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OECD Reviews of Evaluation and Assessment in Education: Serbia

image of OECD Reviews of Evaluation and Assessment in Education: Serbia

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. Serbia’s education system performs well compared to other countries in the Western Balkans. In recent years, there have been improvements in access to education and Serbia has undertaken major institutional reforms to improve teaching and learning. However, a large share of students in Serbia continue to leave school without mastering basic competencies and efforts to achieve educational excellence continue to be jeopardised by limited institutional capacity and low levels of public spending on education. This review, developed in co-operation with UNICEF, provides Serbia with recommendations to help strengthen its evaluation and assessment system to focus on support for student learning. It will be of interest to Serbia, 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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Improving the value of school-based assessments and central examinations for teaching and learning

This chapter looks at how the assessment system of Serbia measures and shapes student learning. Classroom assessments in Serbia are often summative and have high stakes for students. Developing the assessment literacy of teachers and ensuring a better balance between school-based formative and summative assessment can help shift attention from grades towards student learning. There is also a need to review the design of a new final examination (Matura) at the end of upper secondary education, especially the new system for admission into higher education. Finally, Serbia should strengthen the technical quality of the central examination at the end of basic education (Grade 8). These are essential to improving the quality of Serbia’s exam system, creating a fairer basis for student selection and encouraging broader learning across the curriculum.

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