In many OECD countries, tertiary education systems have experienced rapid growth over the last decade. With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. Within governance frameworks that encourage institutions, individually and collectively, to fulfil multiple missions, tertiary education systems must aim for the broad objectives of growth, full employment and social cohesion. In this context, the OECD launched a major review of tertiary education with the participation

This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in Portugal.

The Global Forum on Transparency and Exchange of Information for Tax Purposes is the multilateral framework within which work in the area of tax transparency and exchange of information is carried out by over 90 jurisdictions which participate in the work of the Global Forum on an equal footing. The Global Forum is charged with in-depth monitoring and peer review of the implementation of the standards of transparency and exchange of information for tax purposes. These standards are primarily reflected in the 2002 OECD Model Agreement on Exchange of Information on Tax Matters and its commentary, and in Article 26 of the OECD Model Tax Convention on Income and on Capital and its commentary as updated in 2004, which has been incorporated in the UN Model Tax Convention. The standards provide for international exchange on request of foreseeably relevant information for the administration or enforcement of the domestic tax laws of a requesting party. "Fishing expeditions" are not authorised, but all foreseeably relevant information must be provided, including bank information and information held by fiduciaries, regardless of the existence of a domestic tax interest or the application of a dual criminality standard. All members of the Global Forum, as well as jurisdictions identified by the Global Forum as relevant to its work, are being reviewed. This process is undertaken in two phases. Phase 1 reviews assess the quality of a jurisdiction's legal and regulatory framework for the exchange of information, while Phase 2 reviews look at the practical implementation of that framework. Some Global Forum members are undergoing combined--Phase 1 plus Phase 2--reviews. The ultimate goal is to help jurisdictions to effectively implement the international standards of transparency and exchange of information for tax purposes. All review reports are published once approved by the Global Forum and they thus represent agreed Global Forum reports. For more information on the work of the Global Forum on Transparency and Exchange of Information for Tax Purposes, and for copies of the published review reports, please visit www.oecd.org/tax/transparency. Read more...

How Can Student Assessment, Teacher Appraisal, School Evaluation And System Evaluation Bring About Real Gains In Performance Across A Country's School System? This Book Provides, For Denmark, An Independent Analysis From An International Perspective Of Major Issues Facing The Evaluation And Assessment Framework In Education, Current Policy Initiatives, And Possible Future Approaches. This Series Forms Part Of The Oecd Review On Evaluation And Assessment Frameworks For Improving School Outcomes. Executive Summary -- Assessment And Conclusions -- List Of Acronyms And Abbreviated Terms --introduction -- The Context Of Evaluation And Assessment In Denmark -- The Evaluation And Assessment Framework-- Student Assessment -- Teacher Appraisal -- School Evaluation -- System Evaluatiion -- References -- Visit Itinerary -- Composition Of The Oecd Review Team -- Comparative Indicators On Evaluation And Assessment. Claire Shewbridge ...[et Al.]. Includes Bibliographical References (p. 129-137).

This book provides, for Australia, an independent analysis of major issues facing its educational evaluation and assessment framework, current policy initiatives, and possible future approaches. It shows how student assessment, teacher appraisal, school evaluation and system evaluation can bring about real gains in performance across Australia's school system.

How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? The country reports in this series provide, from an international perspective, an independent analysis of major issues facing evaluation and assessment policy to identify improvements that can be made to enhance the quality, equity and efficiency of school education. Turkey's education system stands out internationally as a success story. In recent decades, participation has been vastly expanded, becoming universal at lower levels of schooling and outperforming other middle-income countries in upper secondary education. However, the education system is also marked by disparities, with only around half of 15-year olds acquiring the essential competencies they need for life and work. This review, developed in co operation with UNICEF, suggests how student assessment can be used more effectively to better support all students to do well. It provides recommendations for enhancing teachers' classroom assessments, assessing a broader range of skills through national examinations and using the new national assessment to support improvements in learning and teachers' assessment practice

