School Evaluation
Current Practices in OECD Countries and a Literature Review
- Auteur(s):
- Violaine Faubert1
- Author Affiliations
-
- 1: Institut d’Etudes Politiques (Sciences Po Paris), France
-
Date de publication
-
15 déc 2009
- Bibliographic information
-
- N°:
- 42
- Pages
- 60
- DOI
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10.1787/218816547156
Cacher /
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l'abstract
This paper examines the current academic and policy literatures concerning school evaluation in
primary and secondary education within the OECD countries. First, it provides a typology of the existing
systems of school evaluation across the OECD. It encompasses the diverse criteria and instruments
commonly used to carry out schools evaluation, as well as the players involved in the design and
implementation of school evaluation. It also describes potential consequences for schools. Second, this
paper analyses how school evaluation schemes are interrelated with other components of the evaluation
framework, such as teacher evaluation and system evaluation. The potential complementarities, duplication
and inconsistency of objectives stemming from these interrelations are discussed. Third, this paper presents
the advantages and drawbacks of different approaches to school evaluation, the resistance and
implementation difficulties resulting from misalignment of interests between different stakeholders, and
possible ways to overcome impediments to implementation. Finally, it reviews the quantitative and
qualitative evidence available on the impact of different school evaluation schemes on school performance,
student learning and the incentives for the teaching staff. It concludes by considering the circumstances
under which school evaluation schemes seem to be more conducive to school improvement. The
effectiveness of school evaluation schemes relies on developing competencies for evaluation and for using
feedbacks. Alignment of stakeholders' interests is also critical to have the support of those being assessed.
- Classification JEL:
- I: Health, Education, and Welfare
