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  1. OECD Reviews of Evaluation and Assessment in Education
  2. OECD Reviews of Evaluation and Assessment in Education: Sweden 2011
  3. Chapters
  4. Teacher Appraisal
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OECD Reviews of Evaluation and Assessment in Education: Slovak Republic 2014
OECD Reviews of Evaluation and Assessment in Education: Netherlands 2014
OECD Reviews of Evaluation and Assessment in Education: Northern Ireland, United Kingdom
Teacher Evaluation in Chile 2013
Synergies for Better Learning. An International Perspective on Evaluation and Assessment.
OECD Reviews of Evaluation and Assessment in Education: Mexico 2012
OECD Reviews of Evaluation and Assessment in Education: Luxembourg 2012
OECD Reviews of Evaluation and Assessment in Education: Portugal 2012
OECD Reviews of Evaluation and Assessment in Education: New Zealand 2011
OECD Reviews of Evaluation and Assessment in Education: Czech Republic 2012
OECD Reviews of Evaluation and Assessment in Education: School Evaluation in the Flemish Community of Belgium 2011
OECD Reviews of Evaluation and Assessment in Education: Norway 2011
OECD Reviews of Evaluation and Assessment in Education: Australia 2011
OECD Reviews of Evaluation and Assessment in Education: Denmark 2011
OECD Reviews of Evaluation and Assessment in Education: Sweden 2011
Chapters
Executive Summary
Assessment and Conclusions
List of Acronyms
Introduction
The Context of Evaluation and Assessment in Sweden
The Evaluation and Assessment Framework
Student Assessment
Teacher Appraisal
School Evaluation
System Evaluation
Annexes

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Teacher Appraisal

Content Provider OECD iLibrary
Organization OECD
Abstract 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.
Page Count 17
Starting Page 59
Ending Page 75
Language English
Publisher OECD Publishing
Publisher Date 2011-10-27
Access Restriction Open
Subject Keyword Education
Content Type Text
Resource Type Chapter
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