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.


The appraisal of school leaders: Fostering pedagogical leadership in schools

Backed by a growing research base, policy makers have increasingly recognised the significance of school leadership for effective teaching and learning. Within that context, an increasing number of countries have developed initiatives to strengthen the leadership capacity of their schools. While research on the effects of different appraisal schemes is limited, some evidence suggests potential benefits of the appraisal of individual school leaders as a means to communicate a vision of effective leadership and a tool to influence and improve school leaders’ practices and behaviours. This chapter discusses the approaches that countries take to appraise individual school leaders. Building on a conceptualisation of school leadership and a discussion of drivers and contextual developments, it analyses the governance of appraisal schemes, appraisal procedures, the capacity required for effective appraisal, and the use of appraisal results. The chapter concludes with a set of pointers for future policy development.


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