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.



The evaluation and assessment framework

Internationally, the Netherlands stands out for its well-developed evaluation and assessment approaches. Central mechanisms for student assessment, school evaluation and education system evaluation have been in place for several decades, along with requirements for schools to assure their own quality. The Dutch evaluation and assessment system combines a high degree of school autonomy with a set of checks and balances that allow for intervention if schools are found to be at risk of underperformance. The Netherlands is characterised by a complex system of governance with multiple actors shaping evaluation and assessment practices. This multi-actor environment has resulted in a comprehensive and balanced approach to evaluation and assessment, which combines school-based and central elements, quantitative and qualitative approaches, improvement and accountability functions, and vertical and horizontal responsibilities of schools. To further consolidate the evaluation and assessment framework, there is room to embed evaluation and assessment approaches with broader education goals, continue to build on teacher professionalism, and build networks and capacity for effective and forward-looking evaluation and assessment, in particular in the areas of classroom-based student assessment, teacher appraisal and school-self-evaluation.


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