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.



School evaluation

There are two main forms of school evaluation in the Czech Republic: school selfevaluation and school external inspection. The latter is the responsibility of the Czech School Inspectorate. Mandatory external school evaluations are conducted in a 3-year cycle. These involve, for each school in the system, a sequence of activities comprising a preparatory phase for the school; a visit by a team of inspectors including the observation of teaching and learning in the classroom; the publication of the team’s report; and a follow-up phase to respond to the recommendations in the report which typically involves the organising bodies (regions and municipalities). The precise nature of school self-evaluation varies across schools as the legal requirement to undertake it does not come with a prescribed approach (but guidelines are available). Schools are required to reflect the results of self-evaluation in the school annual report. Organising bodies also inspect their respective schools but typically concentrate on compliance with financial regulations. Particularly positive features of school evaluation include the good establishment of external school evaluation; the features of best practice embodied in the external evaluation model; the follow-up support to the more challenged schools; the importance of classroom observation in school evaluation processes; and the new emphasis on schools’ self-evaluation. However, the development of school evaluation is faced with a number of challenges. These include the limited emphasis on school improvement of external school evaluation; the little emphasis on student results and progress; the incipient development of school self-evaluation; the limited use of data in school development; the limited scope and impact of the evaluation by organising bodies; and the limited recognition of the role of school leaders.


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