OECD Reviews of Evaluation and Assessment in Education: Northern Ireland, United Kingdom:
This book finds that, in many ways, Northern Ireland stands out internationally with its thoughtfully designed evaluation and assessment framework. The major components are well developed, in particular policies for student assessment, school evaluation and school system evaluation. It has been deve...
Gespeichert in:
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| Weitere Verfasser: | , , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2014
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| Schriftenreihe: | OECD Reviews of Evaluation and Assessment in Education
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| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This book finds that, in many ways, Northern Ireland stands out internationally with its thoughtfully designed evaluation and assessment framework. The major components are well developed, in particular policies for student assessment, school evaluation and school system evaluation. It has been developed using the majority of key design principles recommended by the OECD. The approach to evaluation and assessment combines: central control over policy development and standard setting; transparency over procedures and reporting of results; an increasing responsibility for the implementation of evaluation and assessment among teachers and schools; and central mechanisms to monitor the effectiveness of implementation. For example, while schools and their Boards of Governors are accountable for their educational quality and are accountable to their communities, school development planning processes are also monitored as part of external school evaluation by a central inspectorate. Teachers play a central role in student assessment and their assessment of pupil progress against central standards is moderated by a central agency which engages working teachers in the process. Teachers in primary schools are offered central diagnostic tests to support their assessment of pupil progress. Only teacher appraisal remains entirely school based, but there is a set of common competence standards for teachers. |
| Beschreibung: | 1 Online-Ressource (204 p.) 21 x 28cm. |
| ISBN: | 9789264207707 |
| DOI: | 10.1787/9789264207707-en |
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| indexdate | 2024-11-26T14:56:09Z |
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| isbn | 9789264207707 |
| language | English |
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| series2 | OECD Reviews of Evaluation and Assessment in Education |
| spelling | Shewbridge, Claire VerfasserIn aut OECD Reviews of Evaluation and Assessment in Education: Northern Ireland, United Kingdom Claire, Shewbridge ... [et al] Paris OECD Publishing 2014 1 Online-Ressource (204 p.) 21 x 28cm. Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier OECD Reviews of Evaluation and Assessment in Education This book finds that, in many ways, Northern Ireland stands out internationally with its thoughtfully designed evaluation and assessment framework. The major components are well developed, in particular policies for student assessment, school evaluation and school system evaluation. It has been developed using the majority of key design principles recommended by the OECD. The approach to evaluation and assessment combines: central control over policy development and standard setting; transparency over procedures and reporting of results; an increasing responsibility for the implementation of evaluation and assessment among teachers and schools; and central mechanisms to monitor the effectiveness of implementation. For example, while schools and their Boards of Governors are accountable for their educational quality and are accountable to their communities, school development planning processes are also monitored as part of external school evaluation by a central inspectorate. Teachers play a central role in student assessment and their assessment of pupil progress against central standards is moderated by a central agency which engages working teachers in the process. Teachers in primary schools are offered central diagnostic tests to support their assessment of pupil progress. Only teacher appraisal remains entirely school based, but there is a set of common competence standards for teachers. Education Ireland Hulshof, Marian MitwirkendeR ctb Nusche, Deborah MitwirkendeR ctb Staehr, Lars Stenius MitwirkendeR ctb FWS01 ZDB-13-SOC FWS_PDA_SOC https://doi.org/10.1787/9789264207707-en Volltext |
| spellingShingle | Shewbridge, Claire OECD Reviews of Evaluation and Assessment in Education: Northern Ireland, United Kingdom Education Ireland |
| title | OECD Reviews of Evaluation and Assessment in Education: Northern Ireland, United Kingdom |
| title_auth | OECD Reviews of Evaluation and Assessment in Education: Northern Ireland, United Kingdom |
| title_exact_search | OECD Reviews of Evaluation and Assessment in Education: Northern Ireland, United Kingdom |
| title_full | OECD Reviews of Evaluation and Assessment in Education: Northern Ireland, United Kingdom Claire, Shewbridge ... [et al] |
| title_fullStr | OECD Reviews of Evaluation and Assessment in Education: Northern Ireland, United Kingdom Claire, Shewbridge ... [et al] |
| title_full_unstemmed | OECD Reviews of Evaluation and Assessment in Education: Northern Ireland, United Kingdom Claire, Shewbridge ... [et al] |
| title_short | OECD Reviews of Evaluation and Assessment in Education: Northern Ireland, United Kingdom |
| title_sort | oecd reviews of evaluation and assessment in education northern ireland united kingdom |
| topic | Education Ireland |
| topic_facet | Education Ireland |
| url | https://doi.org/10.1787/9789264207707-en |
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