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OECD Reviews of Evaluation and Assessment in Education: Sweden 2011

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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 book provides, for Sweden,  an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education along with current policy initiatives, and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.

English

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Teacher Appraisal

Teachers are generally perceived as trusted professionals, which is reflected in the extensive autonomy that they have in the exercise of their duties. Teacher appraisal in Sweden is not regulated by law and no formal procedures exist to evaluate the performance of permanent teachers. The main form of appraisal is a regular individual development dialogue held between the school leader and individual teachers, but there is little guidance provided on how to appraise teacher performance. Overall, teachers have few opportunities for professional feedback. The teaching profession would benefit from a system of teacher appraisal for registration at key stages in the teaching career to formalise the principle of advancement on merit, associated with career opportunities for effective teachers. The appraisal system should be based on professional standards for teachers that provide a clear and concise statement or profile of what teachers are expected to know and be able to do. There also should be a stronger emphasis on teacher appraisal for improvement purposes that is fully internal to the school. In this context, teacher appraisal should be closely connected to school self-evaluation, which should focus on monitoring the quality of teaching and learning.

English

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