Foreword Acknowledgements Abbreviations and acronyms Executive summary Ensuring national goals provide a coherent vision to guide assessment Developing more effective assessment practices in the classroom Positively influencing learning through the national examinations and assessment Using the wider evaluation system to promote better assessment and learning Assessment and recommendations Introduction On-going reforms Main trends: Participation and learning outcomes have improved, but further progress is needed to meet national goals Participation in primary and lower secondary school is now universal but student drop out in upper secondary students is relatively high Graduation from tertiary education has also risen dramatically Student learning outcomes improved significantly between 2003 and 2012 Selection for the most prestigious high schools accentuates disparities Students’ outcomes frequently reflect the type of high school that they attend The role of student assessment in improving learning outcomes in Turkey Aligning assessment practice with national learning goals Achieving a greater balance between formative and summative assessment Using the wider evaluation system to encourage good assessment practice Promoting national goals for student learning Policy issue 2.1. Developing a curriculum framework to give greater coherence and clarity to national learning goals Policy issue 2.2. Developing learning standards to help teachers understand what students are expected to know and be able to do Policy issue 2.3. Communicating national learning goals to society to build trust and support for change Improving teachers’ classroom assessment practices Policy issue 3.1. Providing teachers with richer assessment resources that support competency acquisition Policy issue 3.2. Using formative feedback and reporting to better support student learning Policy issue 3.3. Reinforcing in-service training on assessment Policy issue 3.4. Improving teachers’ initial preparation in classroom assessment Ensuring national examinations and assessments positively influence the learning of all students Policy issue 4.1. Enhancing the school placement and selection process at the end of Grade 8 Policy issue 4.2. Ensuring that examinations at the end of compulsory education serve effectively the functions of certification and selection Policy issue 4.3. Developing and making available better-quality data on national learning outcomes Using the evaluation system to promote better assessment and learning Policy issue 5.1. Using appraisal to encourage and support teachers to employ good assessment practices Policy issue 5.2. Revising school evaluation to support learning and effective assessment practices Policy issue 5.3. Using system evaluation to help improve teaching, learning and assessment practices References Chapter 1. The Turkish education system Introduction The role of education in Turkey’s development Key features of the education system in Turkey Governance Turkey has a strong system of education planning and is increasingly focused on the quality of school outcomes The Ministry of National Education is responsible for all school-level policy Provincial and District Education Directorates are responsible for implementing national policy Schools in Turkey report that they have little autonomy Financing Public expenditure has increased rapidly over the past decade Central government is the main source of public expenditure on education Turkey has the highest level of private spending on schools within the OECD The structure of Turkey’s school system Education is now compulsory until the end of upper secondary school Students are tracked early into upper secondary schools The process of student selection into upper secondary education is under revision Placement into tertiary education is exam-based and highly competitive The selection exams carry very high stakes for students Secondary vocational education and training has expanded Turkey has encouraged an increase in the number of private schools Almost one-quarter of students attend open education high schools Double-shift schools and large class sizes are common in urban areas Turkey has made significant efforts to educate refugee children from Syria Teachers and school principals Turkey’s large teaching population is young and gender balanced Teaching is financially attractive, though the salary scale is relatively flat Teaching certification requirements have increased and there are plans to include more practical training in initial teacher education New teachers are assigned to their first positions, generally in challenging regions, based on their ranking in the teaching entrance exams Turkey has introduced an ambitious Teacher Strategy to improve teaching quality Curriculum The intended curriculum is competency-based and student-focused Full implementation of the curriculum requires further support The evaluation and assessment system Major changes are underway to evaluation and assessment policies in Turkey Main trends in participation, outcomes and equity Participation Access to education has increased dramatically But many students still do not complete a full cycle of schooling A fifth of 3- to 4-year-olds attended early childhood education in 2015 Participation in tertiary education has expanded Learning outcomes Students’ learning outcomes have improved significantly over the past decade Average achievement remains low compared to OECD countries More teachers are trying to use pedagogical practices associated with effective learning Classroom disruption and students skipping school can hinder learning After-school study support is limited Equity Equity in learning outcomes is improving Students in the most prestigious schools tend to come from more advantaged backgrounds Education access and outcomes vary significantly by geographic location Girls’ participation in school has increased significantly Conclusion Notes References Annex 1.A. Key indicators Chapter 2. Promoting national goals for student learning Introduction Context and main features National learning goals Focusing on competency-based learning Emphasising transversal, 21st century competencies Adopting a constructivist pedagogical approach Challenges in implementation The curriculum could more clearly support a constructivist approach Curricula are divided into domains and levels Curricula need clearer learning standards Parents pay considerable attention to students’ performance in national examinations Policy issues Policy issue 2.1. Developing a curriculum framework to give greater coherence and clarity to national learning goals Recommendation 2.1.1. Develop a unifying national curriculum framework Articulate the overall learning goals in a vision statement Describe the differences between competency-based and knowledge-based teaching and learning Define and promote transversal, 21st century competencies Explain constructivist pedagogy and provide examples of its usage Recommendation 2.1.2. Use the curriculum framework to guide future revisions of individual domain curricula Ensure that overall goals are well-represented in future domain-level curricula objectives Give stronger emphasis to competency-based learning in future domain-level curricula Align future domain-level curricula with constructivist approaches Policy issue 2.2. Developing learning standards to help teachers understand what students are expected to know and be able to do Recommendation 2.2.1. Develop learning standards Establish standards with performance levels in core subjects Develop learning standards around grade levels Support the use of standards Policy issue 2.3. Communicating national learning goals to society to build trust and support for change Recommendation 2.3.1. Make national learning goals more visible Build a national communications campaign Showcase examples of successful changes Recommendation 2.3.2. Expand local support for schools Bring centres of support closer to schools Promote peer-learning and networking Conclusion References Chapter 3. Improving teachers’ classroom assessment practices Introduction Context and main features of classroom assessment Policy framework The curriculum encourages teachers to use a broad range of assessments to support competency development A series of reforms in 2017 aims to support more effective classroom assessment practice Classroom assessment regulations and resources Central regulations reaffirm the importance of using varied assessment types Responsibilities for classroom assessment Principals and teachers report developing and using their own assessments less than in other OECD countries Use of classroom assessment results Assessments carry stakes for selection to the next level of education Assessments have an important role for progression in upper secondary Teachers’ assessment capacity Initial teacher education covers classroom assessment but is more theoretical than practical The Ministry of National Education and the provincial directorates share responsibility for professional development Policy issues Policy issue 3.1. Providing teachers with richer assessment resources that support competency acquisition Recommendation 3.1.1. Help teachers to monitor learning in line with national standards Develop rubrics and exemplars to help teachers apply national learning standards in their classroom practice Develop diagnostic assessments to ensure that students are meeting national standards Introduce early grade assessments that are age appropriate with a clearly defined formative function Provide additional resources to address the needs of students identified as being at risk of falling behind Support teachers to use the results from standardised assessments to monitor learning Recommendation 3.1.2. Provide teachers with tools to assess a wider range of competencies Develop nationally validated assessment instruments Provide guidance to support the development and implementation of classroom assessments Develop and fully implement the e-portfolio Recommendation 3.1.3. Redesign the EBA portal to provide a broader range of better-quality resources Ensure that the ministry leads the development of EBA Involve teachers in the redesign of EBA Identify resources to be developed as a priority Policy issue 3.2. Using formative feedback and reporting to better support student learning Recommendation 3.2.1. Encourage more formative feedback in the classroom Help teachers to learn about and practice different feedback techniques Provide school-level support for effective feedback Adapt teaching standards and regulations to ensure that formative assessment and feedback are central to teaching Recommendation 3.2.2. Use reporting to help parents and students better understand learning levels and next steps Report student performance against national learning standards Consider how to report the development of transversal competencies Incorporate qualitative feedback when reporting student performance Clearly communicate changes to students, parents and teachers Policy issue 3.3. Reinforcing in-service training on assessment Recommendation 3.3.1. Make training on classroom assessment a top professional development priority Require all teachers to undertake professional development on assessment Ensure that professional development reflects teachers’ needs Connect professional development to teachers’ classroom practices Make professional development more responsive to national priorities to reduce summative testing Develop facilitators’ assessment expertise Make greater use of technology to expand professional development Proceed with plans to adopt standards for effective professional learning Recommendation 3.3.2. Develop school-based professional learning on assessment Provide leadership for school-level professional development activities on assessment Provide dedicated time for teachers to work together on assessment Develop school-based moderation practices Policy issue 3.4. Improving teachers’ initial preparation in classroom assessment Recommendation 3.4.1. Ensure sufficient coverage of classroom assessment in initial teacher preparation Use new teacher competencies to inform the development of initial teacher education programme content on assessment Implement the tertiary accreditation process, and incorporate new teacher assessment competencies into the accreditation requirements Establish an advisory committee with representatives from the ministry and the Council of Higher Education to enhance the initial preparation of teachers Recommendation 3.4.2. Ensure that initial preparation in classroom assessment is practical and connected to the school curriculum Cover classroom assessment in the practicum Model the assessment practices teachers will need to use in the classroom Build the classroom assessment capacity of initial teacher education providers Use the induction period to continue developing the capacity for assessment Conclusion References Chapter 4. Ensuring national examinations and assessments support learning Introduction Context and main features of examinations and national assessment Responsibilities for examinations and assessment The General Directorate of Measurement, Evaluation and Examination Services is supporting national assessment capacity The central examination at the end of compulsory education is the responsibility of the ÖSYM, which is separate from the ministry National examinations There have been multiple reforms to the examination at the end of Grade 8 for high school placement Since September 2018, the vast majority of Turkish students starting high school have been placed in a school within their local area A minority of school places are determined by a centralised examination The examination at the end of Grade 12 serves as the gatekeeper for tertiary education institutions and programmes The 2018 examination reforms aimed to reduce pressure on students Competition for a place on a bachelor’s programme is intense Open examinations are available for those who have followed alternative educational routes Assessments A new national assessment, ABİDE, has the potential to fill an important gap in reliable data on learning outcomes Regular participation in international student assessments provides periodic information on student performance against international benchmarks Other types of diplomas and certification Turkish students completing compulsory education receive a diploma Policy issues Policy issue 4.1. Enhancing the school placement and selection process at the end of Grade 8 Recommendation 4.1.1. Consider the system for high school placement to manage demand Ensure that students and parents understand how the new placement system will operate Develop transparent criteria for oversubscribed schools Recommendation 4.1.2. Provide more information to guide student choice, while improving flexibility between pathways Develop resources, like the new e-portfolios and career guidance, to inform students’ high school preferences Create greater flexibility across upper secondary programmes Recommendation 4.1.3. Reduce any negative distortions created by the high school entrance examination Consider measures to ensure that students from disadvantaged backgrounds have a fair chance of accessing selective schools Design the high school entrance examination to reduce negative backwash for teaching and learning Improve the discriminatory power of the examination Policy issue 4.2. Ensuring that examinations at the end of compulsory education serve effectively the functions of certification and selection Recommendation 4.2.1. Develop a national examination to help certify achievement at the end of compulsory education Determine the main purpose of the school-leaving examination Determine which subjects will be assessed Determine how the examination will be marked Consider the types of questions that will be used Consider including a small share of teacher-assessed work Recommendation 4.2.2. Enhance the validity of the university placement examination Make fuller use of technology to enable a wider range of item types Give students more time and reconsider how the correction formula is used to reduce the pressure on students Reduce the grades that contribute to the final placement score Consider how to draw on wider sources of evidence for university placement in the future Recommendation 4.2.3. Improve the reliability and validity of school-based assessments Provide teachers and schools with instructions for the school-based components of examinations Ensure a sufficiently robust system for standardising, checking and moderating the marks awarded by teachers Policy issue 4.3. Developing and making available better-quality data on national learning outcomes Recommendation 4.3.1. Provide schools with meaningful examination data to improve teaching and learning Provide schools with more comprehensive examination data Provide item-level analysis to improve teaching and learning Recommendation 4.3.2. Implement ABİDE as a fully developed national assessments in primary and lower secondary Create a steering committee to guide the development of ABİDE Define the purpose of ABİDE Continue with plans to implement ABİDE in Grades 4 and 8 and make at least one a full cohort assessment Address other key questions for the implementation of ABİDE Use the national assessment to improve teaching and assessment literacy Conclusion References Annex 4.A. International examples of using optical character recognition (OCR) technologies in high stakes examinations Chapter 5. Using the evaluation system to promote better assessment and learning Introduction Context and main features of the evaluation system Teacher appraisal Turkey has recently published new teacher competencies Criteria for teacher appraisal focus on how frequently teachers demonstrate performance indicators A new performance appraisal is an underdevelopment A recently introduced probation appraisal is based on multiple types of evaluation Teachers progress up the salary scale primarily based on years of service and positive results from regular appraisals School evaluation Turkey has multiple frameworks for self-evaluation in different types of schools The Education Quality Management System The Basic Institutional Standards System System evaluation The Strategic Plan 2015-19 makes improving student learning outcomes a priority The introduction of new national assessments would provide valuable information on learning outcomes Policy issues Policy issue 5.1. Using appraisal to encourage and support teachers to employ good assessment practices Recommendation 5.1.1. Ensure that appraisal reflects the breadth and depth of assessment competency important for learning Ensure that appraisal is coherent with national learning goals Develop appraisal criteria that cover key competencies for assessment Illustrate assessment competencies with examples of effective practice Develop specific levels of assessment competency for different stages in the teacher career path Focus on quality when evaluating assessment practices Use authentic evidence of classroom practice to identify underperformance Recommendation 5.1.2. Ensure that evaluators focus on authentic measures of teachers’ assessment practice Provide more guidance for evaluating assessment practices during classroom observation Ensure that appraisal includes evidence of learning progress Reconsider how the written examination for probation appraisal is used Recommendation 5.1.3. Use appraisal results to develop teachers’ assessment competency Ensure that appraisal provides teachers with useful feedback Use professional development plans to link appraisal to professional development Policy issue 5.2. Revising school evaluation to support learning and effective assessment practices Recommendation 5.2.1. Ensure that the school inspection framework reinforces national objectives for learning and good assessment practices Focus inspection indicators for learning outcomes on national learning standards Introduce expectations for learning outcomes in Grades 1 to 3 Include indicators on the quality of assessment practices Include indicators on school-wide strategies to support improved use of assessment Look for evidence of strategies to monitor and support students at risk of falling behind Illustrate indicators with examples of effective practice Provide schools with actionable recommendations Recommendation 5.2.2. Use self-evaluation to focus schools on developing their assessment capacity Create a single framework for self-evaluation based on core indicators in the inspection framework Provide schools with space to add indicators Use “challenge” questions to encourage critical inquiry Use inspections to build schools’ capacity for improving their use of assessment Policy issue 5.3. Using system evaluation to help improve teaching, learning and assessment practices Recommendation 5.3.1. Ensure that targets for education support national priorities Set goals that aim to raise performance Provide the public with a more comprehensive picture of school performance Recommendation 5.3.2. Help schools use evaluation information for improvement Undertake more central analysis to inform policy Encourage provinces to undertake more analysis to understand the challenges for schools in their region Develop principals’ capacity to act thoughtfully on evaluation information Provide targeted support to schools in greatest need Conclusion Notes References Blank Page

