OECD Reviews of Evaluation and Assessment in Education: SWEDEN Implementing policies in a...
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Image: dan / FreeDigitalPhotos.net Deborah Nusche Policy Analyst Education and Training Policy Division OECD Directorate for Education OECD Reviews of Evaluation and Assessment in Education: SWEDEN Implementing policies in a decentralised context… some reflections Stockholm – 7 December 2011
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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.
Transcript of OECD Reviews of Evaluation and Assessment in Education: SWEDEN Implementing policies in a...
Image: dan / FreeDigitalPhotos.net
Deborah Nusche
Policy AnalystEducation and Training Policy Division
OECD Directorate for Education
OECD Reviews of Evaluation and Assessment in Education: SWEDEN
Implementing policies in a decentralised context… some reflections
Stockholm – 7 December 2011
From OECD’s Education at a Glance:
• Decentralisation is a widespread trend across OECD countries
• In about two-thirds of OECD countries, most schooling decisions in lower secondary education are taken at the local or school level (2007)
• Between 1998 and 2007, decisions in lower secondary education became more decentralised or remained highly decentralised in 19 out of 24 countries
Source: OECD (2008), Education at a Glance 2008: OECD Indicators, OECD, Paris.
Some international context
From the OECD/CERI’s project on Governing Complex Education Systems (www.oecd.org/edu/ceri/gces):
• Increasing complexity of education systems
• The new models of governance are designed to handle this complexity
• But: they reduce the capacity of governments to set priorities and steer the system
• At the same time: Education ministries remain responsible for ensuring quality and equity of education nationally
Some international context
• Late 1980s/ early 1990s decentralisation process transferred decision-making power to municipalities
• Further distribution of responsibilities within municipalities, with large autonomy delegated to school districts and individual schools
• Strong tradition of teacher autonomy in the classroom
• Introduction of school choice and independent schools
OECD Review: Governance context in Sweden
There are large variations in local evaluation and assessment practices
These variations can be both a strength and a challenge
Strengths:
• Diversity of approaches allows for innovation and system evolution.
• Ownership and responsibility for evaluation and assessment can generate commitment, professionalism and dynamism.
• Many examples of good practices
– Stockholm: well established system of local system evaluation
– Malmö: use of school leaders for peer evaluation
– Haninge: annual qualitative reports to report on priority topics.
OECD Review:Impact on evaluation and assessment policies
There are large variations in local evaluation and assessment practices
These variations can be both a strength and a challenge
Challenges:
• Not all school owners and schools are systematic in their evaluation activities.
• Concerns about those school owners and schools that have less capacity or commitment for implementing quality management approaches.
• School practices in student assessment, teacher appraisal and school self-evaluation are variable and often depend on the leadership of individual principals and teachers.
• The potential for system learning is not fully exploited.
OECD Review:Impact on evaluation and assessment policies
What are the policy options to improve evaluation and assessment in a decentralised context?
OECD Review: Steering elements in a decentralised system
• Student assessment: Learning progressions, assessment criteria and exemplars to support student assessment
• Teacher appraisal: Teaching standards as a basis for teacher appraisal processes
• School evaluation: Shared quality indicators for school evaluation
A clear set of reference points for common orientation across Sweden
OECD Review: Steering elements in a decentralised system
• Teacher capacity for student assessment (national tests, own tests, formative assessment)
• School leader capacity for teacher appraisal and school self-evaluation (coach and guide staff, use data for improvement)
• School owner capacity for school and local system evaluation (understand and make decisions based on school data)
Capacity building for evaluation and assessment at all levels
OECD Review: Steering elements in a decentralised system
• Share and spread good practice to facilitate system learning and improvement
• Support networking within and across municipalities
• Learn from practice based expertise
• Improve mobilisation of existing information across the system
• Knowledge sharing and dissemination of good practice
Networking, collaboration and sharing of good practice
OECD Review: Steering elements in a decentralised system
• Ensure improvement of teaching and learning is at the heart of evaluation and assessment
• Support culture of evaluation focussed on evaluating teaching practice and its relationship to student outcomes
Leadership for evaluation and assessment focused on teaching and learning quality
