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Establishing a Framework for Evaluation and Teacher Incentives

Considerations for Mexico

image of Establishing a Framework for Evaluation and Teacher Incentives

Countries with underperforming education systems are recognising that effective reform is vital. But what types of programmes are likely to be effective, and how can they be implemented given local norms and conditions? This report focuses on evaluation, assessment and teacher incentives and attempts to answer these important questions for Mexico and, by extension, other OECD member and partner countries.

A public policy framework for education reform is first presented, followed by specifics on evaluation systems, student assessment instruments, school value-added considerations, and teacher evaluation and incentive plans. Dozens of policy findings and recommendations follow each of the six core chapters, including six key policy dimensions of effective education reform and an 11-step plan for improving teacher evaluation and incentives.

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Assessing the Value-Added of Schools: Enhancing Fairness and Equity

The previous chapter presented a summary of the main issues surrounding student assessment options, and considered the challenges and opportunities regarding the ENLACE assessment in Mexico. For education systems that conduct periodic standardised student assessments, however, performance data provide an opportunity not only to present a cross-sectional “snapshot” of where students are performing based on raw test scores, but also to explore student growth over time. Evidence shows that students’ backgrounds can largely influence performance (McCall, Kingsbury and Olsen 2004; OECD, 2008). Assessments that fail to account for this run the risk of having the top and low performers merely reflect the socio-economic conditions of students and families, as well as linguistic or ethnic characteristics.

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