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.

English Also available in: Spanish

Using Student Learning Outcomes to Measure Improvement

As discussed previously, student learning and growth over time are key criteria against which educational systems, local education authorities, schools and teachers are to be held accountable. An important challenge, therefore, is to properly assess student learning and growth. A single type of assessment cannot fully reflect student learning. All forms of assessments, from standardised tests to portfolios of students’ work have issue of validity, reliability and objectivity (Baker, 2010). It is important to develop a system that uses different measures of student achievement and multiple sources, in which assessment data can serve as a quantitative anchor (OECD, 2010).


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