Annotation This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in the Slovak Republic

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

Foreword Acknowledgements Abbreviations and acronyms Executive summary Improving learning outcomes and equity through student assessment Creating a highly qualified and motivated teaching workforce Assuring quality schooling through external evaluation and school-led improvements Strengthening system processes to evaluate national education performance Assessment and Recommendations Introduction Main trends: learning outcomes are improving but are becoming less equitable Participation in compulsory education has increased, but many students drop out between lower and upper secondary education Learning outcomes have improved, but are still low overall Participation and outcomes vary considerably according to student demographics Inequity has worsened over time Evaluation and assessment in Georgia Modernising and professionalising teaching Embedding the use of evidence into all levels of educational decision-making Strengthening school oversight and support Improving learning outcomes and equity through student assessment Policy issue 2.1. Enhancing the educational value and use of teachers’ classroom assessment Policy issue 2.2. Building understanding that the goal of assessment is to improve student learning Policy issue 2.3. Reviewing the modes of examination for graduation and tertiary selection at the end of upper secondary education Creating a highly qualified and motivated teaching workforce Policy issue 3.1. Applying minimum standards for teaching and encouraging the development of higher teaching competencies Policy issue 3.2. Supporting teachers to develop professionally throughout their career Policy issue 3.3. Setting high standards for entry to teaching and provide more structured support in the early years Policy issue 3.4. Attracting new teachers and motivating them to succeed Assuring quality schooling through external evaluation and school-led improvements Policy issue 4.1. Reaching all schools for authorisation Policy issue 4.2. Developing an external school evaluation model over the medium to long term Policy issue 4.3. Creating the foundations for school-led improvement Strengthening system processes to evaluate national education performance Policy issue 5.1. Building a culture of research, evaluation and improvement of the education system Policy issue 5.2. Making information about the education system more accessible and usable Policy issue 5.3. Developing and implementing a national assessment strategy that supports system goals References Chapter 1. The education system in Georgia Introduction National context Economic and political context Georgia has strengthened democratic governance and reduced corruption Georgia has experienced fast economic progress, but poverty and inequity remain challenges Employment is concentrated in low-productivity sectors, which negatively impacts young, academically oriented job-seekers Social context Georgia is ethnically and linguistically diverse and minority populations encounter several challenges The population is shrinking and urbanising, which makes providing education in rural areas increasingly inefficient Governance and funding of the education system in Georgia Governance of the education system The Unified Strategy establishes the goals of the system, but is not regarded as a common point of reference A new initiative, the “New School Model”, seeks to create more modern learning environments and is steering educational reform Curriculum reform has focused greatly on developing student competencies and is moving towards stage-based instruction and assessment Agencies affiliated to the Ministry provide technical expertise Education management has become increasingly decentralised and local Education Resource Centres help oversee the system Increased decentralisation and autonomy raises questions about the extent of local capacity and the effectiveness of accountability measures Funding of the education system Overall expenditure on education is low, but returns are promising Higher education receives more per student funding, which poses concerns about equity Vouchers are schools’ main source of funding, though the amount is inadequate to cover costs in most small schools, which receive variable amounts directly from the ministry Most funding is spent on teacher salaries Structure of schooling in Georgia Compulsory education is expected to expand Education is offered in Georgian and minority languages, which creates challenges for resource provision and quality assurance Early childhood education Most Georgian students do not attend early childhood education Access to and the quality of early childhood education can be improved Primary and secondary education Georgia has a large number of small schools and low student-teacher ratios Most Georgian schools teach students from Grades 1 through 12 Teachers are in oversupply and modernising the profession through the Teacher Professional Development Scheme has resulted in mixed success At age 15, Georgian students choose between an academic and a vocational track Georgia is making efforts to upgrade its VET sector An exit examination at the end of upper secondary school was recently abolished because of the negative backwash effects it created Selection into tertiary education is determined by an entrance examination at the end of upper secondary school, which has also been modified recently to create fewer backwash effects Tertiary education Access to higher education has expanded, but there are concerns about the quality of education being provided Few students from disadvantaged backgrounds and minority groups progress to higher education Main trends in participation, learning and equity in primary and secondary education Participation Participation in compulsory education has increased, but many students drop out between lower and upper secondary education Enrolment in private schools is increasing, though it’s unclear if the education offered by private schools is higher quality Learning outcomes and environment Learning outcomes have improved and are high relative to Georgia’s level of educational expenditure A third of Georgians still lack basic skills in reading, science and mathematics Georgia benefits from some supportive school environments and teacher practices Equity Enrolment in education is not equitable and more can be done to increase the demand for education from underrepresented populations Learning outcomes vary greatly according to several dimensions Inequity has worsened over time Conclusion Key indicators References Chapter 2. Improving learning outcomes and equity through student assessment Introduction Key features of an effective student assessment system Overall objectives and policy framework The curriculum and learning standards communicate what students are expected to know and be able to do Types and purposes of assessment Classroom assessment Effective classroom assessment requires the development of teachers’ assessment literacy National examinations National assessments National assessment agencies Student assessment in Georgia Types of assessment practices Overall objectives and policy framework Georgia has a well-established national curriculum that has undergone several revisions Georgia’s learning standards emphasise competences Georgia is moving towards a stage-based curriculum, but understanding of this change varies Classroom assessment Formative assessment practices are encouraged by policy but are not widely used Teachers are not effectively prepared to assess students Student marks are still the focus of classroom assessment but are not reliable Reporting of classroom assessment is inconsistent National assessments Several national assessments are conducted by NAEC using external funding National examinations From 2011 to 2019 graduation from upper secondary education was based on results in a computer adaptive test The SGE was considered trustworthy, but did not adequately certify student achievement in relation to the curriculum Since 2005 selection into higher education has been based on a standardised examination The UEE strengthened integrity in higher education admission Numerous high-stakes examinations had unintended negative effects Major changes to examinations were announced in 2019 VET upper secondary schools use an examination to select students National student assessment agencies NAEC oversees examinations and assessments in Georgia Teacher Professional Development Centre supports teachers’ assessment literacy Policy issues Policy issue 2.1. Enhancing the educational value and use of teachers’ classroom assessment Recommendation 2.1.1. Make formative assessment a central focus of teacher practice Use the new curriculum as a policy lever to encourage the use of formative assessment Consider the introduction of portfolio assessment in the curriculum to anchor more formative assessment practices in the classroom Recommendation 2.1.2. Reduce the pressure around summative marking and make it more educationally meaningful Discontinue the practice of continuous log grading Help teachers align their summative marking with the new curriculum Recommendation 2.1.3. Systematically record assessment results in order to track student progress and inform key decisions Create a common report card template and procedures around dissemination Integrate the standardised report card template into the EMIS E-Journal Use student assessment information to support vulnerable students Develop and record external measures of student performance at key moments to inform decision-making Consider making the external assessment in grade 9 (or grade 10 if compulsory education is extended) a certification examination Policy issue 2.2. Building understanding that the goal of assessment is to improve student learning Recommendation 2.2.1. Provide teachers with assessment resources to improve student learning Strengthen the emphasis on improving assessment practices during initial teacher education Orient school-level professional development towards improving student assessment Facilitate the development of teacher networks about assessment to support teachers, especially those in smaller and more rural schools Create an online repository of assessment resources Recommendation 2.2.2. Communicate that the goal of student assessment is to improve learning Engage school leadership to improve assessment literacy in schools Support students and families in understanding the new report card template Build a communications campaign around the purpose of assessment Policy issue 2.3. Reviewing the modes of examination for graduation and tertiary selection at the end of upper secondary education Recommendation 2.3.1. Prepare for a single examination model in which one test would certify completion of upper secondary education and select students for entry into higher education Set, as a medium-term objective (next five to ten years), the introduction of a single examination at the end of upper secondary education There would be sufficient resources to administer a single examination because the examination would be smaller Creating different versions of subject tests ensures that a single examination can both ensure basic minimum competency and select for entrance into university Determine who should take the single examination in accordance with national goals concerning VET schools Determine the design features of the examination Examine implementation requirements Recommendation 2.3.2. Take steps in the immediate term to improve upper secondary certification and strengthen the UEE Strengthen school-level examinations in upper secondary education Better align the UEE with the national curriculum in order to reduce its backwash effects Recommendations References Chapter 3. Creating a highly qualified teaching workforce Introduction Key features of an effective appraisal system Teacher standards Standards provide a common reference point for teacher policies, including appraisal Initial teacher preparation Select candidates with strong academic skills and motivation to teach Set a rigorous certification process at the end of teacher education to make sure to select qualified new teachers Types of teacher appraisal A probation period and appraisal provides new teachers with essential support in their first year(s) on the job Regularly appraising teachers provides meaningful feedback and informs classroom practices Appraisal for promotion informs teachers’ career progression and rewards performance The teaching profession in Georgia Teaching workforce One in four teachers is over 60 The teacher population has not declined in proportion to the fall in student numbers There are teacher shortages in some subjects, and in rural, mountainous areas Some teachers work across a broad range of grades Teacher salaries and career progression Most teachers remain on the entry level of the career path Entry level salaries are low, but now increase rapidly with promotion Schools have considerable autonomy for hiring and firing teachers Initial teacher education and continuous professional development Some practising teachers received no or low quality preparation The threshold for entry to concurrent programmes is low Recently introduced consecutive programmes are more selective and higher quality Initial teacher