NDLI: The evaluation and assessment framework

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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

Acronyms and abbreviations

Executive summary

School education in Mexico

The evaluation and assessment framework

Student assessment

Teacher appraisal

School evaluation

Education system evaluation

Conclusions and recommendations

Annex A. The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes

Annex B. Visit programme

Annex C. Composition of the Review Team

Annex D. Comparative indicators on evaluation and assessment

Annex E. Instruments for teacher appraisal

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

The evaluation and assessment framework

Content Provider	OECD iLibrary
Organization	OECD
Abstract	Evaluation and assessment in Mexico operates at five key levels: (i) national system – namely through education indicators, national student assessments and international student surveys; (ii) state sub-systems – through education indicators and national student assessments; (iii) school – namely through student assessment-based accountability and oversight of school work by a supervision structure; (iv) teacher – in particular through promotion and incentive schemes; and (v) student – with instruments ranging from external national student assessments to on-going daily formative assessment in the classroom. The overall evaluation and assessment framework appears fragmented given that individual components have developed independently of each other over time. Particularly positive characteristics of the framework include the notable progress in granting prominence to evaluation and assessment; the range of recent initiatives to strengthen evaluation and assessment; the existence of common references at the national level; the implementation of a comprehensive reform of basic education with potential to generate lasting improvement in the education system; an emergent emphasis on equity and inclusion; the strong capacity at the national level; and the growing involvement of a diverse set of stakeholders in the evaluation and assessment framework. However, considerable challenges exist in building an effective evaluation and assessment framework. These include the incipient development of some key components; missing links between different elements of the framework; concerns about the governance of the evaluation and assessment framework; the limited emphasis on the improvement function of evaluation and assessment; a narrow conception of evaluation and assessment; the early stage of development of the alignment between the curricular reform and evaluation and assessment; and insufficient competencies for evaluation and assessment across the system.
Page Count	30
Starting Page	37
Ending Page	66
Language	English
Publisher	OECD Publishing
Publisher Date	2012-11-06
Access Restriction	Open
Subject Keyword	Education
Content Type	Text
Resource Type	Chapter

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