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OECD Reviews of Evaluation and Assessment in Education: North Macedonia

image of OECD Reviews of Evaluation and Assessment in Education: North Macedonia

How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? The country reports in this series analyse major issues facing evaluation and assessment policy to identify improvements that can be made to enhance the quality, equity and efficiency of school education.

The Republic of North Macedonia has made remarkable progress in expanding access to education and strengthening institutional capacity. Yet, the majority of young Macedonians leave school without mastering the basic competencies for life and work and students’ background continues to influence performance. This review, developed in cooperation with UNICEF, provides North Macedonia with recommendations to help strengthen its evaluation and assessment system, by moving towards a system where assessment provides students with helpful feedback to improve learning. It will be of interest to North Macedonia, as well as other countries looking to make more effective use of their evaluation and assessment system to improve quality and equity, and result in better outcomes for all students.

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Aligning school evaluation with its core purposes of accountability and improvement

This chapter looks at how the Republic of North Macedonia can align school evaluation with its core purposes of accountability and improvement. The country has developed a robust school evaluation framework, however it has not been fully implemented or appropriated by stakeholders. Rather than encouraging a culture of reflection in the country, school evaluation focuses largely on compliance. This is exacerbated by a useful, yet complicated evaluation framework, which inspectors and schools find difficult to apply, and little support to schools to use evaluation results to lead improvements. North Macedonia should take steps to bridge the gap between the purpose of school evaluation and its perception among stakeholders. Another key priority is to make the process more manageable and provide schools with greater support to ensure that they appropriate evaluation and direct improvement.

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