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  1. OECD Reviews of Evaluation and Assessment in Education
  2. OECD Reviews of Evaluation and Assessment in Education: Australia 2011
  3. Chapters
  4. School evaluation
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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
Chapters
Foreword
Acronyms and abbreviations
Executive Summary
School education in Australia
The evaluation and assessment framework
Student assessment
Teacher appraisal
School evaluation
Education system evaluation
Conclusions and recommendations
Annexes
OECD Reviews of Evaluation and Assessment in Education: Denmark 2011
OECD Reviews of Evaluation and Assessment in Education: Sweden 2011

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School evaluation

Content Provider OECD iLibrary
Organization OECD
Abstract Australia has a variety of forms of school evaluation in place, each of which derives from the particular circumstances and traditions of the state, territory and school sector within which it has developed. There are two main forms of evaluation: school self-evaluation and school external performance review. This is represented as a sequence of activities which begins with self-evaluation and proceeds through a planning, reporting and review process which both satisfies external requirements and is an engine of school improvement. External school reviews vary widely across jurisdictions and in government schools work within a clear state or territory policy – typically a School Performance Improvement Framework – and are organised and staffed by relevant state government departments. Particularly positive features of school evaluation include the fact that accountability and transparency are well embedded as national principles guiding school evaluation, the good integration of performance data and survey results into school evaluation processes, the clear rules for school reporting, the recognition of the key role of school self-evaluation, and the existence of well-consolidated external school review processes. Priorities for future policy development include developing a set of national principles and protocols for school evaluation; strengthening the alignment between selfevaluation and external evaluation; defining the nature of externality; ensuring a broad scope for external school evaluation; ensuring a focus on the quality of teaching and learning in both internal and external school evaluation; building expertise among evaluators and improving data handling skills of school agents; and publishing externally validated school evaluation reports to complement the publication of national test data.
Page Count 22
Starting Page 99
Ending Page 120
Language English
Publisher OECD Publishing
Publisher Date 2011-10-28
Access Restriction Open
Subject Keyword Education
Content Type Text
Resource Type Chapter
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