Synergies for Better Learning

An International Perspective on Evaluation and Assessment

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How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? Countries increasingly use a range of techniques for student assessment, teacher appraisal, school evaluation, school leader appraisal and education system evaluation. However, they often face difficulties in implementing evaluation and assessment policies. This may arise as a result of poor policy design, lack of analysis of unintended consequences, little capacity for school agents to put evaluation procedures into practice, lack of an evaluation culture, or deficient use of evaluation results.

This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education. It builds upon a major 3-year review of evaluation and assessment policies in 28 countries, the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes. As well as analysing strengths and weaknesses of different approaches, the report provides recommendations for improvement including how results should be incorporated into policy and practice.


Teacher appraisal: Enhancing teacher professionalism

Improving the quality and equity of schooling depends to a large extent on the motivation and performance of individual teachers in the classroom. In turn, effective appraisal and feedback for teachers is essential to increase the focus on teaching quality and teachers’ professional learning. Teacher appraisal can also support the effective organisation of schools by allowing teachers to progress in their career and take on new roles and responsibilities based on a solid evaluation of their performance. This chapter describes the approaches that countries take to appraise individual teachers. Building on a discussion of impact, drivers and contextual developments, it analyses the governance of teacher appraisal schemes, appraisal procedures and instruments, capacities required for effective appraisal and the use of appraisal results for different purposes. The chapter concludes with a set of pointers for policy development.


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