education providers have significant autonomy over content Teachers participate less in professional development than in OECD countries There is little tradition of school-based groups for professional development Teacher appraisal in Georgia Teaching standards are based on evidence of effective teaching, but are not well-integrated with teaching policy and practice Requirements for initial certification have been strengthened in recent years Beginner teachers are required to pass an examination in order to take up a teaching post Only around 40% of in-service teachers have passed the initial certification examinations Georgia does not have an induction programme or a probation period with appraisal There are plans to introduce a regular appraisal Teachers need to accumulate credits in order to be promoted The ministry has recently decentralised the management of underperformance to schools Policy issues Policy issue 3.1. Applying minimum standards for teaching and encouraging the development of higher teaching competencies Recommendation 3.1.1. Support all teachers to meet minimum standards Clearly communicate the examinations’ role Develop the certification examinations with the goal of assessing essential teaching knowledge and skills Support existing teachers to master essential knowledge and skills Encourage each school to make it a priority that all teachers reach senior status Recommendation 3.1.2. Re-focus the teacher professional development scheme on demonstrating higher levels of teaching competencies Make teacher standards the main reference for promotion Focus promotion appraisal on authentic evidence of teaching practice Strengthen the role of independence and professional competence in promotion decisions Policy issue 3.2. Supporting teachers to develop professionally throughout their career Recommendation 3.2.1. Focus the new regular appraisal on student learning and providing feedback for teachers’ professional learning Introduce guidelines on a set of simple steps that schools can take to encourage regular appraisal practices Determine the evaluators Develop national guidance for evaluators on how to collect and review evidence of teaching quality Support evaluators to provide useful developmental feedback Recommendation 3.2.2. Give teachers access to high quality professional development Require that all teachers undertake professional development Sustain the programmes and capacity that has been built up through G-PriEd and MCC Provide relevant and high quality training Use data to inform the design and supply of professional development Policy issue 3.3. Setting high standards for entry to teaching and provide more structured support in the early years Recommendation 3.3.1. Establish more rigorous standards for entry and completion of initial teacher education Set a minimum threshold for teacher candidates’ academic knowledge and skills Set clear standards for certification, and use these as the key reference point for the design and quality assurance of initial teacher preparation Establish an attractive and high quality 300-credit programme Review the quality of the consecutive model Ensure that the new alternative pathway for entrants is well-targeted and rigorous Recommendation 3.3.2. Introduce an induction period and probation appraisal for new teachers Create a mandatory induction period, with one year as the minimum duration Provide mentoring for new teachers during their induction period Give new teachers in small, rural schools access to mentorship Introduce an external appraisal at the end of the probation period Develop a clear process for addressing underperformance Policy issue 3.4. Attracting new teachers and motivating them to succeed Recommendation 3.4.1. Encourage renewal of the teaching profession Establish a mandatory retirement age Attract talented graduates into the profession Purposefully allocate new teachers to high need subject areas and geographic locations Recommendation 3.4.2. Review planned adjustments to teacher salaries to make them impactful and educationally valuable Limit teacher salary scale increases to practitioner teachers and consider alternative methods to raise teachers’ earnings Consider options to reduce the high share of part-time teachers Recommendations References Chapter 4. Assuring quality schooling through external evaluation and school-led improvements Introduction Key features of an effective school evaluation system Frameworks for school evaluation focus on key aspects of the school environment and help drive school transparency and consistency Countries’ external evaluations balance accountability and improvement Evaluations aim to establish a school-wide perspective on teaching and learning Many countries have created school inspectorates in the central government The consequences of evaluations vary according to their purpose Self-evaluation is an internal tool for improvement Effective self-evaluation requires strong school-level capacity Data systems provide important inputs for evaluation Principals must be able to lead school improvement Principals need a deep understanding of teaching and learning, and strong leadership skills to become instructional leaders Professionalising school leadership – standards, selection and appraisal Schools in Georgia School principals Principals have similar levels of experience and academic qualifications as their counterparts in OECD countries Principal appointment Principals receive little preparation for the requirements of their new role Provision for principals’ continuous professional development is also limited Principals have significant autonomy with limited oversight School governance School boards have an important role but lack the capacity to undertake it effectively Schools receive regular checks from Education Resource Centres A “New School Model” aims to strengthen school-level support Data systems Georgia collects school-level data but it is difficult for schools to use and analyse There is no standard monitoring of learning outcomes School evaluation in Georgia External school evaluation School authorisation focuses on compliance with basic standards Planned new authorisation standards focus on performance and quality The National Centre for Education Quality Enhancement is responsible for overseeing school quality, but its staff does not have a strong background in monitoring and evaluation A Council currently reviews all school authorisation reports Self-evaluation Schools do not yet see self-evaluation as an internal tool for improvement Policy issues Policy issue 4.1. Reaching all schools for authorisation Recommendation 4.1.1. Develop a risk assessment model to guide the provisional authorisation of public schools Identify indicators for the risk assessment model Develop minimum thresholds for indicators Determine the consequences of risk assessment Recommendation 4.1.2. Focus Education Resource Centres on supporting schools Reduce/end ERCs’ mandate for compliance checking Reform ERCs to provide school-level support for improvement Develop a model for ERCs’ support to schools Reinforce ERCs’ role in financial auditing Use the new school coaches to provide intensive support for teaching and learning Policy issue 4.2. Developing an external school evaluation model over the medium to long term Recommendation 4.2.1. Develop a model of school evaluation that supports schools to improve teaching and learning Anchor the new evaluation standards in a clear vision for a good school Revise the draft standards for school to focus more on school quality and improvement Develop the materials and central capacity needed to support the implementation of the school evaluation framework Make the consequences of external evaluations support school improvement Communicate the role of external school evaluation to schools and teachers Recommendation 4.2.2. Develop capacity for external evaluations Ensure that new school evaluators have the skills and knowledge needed to assess the quality of teaching and learning practices Reconsider the role of the Council Policy issue 4.3. Creating the foundations for school-led improvement Recommendation 4.3.1. Support schools to use self-evaluation effectively Define the purpose of self-evaluation Help schools makes fuller use of self-evaluation results In the short term, develop a simplified model of self-evaluation that supports school authorisations Help schools exploit available data Provide more external support for self-evaluation In the long-term, develop a comprehensive self-evaluation framework Recommendation 4.3.2. Build school leadership for improvement Identify and support potential school leaders Incentivise principals to develop Introduce appraisal for principals with accountability mechanisms Revise the role of school boards Recommendations References Chapter 5. Strengthening system processes to evaluate national education performance Introduction Key features of effective system evaluation A national vision and goals provide standards for system evaluation Reporting against national goals supports accountability National goals are a strong lever for governments to direct the education system Tools for system evaluation Administrative data about students, teachers and schools are held in central information systems National and international assessments provide reliable data on learning outcomes Evaluation and thematic reports provide information about the quality of teaching and learning processes Effective evaluation systems requires institutional capacity within and outside government System evaluation in Georgia High-level documents express the national vision for education Few national stakeholders are aware of the national strategy New priorities and reforms have been introduced in parallel to the strategy Tools to collect and monitor information exist but are not systematically used An action plan and monitoring report accompany the Unified Strategy, but lack specific targets EMIS collects and manages data, but stakeholders have difficulty analysing information Public access to EMIS data is limited Student data is not integrated across Georgia’s databases Georgia conducts regular national assessments but does not have a long-term strategy Georgia participates regularly in international assessments Evaluation and thematic reports There are no annual, analytical reports about the education system External organisations have produced reports about Georgia’s education system Evaluation institutions Policy issues Policy issue 5.1. Building a culture of research, evaluation and improvement of the education system Recommendation 5.1.1. Establish a formal research and evaluation unit Clearly define the role and position of the research and evaluation unit Develop a research agenda for the research and evaluation unit Recommendation 5.1.2. Encourage the dissemination and usage of research and evaluation activities Annually release an analytical report about the education system Release ad-hoc reports about thematic issues Establish regular meetings between policy-makers during which evidence is shared and discussed Engage external entities to become research and evaluation partners Consider developing an independent evaluation institute Recommendation 5.1.3. Use system evaluation to enhance the value of system planning Identify the core strategic issues of the Georgian education system, in particular equity of outcomes Set balanced goals according to the evidence-based needs of the system Policy issue 5.2. Making information about the education system more accessible and usable Recommendation 5.2.1. Introduce analytical and reporting functions for EMIS tools Create a feature for generating analytical reports Build a web portal that allows public access to EMIS data Recommendation 5.2.2. Create an easier-to-use monitoring system Complement the monitoring report with a digital performance dashboard Release the performance dashboard with a tutorial that shows how it should be used to monitor the performance of the system Policy issue 5.3. Developing and implementing a national assessment strategy that supports system goals Recommendation 5.3.1. Define a concept for the national assessments Establish a steering committee to determine the purpose of the assessments Consider making formative feedback to educators a core function of the assessment Recommendation 5.3.2. Determine the design features of the national assessments Consider administering school-level diagnostic assessments starting in grade 2 and national assessments in grades 6 and 9 (and possibly in grade 10 later) Develop diagnostic assessments materials and encourage their use in schools starting in grade 2 Administer the national assessment in grades 6 and 9 Change the grade 9 administration to grade 10 if compulsory education is extended Assess mother tongue and mathematics Implement census-based testing Strongly consider computer-based testing instead of paper-based testing Develop several item types to assess a broad range of student skills Recommendation 5.3.3. Develop a reporting scheme that serves formative purposes and avoids punitive consequences Use assessment data to directly support struggling schools, not for high-stakes accountability Identify different benchmarks against which schools can compare themselves Create different reports designed to leverage the formative value of the assessments Recommendations References Blank Page

