OECD Reviews of Evaluation and Assessment in Education: Denmark 2011

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How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country’s school system? This book provides, for Denmark, an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education, current policy initiatives, and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.



Student Assessment

Teachers and students report using an admirable mix of different assessment methods in Danish classrooms. However, teachers and schools report difficulty in translating the Common Objectives into instructional and assessment plans. There is room to develop performance standards against these to promote more consistent implementation and a more active engagement of students in their own assessment. New national tests offer a powerful pedagogical tool to teachers, but they are not yet used effectively by all teachers. To maximise their pedagogical value, they should be further validated, while building teacher assessment competencies. Teachers carry the major responsibility for student summative assessment at the end of compulsory education which allows a broad overview of student achievement. The written and oral standard examinations in Form 9 are criticised by students and others as being ‘outdated’ and students are not able to sit examinations in all subjects that they study. Accordingly, there should be a review of the purpose, procedures and content of the final examinations.


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