OECD Reviews of Evaluation and Assessment in Education: Denmark 2011
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OECD Reviews of Evaluation and Assessment in Education: Denmark 2011

How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country’s school system? This book provides, for Denmark, an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education, current policy initiatives, and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.

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Publication Date :
27 Oct 2011
DOI :
10.1787/9789264116597-en
 
Chapter
 

Teacher Appraisal You do not have access to this content

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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/oecd-reviews-of-evaluation-and-assessment-in-education-denmark-2011/teacher-appraisal_9789264116597-8-en
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Author(s):
OECD
Pages :
71–88
DOI :
10.1787/9789264116597-8-en

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Teachers are given considerable scope to exercise their professionalism and benefit from good levels of trust among students, parents, and the community. Schools increasingly structure their work around teaching teams and engage special support advisors. However, teacher appraisal is not systematic and there is no shared understanding of what counts as accomplished teaching in Denmark. It is a top priority to develop a framework of teaching standards to provide the common basis to organise a career structure for teachers. Teacher appraisal for certification would determine both teachers’ career advancement and professional development plans. Danish teachers are generally keen to receive feedback for their professional development, but while some school principals hold a formal dialogue with teachers on an annual basis, it is not wide-spread practice for school principals to observe teaching. Developmental teacher appraisal should be strengthened and linked with teacher professional development and school improvement.