How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country’s school system? This book provides, for Norway, an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education along with current policy initiatives and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes

How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? The country reports in this series analyse major issues facing evaluation and assessment policy to identify improvements that can be made to enhance the quality, equity and efficiency of school education. Serbia's education system performs well compared to other countries in the Western Balkans. In recent years, there have been improvements in access to education and Serbia has undertaken major institutional reforms to improve teaching and learning. However, a large share of students in Serbia continue to leave school without mastering basic competencies and efforts to achieve educational excellence continue to be jeopardised by limited institutional capacity and low levels of public spending on education. This review, developed in co-operation with UNICEF, provides Serbia with recommendations to help strengthen its evaluation and assessment system to focus on support for student learning. It will be of interest to Serbia, as well as other countries looking to make more effective use of their evaluation and assessment system to improve quality and equity, and result in better outcomes for all students

The Purpose Of The Review Is To Explore How Systems Of Evaluation And Assessment Can Be Used To Improve The Quality, Equity And Efficiency Of School Education. The Review Looks At The Various Components Of Assessment And Evaluation Frameworks That Countries Use With The Objective Of Improving Student Outcomes. These Include Student Assessment, Teacher Appraisal, School Evaluation And System Evaluation--foreword. Foreword -- Acronyms And Abbreviations -- Executive Summary -- School Education In Portugal -- The Evaluation And Assessment Framework -- Student Assessment -- Teacher Appraisal -- School Evaluation -- Education System Evaluation -- Conclusions And Recommendations -- The Oecd Review On Evaluation And Assessment Frameworks For Improving School Outcomes -- Visit Programme -- Composition Of The Review Team -- Comparative Indicators On Evaluation And Assessment. Paulo Santiago ... [et Al.]. Includes Bibliographical References.

Learning in Science brings together accounts of the five influential and groundbreaking Learning in Science Projects, undertaken by the author over a period of twenty years. Offering comprehensive coverage of the findings and implications of the projects, the book offers insight and inspiration at all levels of science teaching and learning, from primary and secondary school science, to teacher development, and issues of classroom assessment.The book reviews the findings in the light of current science education, and is thematically organised to illuminate continuous and emerging themes and trends, including:\* learning\* pedagogy\* assessment\* Maori and science education \* curriculum development as teacher development \* and research methodology.Learning in Science will be a valuable resource for science teachers, science teacher educators, science education researchers, curriculum developers and policy makers.

This work documents the findings of a research project which investigated the ways in which teachers and students used formative assessment to improve the teaching and learning of science in some New Zealand classrooms. It will be of interest to graduate students and researchers, as well as teacher educators, curriculum developers, and assessment specialists.

The purpose of this book is to open a new approach to the design and implementation of classroom assessment and large scale assessment by examining how the participants (ie: teachers and students) actually understand what they are doing in assessment and make recommendations as to how improvements can be made to training, policy, and assessment innovations in the light of those insights. By marrying large-scale surveys, in-depth qualitative analysis, and sophisticated measurement techniques, new insights into teacher and student experience and use of assessment can be determined. These new insights will permit the design and delivery of more effective assessments. Further, it provides us an opportunity to examine whether conceiving of assessment in a certain way (eg: assessment improves quality or assessment is bad or deep learning cannot be assessed) actually contributes to higher or better educational outcomes.

Georgia has made remarkable progress in expanding education access and improving education quality. Nevertheless, the majority of children in Georgia leave school without mastering the basic competencies for life and work. Moreover, students' background is becoming a greater influence on their achievement. This review, developed in partnership with UNICEF, provides Georgia with recommendations to strengthen its evaluation and assessment system to focus on helping students learn. It will be of interest to countries that wish to strengthen their own evaluation and assessment systems and, in turn, improve educational outcomes

Young children's collaborative play is a little-researched and poorly understood area of childhood education. This solidly research-based book throws new light on a fascinating world of children's play and relationships in early childhood settings. A key feature of the book is the weight given to children's voices through the use of in-depth accounts of actual collaborative play episodes in two distinctive early childhood settings. The detailed, full field notes provide a substantial body of evidence of a little known area of children's lives in early childhood settings, allowing the reader to become a participant in the children's play.

<p>Since the AIDS epidemic was recognized, information on safer sex has been assumed to be the most crucial means of preventing further spread of the disease. But how well has AIDS education worked? What kinds of education work best and for whom? This study is the first to provide an in-depth analysis of the results of AIDS education programs and to explore the psychosocial factors that affect behavioral responses to education.</p> <p>B. R. Simon Rosser provides a detailed profile of a specific population at risk, including factors such as sexual behavior, psychology, religious affiliation, legal status, and discrimination. Using comparative measures of behavior, personality, social status, attitudes, and risk-taking, he identifies important differences between homosexual men who engage in safer sex and those who do not. Finally, he evaluates the impact of different approaches to AIDS education. Examining both positive and negative effects, Rosser shows that the spread of the HIV virus was actually accelerated by a national education campaign utilizing fear, and contrasts this result with four international gay-sensitive education campaigns that produced positive changes in behavior and lifestyle. He discusses ways in which AIDS education must develop in order to become more effective, together with crucial changes that are needed in both the gay population and the larger community if HIV transmission is to be halted. This study is a valuable resource for education and research in AIDS prevention, sexual behavior, psychovenereology, education, health, and related disciplines.</p>

Purpose......Page 9 About the Guideline......Page 11 Summary......Page 23 CHAPTERS......Page 5 1 Background......Page 31 2 Cardiovascular Health of Maori......Page 33 3 Cardiovascular Risk Assessment......Page 39 Targeting cardiovascular risk assessment......Page 40 Absolute cardiovascular risk assessment......Page 41 Cardiovascular risk factors......Page 42 Measurement of risk factors......Page 46 How to determine cardiovascular risk......Page 47 4 Treatment Decisions......Page 51 5 Intervention: Cardioprotective Dietary Patterns......Page 55 Cardioprotective Dietary Patterns......Page 57 Dietary interventions that reduce morbidity and mortality......Page 66 Population health approach......Page 69 Assessment of physical activity......Page 71 Risks of physical activity......Page 74 Physical activity interventions......Page 75 7 Intervention: Weight Management......Page 77 8: Classification of overweight in adults according to BMI......Page 78 Weight management interventions......Page 79 8 Intervention: Smoking Cessation......Page 87 9 Intervention: Lipid Modification......Page 89 Lipids and cardiovascular risk......Page 90 Dietary interventions that modify risk......Page 91 Drug interventions that modify lipids......Page 95 14: Doses of various statins required to reach a target......Page 99 Monitoring and duration of treatment......Page 101 10 Intervention: Blood Pressure Lowering......Page 103 Blood pressure and cardiovascular risk......Page 104 Dietary interventions that reduce blood pressure......Page 107 Drug interventions that lower blood pressure......Page 109 20: Target blood pressure levels......Page 113 Monitoring and duration of treatment......Page 114 11 Intervention: Antiplatelet Therapy......Page 115 12 Intervention: Complementary and Alternative Therapies......Page 117 13 Management of People with Diabetes, Hyperglycaemic States or The Metabolic Syndrome......Page 119 Diagnostic criteria for type 2 diabetes, IGT and IFG......Page 120 23: A definition of the metabolic syndrome......Page 122 Diabetes and cardiovascular risk......Page 123 Dietary interventions......Page 126 Drug interventions......Page 137 The overall goal of interventions......Page 140 24: Optimal risk factor levels in people with diabetes......Page 141 Aspirin......Page 143 Clopidogrel......Page 144 Dipyridamole......Page 146 Warfarin......Page 147 Beta-blockers......Page 148 ACE-inhibitors......Page 150 Lipid-modifying agents......Page 152 Antiarrhymthmic agents......Page 153 Calcium channel blockers......Page 154 When to start therapy after myocardial infarction or stroke......Page 155 15 Cardiovascular Health of Pacific People......Page 157 16 Implementation......Page 161 APPENDICES......Page 169 Abbreviations......Page 179 Glossary......Page 183 References......Page 189 FIGURES......Page 7 1: Recommended age levels for initiating cardiovascular risk assessment......Page 25 2: Intervention according to cardiovascular risk assessment......Page 29 2: Intervention according to cardiovascular risk assessment......Page 54 3: Cardioprotective dietary patterns......Page 58 4: Including carbohydrate in the cardioprotective dietary pattern......Page 62 5: Changing the ratio of unsaturated:saturated fatty acids......Page 65 6: Safe drinking guidelines......Page 67 7: Metabolic equivalents (METs) for selected activities......Page 73 10: A dietary strategy for weight loss and cardioprotection......Page 81 11: Checklist for evaluating a cardioprotective weight loss programme......Page 85 12: Risks for side effects from ingestion of EPA and DHA supplements......Page 94 13: The effect of various drug classes and plant sterols on lipid profi les......Page 98 15: Optimal lipid levels......Page 100 17: Acceptable blood pressure cuff dimensions for arms of different sizes......Page 105 18: Recommended investigations prior to treatment of raised blood pressure......Page 106 19: Indications and contraindications for the use of various drug classes to lower blood pressure......Page 112 22: Action following the fasting venous plasma glucose......Page 121 1: Steps in the assessment of cardiovascular risk......Page 24 2: Assessing 5-year cardiovascular risk and treatment benefit......Page 26 3: Treatment decisions based on 5-year cardiovascular risk......Page 28 4: Jones model on the impact of racism on health......Page 36 5: Stepwise approach to glycaemic control in type 2 diabetes......Page 139 6: A framework for performance indicators......Page 167

