avoid distortions Manage local needs Overviews of trends, practices and policy developments in countries Reviews of the literature Examples of successful policy initiatives Policy options grounded in analysis Policy options grounded in analysis All improvement in learning outcomes happens in the classroom. So all types of evaluation and assessment should have educational value and should have practical benefits for those who participate in them, especially students and teachers Creating an effective evaluation and assessment framework requires capacity development at all levels. Teachers may need training in the use of formative assessment. School officials may need to upgrade their skills in managing data. Centralised effort may be needed to develop a knowledge base, tools and guidelines to assist evaluation and assessment activities. Evaluation and assessment frameworks need to find the right balance between consistently implementing central education goals and adapting to the particular needs of regions, districts and schools To be implemented successfully, a substantial effort should be made to build consensus among all stakeholders, who are more likely to accept change if they understand its rationale and potential usefulness. Take a holistic approach to building an evaluation and assessment framework in view of generating synergies between its components, align the work of levels of government and stakeholders Evaluation and assessment systems can distort how and what students are taught. For example, if teachers are judged largely on results from tests, they may “teach to the test” Special thanks Expert reviewers here Gábor Halász Charlotte Danielson Graham Donaldson Lorna Earl Marian Hulshof Dany Laveault John MacBeath Peter Matthews OECD team Michael Davidson Paulo Santiago Deborah Nusche Thomas Radinger Claire Shewbridge Bill Maxwell Isobel McGregor Paul Wright Kristin Halvorsen A systemic approach Teachers Evaluation and assessment are also instrumental for recognising and rewarding the work of educational practitioners and for certifying learning Student assessment Teacher appraisal School evaluation Evaluation of school leaders System evaluation Evaluation and assessment framework Thomas Gisholt But the report provides plenty of examples that this can be done Heike-Daniela Herzog Participating countries 2800+ interview partners National co-ordinators Group of National Experts International organisations Integrate assessment and learning
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