OECD Reviews of Evaluation and Assessment in Education: Netherlands 2014

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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 review report for the Netherlands provides, from an international perspective, an independent analysis of major issues facing the Dutch 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.



Executive summary

Compared internationally, the Dutch education system achieves very good results. It has made progress on many fronts and has a high standing on international assessments. Yet, there is a general appreciation that the system must continue to improve and strive for the next level. The nature of that next level, however, has not yet been specified. According to various groups interviewed by the OECD review team, it could mean further improving the country’s standing on international assessments, with particular focus on increasing the proportions of students in the highest category; or enhancing general academic achievement and responding better to the learning needs of different student groups; or turning attention to “21st century skills” such as creativity, collaboration and ICT literacy. Evaluation and assessment can play an important role in supporting the attainment of whatever educational goals are decided upon.


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