Based on two studies, this report describes aspects of kindergarten teachers' contact with parents. The first study, which took place in Auckland (New Zealand) in 1983, looked at the way parents are introduced to kindergarten, particularly through home visiting and group pre-entry sessions. The second study was a national study designed to look at a wide range of parent-teacher contact. Sections of the report focus on: (1) the process of establishing relationships between parents and teachers; (2) parent participation; (3) teacher support for parents; (4) training and support for teachers; (5) conclusions; (6) discussion topics, including parent-teacher partnerships, the kindergarten program, parent involvement and education, and teacher-parent support; and (7) suggestions for pre-service and in-service training. Appendix 1 describes the research projects, while appendix 2 lists members of the advisory committees for the studies. Citations number 43. (RH)

How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country’s school system? This book provides, for Norway, an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education along with current policy initiatives and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes

The Global Forum on Transparency and Exchange of Information for Tax Purposes is the multilateral framework within which work in the area of tax transparency and exchange of information is carried out by over 90 jurisdictions which participate in the work of the Global Forum on an equal footing. The Global Forum is charged with in-depth monitoring and peer review of the implementation of the standards of transparency and exchange of information for tax purposes. These standards are primarily reflected in the 2002 OECD Model Agreement on Exchange of Information on Tax Matters and its commentary, and in Article 26 of the OECD Model Tax Convention on Income and on Capital and its commentary as updated in 2004, which has been incorporated in the UN Model Tax Convention. The standards provide for international exchange on request of foreseeably relevant information for the administration or enforcement of the domestic tax laws of a requesting party. "Fishing expeditions" are not authorised, but all foreseeably relevant information must be provided, including bank information and information held by fiduciaries, regardless of the existence of a domestic tax interest or the application of a dual criminality standard. All members of the Global Forum, as well as jurisdictions identified by the Global Forum as relevant to its work, are being reviewed. This process is undertaken in two phases. Phase 1 reviews assess the quality of a jurisdiction’s legal and regulatory framework for the exchange of information, while Phase 2 reviews look at the practical implementation of that framework. Some Global Forum members are undergoing combined – Phase 1 plus Phase 2 – reviews. The ultimate goal is to help jurisdictions to effectively implement the international standards of transparency and exchange of information for tax purposes. All review reports are published once approved by the Global Forum and they thus represent agreed Global Forum reports. For more information on the work of the Global Forum on Transparency and Exchange of Information for Tax Purposes, and for copies of the published review reports, please visit www.oecd.org/tax/transparency

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.

<p><p>during The Late 1980s, The Report <i>administering For Excellence</i> (the Picot Report), And The Labour Government&#8217;s Definitive Policy Response, <i>tomorrow&#8217;s Schools</i>, Ushered In A New Era In New Zealand. In What Was Seen As A Decisive Stroke, New Zealand&#8217;s 110 Year Old Three-tiered Education System Was Swept Away To Be Replaced By A Two-component System, Consisting Of A New Ministry Of Education And Individual Learning Institutions. This Timely Book Argues That The New Zealand Educational Reforms Were The Product Of Longstanding Unresolved Educational Issues That Came To A Head During The Profound Economic And Cultural Crisis Of The 1970s And Early 1980s. As Such, They Reflected A Complex Mixture Of Both Right-wing And Left-wing Ideals, And Local And International Influences In Which No Single Group Emerged Victorious. In Thus Viewing Educational Reform Within The Wider Context Of Public Policy Making, This Book Aims To Make A Wider Contribution To The Global Policy Debate. <p></p>

The author, Michael Absolum, shows how building learning-focused relationships between teacher and student helps make “assessment for learning” principles work effectively. He does this by breaking down the bigger ideas of assessment into smaller parts that make it easy for educators to understand. Throughout the book, Absolum shares his ideas about the: • Nature of student learning; • Nature of the student/teacher relationship; • Skills that teachers need to support students; and • Skills that students need to learn. Originally written for a New Zealand readership, Clarity in the Classroom has been adapted for North American educators. This book is an essential resource for every teacher and administrator looking to support and enhance the learning opportunities for all students. The adaptions to the North American edition were done by James Gray, a vice-principal in Winnipeg, Manitoba, and Meagan Mutchmor, a K–8 mathematics consultant for the Winnipeg School Division.

SPECIAL FEATURE Migration

The twentieth century was a time of great change in early years education. As the century opened, the use of Froebel's kindergarten methods infiltrated more infant classrooms. The emergence of psychology as a discipline, and especially its work on child development, was beginning to influence thinking about how infants learn through play. While there were many teachers who maintained Victorian approaches in their classrooms, some others experimented, were widely read and a few even travelled to the US and Europe and brought new ideas home. As well, there was increasing political support for new approaches to the "new education" ideas at the turn of the century. All was not plain sailing, however, and this book charts both the progress made and the obstacles overcome in the course of the century, as the nation battled its way through world wars and depressions. It's an interesting story as the author discusses changes in school buildings, teaching practice and teacher education, the teaching of reading and other curriculum areas, Maori education and the emergence of kohanga reo and the teaching of Maori language in primary schools. Along the way we meet a range of individuals, including C.E. Beeby, Sylvia Ashton-Warner, Gwen Somerset, Don Holdaway, Elwyn Richardson, Marie Bell and Marie Clay and the many less well-known but significant people who worked in or influenced early years education. We also meet many well-known New Zealanders who have recounted their first days at school. This is a fascinating account of a rich history that has involved us all. And yes, school milk gets a mention. --Provided by publisher

