1887

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.

English

.

The evaluation and assessment framework

Evaluation and assessment in the Czech Republic operates at four key levels: (i) system (national and regional subsystems) – namely through education indicators and international student surveys; (ii) school – external inspection by the Czech School Inspectorate and school self-evaluation; (iii) teacher – through school-dictated approaches to performance management; and (iv) student – with instruments ranging from external national examinations to ongoing daily formative assessment in the classroom. The overall evaluation and assessment framework appears fragmented with individual components which developed independently of each other over time. Particularly positive characteristics of the framework include the existence of common references at the national level; good conditions for adapting learning to local needs; a good articulation of responsibilities; a range of initiatives to strengthen evaluation and assessment; the “open door” climate among teachers; and the growing understanding of the need to support policy work with specific expertise. However, considerable challenges exist in building an effective evaluation and assessment framework. These include the incipient development of some key components; missing links between different elements of the framework; insufficient attention to equity and inclusion; student learning objectives not perceived as specific enough to guide teaching and assessment; a narrow understanding of the purposes of evaluation and assessment; insufficient competencies for evaluation and assessment across the system; limited support from the centre; and inadequate articulation between levels of government.

English

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error