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.



School evaluation

School evaluation in the Netherlands comprises internal quality care by schools, systematic external evaluation by the Inspectorate of Education, and the publication of school information through online information systems. The school evaluation system is built on the availability of a rich set of data on individual schools and a highly developed system of collecting, managing and analysing school performance information. There has been considerable investment in building capacity and instruments for school selfevaluation, and the Inspectorate also reviews the approaches to internal quality care implemented by schools. The Inspectorate of Inspection operates a risk-based approach, whereby schools at risk of underperformance are evaluated more frequently and more thoroughly than others. There are indications that the risk-based approach has been successful in reducing the number of schools providing weak or unsatisfactory quality of education. To go further in helping all schools improve, the Inspectorate has launched an internal reflection on new approaches to measure the value-added by schools and to develop differentiated inspections for schools already performing at an acceptable level of quality. In developing these approaches, it will be important to continuously review the impact of school development interventions and to further invest in building the professionalism of teachers, school leadership teams and school board members to collect, analyse and use evaluative information for improvement.


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