Foreword Acknowledgements Acronyms and abbreviations Executive summary Raising learning outcomes through student assessment Using teacher appraisal to support and incentivise good teaching Aligning school evaluation with its core purposes of accountability and improvement Creating a stronger framework to monitor and evaluate national progress in education Assessment and recommendations Introduction Main trends: despite strong participation in education, learning outcomes are not improving Younger generations show similar levels of educational attainment as their peers in OECD and EU countries Participation in higher education has expanded rapidly in the last two decades Learning outcomes are among the lowest in the region and are not improving More than three out of five 15-year-olds lack basic reading skills Neighbouring countries achieve better outcomes with the same level of education spending School location and language of instruction are strongly related to outcomes Evaluation and assessment in North Macedonia Setting goals for improving learning outcomes and measuring progress Strengthening professional competence Supporting and resourcing schools to lead improvement Raising learning outcomes through student assessment Policy issue 2.1 Making the results of student assessment more meaningful Policy issue 2.2 Focusing assessment practices on helping students learn Policy issue 2.3 Updating the state matura to encourage and assess better student learning in key areas Using teacher appraisal to support and incentivise good teaching Policy issue 3.1 Ensuring that entry into, and progression along the teaching career path is based on professional competence Policy issue 3.2 Developing a culture of learning and feedback in schools Policy issue 3.3 Strengthening external support for teachers’ professional development Aligning school evaluation with its core purposes of accountability and improvement Policy issue 4.1 Professionalising the State Education Inspectorate Policy issue 4.2 Ensuring that integral school evaluations focus centrally on improving school quality Policy issue 4.3 Developing schools’ capacity to carry out meaningful self-evaluation Policy issue 4.4 Providing schools with greater resources to enhance the quality and impact of school evaluation Creating a stronger framework to monitor and evaluate national progress in education Policy issue 5.1 Centralising the use of EMIS and improving its capacity Policy issue 5.2 Designing a national assessment that supports national learning goals Policy issue 5.3 Institutionalising system evaluation References Chapter 1. The education system in the Republic of North Macedonia Introduction National context Socio-economic context Further progress needed to reduce unemployment and poverty North Macedonia is ethnically and linguistically diverse Despite recent reforms, lack of transparency and accountability continue to hinder national development Governance and funding of the education system Governance of the education system The national strategy for education focuses on essential actions, but lacks goals and monitoring mechanisms Lack of professional capacity and unco-ordinated data systems weaken the Ministry’s ability to set and monitor policy goals Specialised bodies affiliated to the ministry provide technical expertise, but are weakened by lack of strong leadership and insufficient resources Recent reforms have decentralised education service delivery, but have not developed capacity to match While schools have significant autonomy, political interference and lack of support prevent them from fully using it Funding of the education system Public spending on education has been historically low, and is declining further North Macedonia’s limited resources could be used more efficiently Expenditure levels in the early years of education are comparatively low Municipalities have considerable autonomy for resource allocation, but little oversight Many schools lack basic resources Structure of schooling in North Macedonia General programmes Education is compulsory until the end of upper secondary school and predominantly publicly provided Satellite schools account for two-thirds of elementary schools Students from the main minority groups have the right to education in their mother tongue Schools struggle to respond to student demand Vocational education and training Students are tracked into VET or general schools at age 15 Both VET and gymnasium students can take the state matura which enables them to access tertiary education There are major reforms underway to improve the quality and labour market relevance of VET programmes Main trends in participation, learning and equity Participation Participation to compulsory education has increased, but a minority of students leave school before completing upper secondary Despite recent progress, access to pre-primary education remains limited and lower than in other Western Balkan countries There has been a rapid expansion of higher education, but with limited quality controls Tertiary programmes do not reflect labour market needs Learning outcomes Most 15-year-olds lack basic science, reading and mathematics Learning outcomes have stagnated and are among the lowest in the region Teaching and learning in the early years does not equip students with foundation skills Schools provide limited instruction time Schools have limited resources to support student learning Initial teacher education does not equip new teachers with minimum teaching competencies Teachers participate in professional development less than in many other countries Equity Little variation in education outcomes reflects a high share of low performers overall Disadvantaged students are less likely to participate in pre-primary education and upper secondary education Disadvantaged students are three times more likely to be enrolled in a pre-vocational or vocational programme than their advantaged peers Boys are under-achieving in school Disparities between rural and urban regions are still large Ethnic minorities face important challenges Conclusion Annex 1.A. Key indicators References Chapter 2. Raising learning outcomes through student assessment Introduction Key features of an effective student assessment system Overall objectives and policy framework The curriculum and learning standards communicate what students are expected to know and be able to do Types and purposes of assessment Classroom assessment Effective classroom assessment requires the development of teachers’ assessment literacy National examinations National assessments National assessment agencies Student assessment in North Macedonia Overall objectives and policy framework Recent curricula changes emphasise a more competency-based approach to teaching and learning Learning standards are comprehensive but fragmented Classroom assessment Students are graded on a five-point scale from grade 4 onwards From grade 6 onwards, marks from classroom assessments inform student pathways Classroom assessment focuses heavily on numeric grades There have been efforts to support teachers’ assessment knowledge and skills National examinations The state matura is a well-respected model across the region A decade after its introduction, there are aspects of the state matura that could be improved Alternative examinations to the state matura might also require review National assessment A new national assessment is in the early stages of development National assessment agencies The BDE supports teachers’ classroom assessment capacity The NEC is the examination and national assessment agency Policy issues Developing meaningful reporting of student results Develop coherent national learning standards Prioritise learning standards for reading and writing in grades 1-3 Introduce performance levels that set out how far students have achieved learning standards Align student assessment with national learning standards Support teachers in developing assessments that are aligned with learning standards Connect classroom assessments with the national assessment Enhance the accuracy and educational value of marking and reporting Extend the marking scale and link it with the national learning standards Support teachers to use the new marking scale through consistent moderation Emphasise that marks are to be used for monitoring student learning, not for ranking Consider introducing a project assessment at the end of lower secondary to inform students’ choice of upper secondary programme Focusing assessment practices on helping students learn Promote the use of diagnostic assessments, especially in early grades Use EGRA and EGMA as diagnostic assessments for young students Communicate that the purpose of diagnostic assessment is to support students and not classify them Provide and record high-quality feedback to support learning Update reporting structures to reflect the new marking scale Providing feedback to parents Recording descriptive feedback Remove barriers to providing formative assessment Remove rigid time expectations in the curriculum Allow for greater flexibility in the teaching of the curriculum in the integral evaluation process Strengthen support in schools for implementing formative assessment Updating the state matura to encourage and assess better student learning in the key areas Revise the matura design to provide more reliable results in key subjects Make mathematics a compulsory subject Create two versions of the mathematics exam, at basic and higher levels Consider extending further the core subjects that are assessed by the state matura Mark all subjects externally Standardise the project assignment Adapt marking and improve item quality to provide greater discrimination of student ability and motivate students to improve their learning Change the marking scheme to 1 to 10 Produce and analyse item statistics after the state matura has been administered Strengthen the VET component of the state matura Externally validate the VET subject of the state matura and link the results to certification Determine responsibility for assuring the quality and external validation of the new VET certification Require project assignments be related to VET Conclusion References Chapter 3. Using teacher appraisal to support and incentivise good teaching Introduction Key features of an effective appraisal system Teacher standards Standards provide a common reference point for teacher policies, including appraisal Initial teacher preparation Select candidates with strong academic skills and motivation to teach Set a rigorous certification process at the end of teacher education to make sure to select qualified new teachers Types of teacher appraisal A probation period and appraisal provides new teachers with essential support in their first year(s) on the job Regularly appraising teachers provides meaningful feedback and informs classroom practices Appraisal for promotion informs teachers’ career progression and rewards performance The teaching profession in North Macedonia Teaching workforce North Macedonia has a young and expanding teaching workforce Teacher salaries and career progression Teacher salaries are higher than in other Western Balkan countries There is currently no career advancement structure Initial teacher education and continuous professional development Entry to initial teacher education programmes is not selective Initial teacher training is mostly theoretical Participation in professional development is limited compared to OECD countries Teaching and learning Teachers have dedicated time for lesson preparation, but receive limited guidance on how to do so A multi-actor support team in schools is supposed to help teachers meet diverse learning needs Teacher appraisal in North Macedonia Teaching standards have been developed but are not yet implemented Initial certification does not provide a reliable indicator of teachers’ readiness to teach A probation period aims to provide important mentorship and feedback, but is rarely implemented in practice In practice, the probation appraisal is based only on the confirmation examination in many schools North Macedonia has three processes for regular appraisal Plans to introduce an external appraisal for promotion purposes remain on hold Appraisal for reward Policy issues Policy issue 3.1. Ensuring that entry into, and progression along the teaching career path is based on professional competence Recommendation 3.1.1. Introduce the planned performance-based teacher career structure Focus appraisal on collecting authentic evidence of teachers’ readiness to move up the career path Develop indicators and descriptors of quality teaching Develop BDE and VETC evaluators’ capacity for appraisal Link career promotion to a salary increase to reward performance Clarify the link between professional development and career advancement Recommendation 3.1.2. Select the most qualified candidates for teaching and ensure that they receive adequate support during probation Set higher standards for accreditation of initial teacher education programmes Make entry into initial teacher education more selective Consider introducing a national qualification exam Ensure that all teachers receive quality mentorship during their probation Make BDE advisors the final decision makers for probation appraisal Policy issue 3.2. Developing a culture of learning and feedback in schools Recommendation 3.2.1. Guide principals and pedagogues to make regular appraisal a more meaningful process Focus regular appraisal on teacher competencies Revise teacher portfolios Introduce self-evaluation Provide principals and pedagogue with training on teacher appraisal Recommendation 3.2.2. Develop the “Teacher Actives” Give “Actives” a clear mandate for teachers’ professional development Train co-ordinators of “Teacher Actives” and ensure that this role is recognised in the merit-based teacher career structure Recommendation 3.2.3. Review the role of the in-school support team Revise the role of the school support team Ensure that the school support team has the necessary skills and training to work as a multi-tier support team Policy issue 3.3. Strengthening external support for teachers’ professional development Recommendation 3.3.1. Ensure that professional development meets teachers’ needs Accredit training programmes based on teachers’ and national priorities Provide sufficient funding for teacher professional development Recommendation 3.3.2. Develop more digital resources to support continuous professional development Make better use of online training and sharing of lesson materials Develop online teacher networks Recommendation 3.3.3. Strengthen the role of the BDE Conclusion Notes References Chapter 4. Aligning school evaluation with its core purposes of accountability and improvement Introduction Key features of an effective school evaluation system Frameworks for school evaluation ensure transparency, consistency and focus on key aspects of the school environment Countries’ external evaluations balance accountability and improvement Evaluations aim to establish a school-wide perspective on teaching and learning Many countries have created school inspectorates in central government The consequences of evaluations vary according to their purpose Self-evaluation is an internal tool for improvement Effective self-evaluation requires strong school-level capacity Data systems provide important inputs for evaluation Principals must be able to lead school improvement Principals need a deep understanding of teaching and learning, and strong leadership skills to become instructional leaders Professionalising school leadership – standards, selection and appraisal School governance in North Macedonia Principals receive little training in instructional leadership and school management The hiring of school principals is highly politicised High turnover make it difficult to develop a professional school leadership body School boards are involved in key strategic decisions, but lack training and independence There are few formal school roles or bodies that support the principal School evaluation in North Macedonia School performance quality indicators set expectations for school evaluation but gaps remain School external evaluation does not fulfil its school improvement purpose The process and tools for evaluation do not reflect its intended purpose School integral evaluation reports are provided to the school and made public Evaluation is perceived to be high stakes by school actors The State Education Inspectorate lacks professional independence Inspectors receive little training or guidance on how to undertake evaluations The quality of school self-evaluation varies Schools’ capacity for self-evaluation is limited Other forms of school evaluation and quality assurance Policy issues Policy issue 4.1. Professionalising the State Education Inspectorate Recommendation 4.1.1. Guarantee the independence and integrity of the inspectorate Ensure the integrity and professional competence of the SEI’s director Ensure that inspectors undertake their role with utmost integrity Create a board to oversee the SEI’s work Make the SEI accountable for the quality of its work Develop a national vision of a “good school” Recommendation 4.1.2. Build the professional capacity of the State Education Inspectorate Reinforce the training of school inspectors Create a roster of licensed inspectors to undertake school integral evaluations Policy issue 4.2. Ensuring that integral school evaluations focuses centrally on improving school quality Recommendation 4.2.1. Revise school integral evaluation to focus more centrally on the quality of teaching and learning Revise the School Performance Quality Indicators (SPQI) framework to focus on core teaching and learning areas Streamline and reduce administrative reporting Revise classroom observations to focus on teaching and learning across the school Develop guidance on how to observe teacher practice and student-teacher interactions Recommendation 4.2.2. Make sure that integral evaluations deliver constructive feedback to schools Improve the quality of feedback to schools Create a more meaningful follow-up process, focused on schools in greatest need of improvement Communicate and educate the school community on the purpose of school evaluation Policy issue 4.3. Developing schools’ capacity to carry out meaningful self-evaluation Recommendation 4.3.1. Provide support and training for school actors on self-evaluation Revise school self-evaluation guidance Provide more training for school actors on self-evaluation Review and provide feedback on self-evaluation during integral evaluations Create an online portal for schools to share their experience with self-evaluation Recommendation 4.3.2. Develop school principals’ instructional leadership skills Create a leadership academy for principals’ initial training and continuous professional development Make school principals’ appointment transparent and solely based on merit Ensure that school principals’ renewal and dismissal are based on independent and external appraisal Policy issue 4.4. Providing schools with greater resources to enhance the quality and impact of school evaluation Recommendation 4.4.1. Provide schools with indicators and tools to measure their performance Strengthen the use of standardised measures of learning outcomes in school evaluations Rethink plans to rank schools based on students’ performance in the national assessment Simplify schools’ access to data and indicators Recommendation 4.4.2. Provide schools with adequate financial resources to implement their improvement plans Ensure that school resources are allocated fairly and transparently Provide schools with discretionary funds to implement their school plan Conclusion References Chapter 5. Creating a stronger framework to monitor and evaluate national progress in education Introduction Key features of effective system evaluation A national vision and goals provide standards for system evaluation Reporting against national goals supports accountability National goals are a strong lever for governments to direct the education system Tools for system evaluation Administrative data about students, teachers and schools are held in central information systems National and international assessments provide reliable data on learning outcomes Thematic reports complement data to provide information about the quality of teaching and learning processes A growing number of OECD countries undertake policy evaluations Effective evaluation systems requires institutional capacity within and outside government System evaluation in North Macedonia There is a national vision for education, but goals should be more specific and measurable Tools to collect evaluation information are unco-ordinated Administrative data collection does not always follow standard definitions and unified procedures Public reporting of education data are limited A new national assessment is being developed North Macedonia participates intermittently in international assessments Evaluation and thematic reports There is no annual report on the education system Some information from school evaluation is made available for system evaluation Donors and non-governmental organisations have undertaken valuable analysis Evaluation institutions There is little oversight of how municipalities use resources and no evaluation of how they set and achieve education goals Policy issues Policy Issue 5.1. Centralising the use of EMIS and improve its capacity Recommendation 5.1.1. Formalise EMIS as the central source of data Raise the prominence of EMIS by positioning it closer to central leadership Improve staff capacity Establish protocols for data definition, collection and retrieval from schools Standardise the collection of data across agencies and link those data to EMIS Establish quality assurance procedures to verify the accuracy of data that is entered Recommendation 5.1.2. Enhance the functionality of EMIS Create regular reporting procedures Develop a user-friendly portal to quickly retrieve contextual data Recommendation 5.1.3. Improve the articulation of national education goals and align future EMIS development with them Clarify national goals and create measureable targets Develop a national indicator framework and use it to co-ordinate data collection and reporting procedures Policy Issue 5.2. Designing a national assessment that supports national learning goals Recommendation 5.2.1. Determine the purpose of the national assessment and align its design to the purpose Establish a steering committee to define the purpose of the assessment Determine who will be responsible for the national assessment Consider making formative feedback to educators the primary function of the assessment Align the assessment’s design with its primary purpose(s) Combine census and sample-based testing Test mother tongue language and mathematics Create criterion-referenced scoring Develop different item types that are designed to assess student learning Consider computer-based assessment delivery Recommendation 5.2.2. Pay careful attention to the dissemination and use of national assessment results to enhance their formative value Avoid decontextualised ranking of individual schools and any judgements on individual teachers Create reporting structures to maximise the formative value of the national assessment Reporting assessments results to the public Policy Issue 5.3. Institutionalising system evaluation Recommendation 5.3.1. Build support for system evaluation through the creation of a policy analysis and research unit within the ministry Set up a research and analysis unit and clearly define its purpose Ensure the new unit has a prominent role in policy making Recommendation 5.3.2. Develop a wider network of research entities that contribute to system evaluation Clearly define the roles of the specialised agencies and ensure that they have consistent leadership Formalise the BDE as the research arm of government Define the research and evaluation functions of the NEC and the SEI Recommendation 5.3.3. Promote the sharing and use of evaluation results Annually publish an analytical education report Reinforce processes to embed the use of evidence in the policy-making process Recommendation 5.3.4. Strengthen local accountability Establish clear procedures for municipalities Consider establishing a local audit function to oversee municipal functions related to education Conclusion References Blank Page

