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OECD Reviews of Evaluation and Assessment in Education: Czech Republic 2012

image of OECD Reviews of Evaluation and Assessment in Education: Czech Republic 2012

This review provides analysis and policy advice to the Czech Republic on how the different assessment and evaluation procedures – student assessment, teacher appraisal, school evaluation and system evaluation – can be embedded within a consistent framework to bring about real gains in performance across the school system. The review focuses on primary and secondary education. The country review reports provide, from an international perspective, an independent analysis of major issues facing the evaluation and assessment framework, current policy initiatives, and possible future approaches.

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Education system evaluation

A range of tools are used to monitor performance of the education system. The monitoring system includes a range of statistics on education based on snap-shot data collected from schools on a standardised format. Also, international benchmarks of student performance provided by international student surveys such as PISA and TIMSS have been influential in driving policy development at the system level. At the moment, no national-level information on student learning outcomes which is comparable across schools and regions and over time is available but the Ministry is currently developing national standardised tests in grades 5 and 9 in Czech language, foreign language and mathematics to address this gap. In addition, there has been a growing interest in undertaking studies of the impact of policy initiatives and in preparing thematic reports which can inform policy development. Particularly positive features of system evaluation include the well-established education indicators framework; the concern to assess the progress of the education system towards pre-established objectives; the qualitative analysis undertaken in thematic reports; and the participation in international student surveys. However, system evaluation is faced with a number of challenges. These include the little emphasis on the evaluation of the education system; the absence of student performance data for system monitoring; the lack of measures on students’ socio-economic background; the little emphasis on investigating inequities in the system; the limited information on the teaching and learning environment; the challenges faced with monitoring at the region and municipality levels; and the room to better exploit system-level information.

English

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