School differentiates students-and provides differential access to various human and material resources-along a range of axes: from elected subjects and academic "achievement" to ethnicity, age, gender, or the language they speak. These categorizations, affected throughout the world by neoliberal reforms that prioritize market forces in transforming educational institutions, are especially stark in societies that recognize their bi- or multicultural makeup through bilingual education. A small town in Aotearoa/New Zealand, with its contemporary shift toward official biculturalism and extensive free-marketization of schooling, is a prime example. Set in the microcosm of a secondary school with a bilingual program, this important volume closely examines not only the implications of categorizing individuals in ethnic terms in their everyday life but also the shapes and meaning of education within the discourse of academic achievement. It is an essential resource for those interested in bilingual education and its effects on the formations of subjectivities, ethnic relations, and nationhood.

Annotation This review analyses the energy-policy challenges facing New Zealand and provides sectoral critiques and recommendations for further policy improvements.

This Review Provides Analysis And Policy Advice To The Czech Republic On How The Different Assessment And Evaluation Procedures - Student Assessment, Teacher Appraisal, School Evaluation And System Evaluation - Can Be Embedded Within A Consistent Framework To Bring About Real Gains In Performance Across The School System. The Review Focuses On Primary And Secondary Education. The Country Review Reports Provide, From An International Perspective, An Independent Analysis Of Major Issues Facing The Evaluation And Assessment Framework, Current Policy Initiatives, And Possible Future Approaches. Foreword -- Acronyms And Abbreviations -- Executive Summary -- School Education In The Czech Republic -- The Evaluation And Assessment Framework -- Student Assessment -- Teacher Appraisal -- School Evaluation -- Education System Evaluation -- Conclusions And Recommendations -- The Oecd Review On Evaluation And Assessment Frameworks For Improving School Outcomes -- Visit Programme -- Composition Of The Review Team -- Comparative Indicators On Evaluation And Assessment. Paulo Santiago ... [et Al.]. Includes Bibliographical References.

Caption title.

How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country's school system? This book provides, for Sweden, an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education along with current policy initiatives, and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes

How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? The country reports in this series analyse major issues facing evaluation and assessment policy to identify improvements that can be made to enhance the quality, equity and efficiency of school education. The Republic of North Macedonia has made remarkable progress in expanding access to education and strengthening institutional capacity. Yet, the majority of young Macedonians leave school without mastering the basic competencies for life and work and students' background continues to influence performance. This review, developed in cooperation with UNICEF, provides North Macedonia with recommendations to help strengthen its evaluation and assessment system, by moving towards a system where assessment provides students with helpful feedback to improve learning. It will be of interest to North Macedonia, as well as other countries looking to make more effective use of their evaluation and assessment system to improve quality and equity, and result in better outcomes for all students

It has never been more important for directors and management to have a clear understanding of directors' duties. Not only do we have a new, empowered, regulator in the form of the Financial Markets Authority, but the Courts are generating new case law, in the wake of the global financial crisis and finance company failures. This new edition of Duties and Responsibilities of Directors and Company Secretaries in New Zealand sets out in a clear and concise manner the duties imposed by law on directors and includes new commentary on the evolution of the interpretation by the courts and the regulators of these matters. Comprehensive indexes, cases and statute tables ensure relevant information is easily located.

Us President Obama Has Launched One Of The World's Most Ambitious Education Reform Agendas. Under The Heading Race To The Top, This Agenda Encourages Us States To Adopt Internationally Benchmarked Standards And Assessments That Prepare Students For Success In College And The Workplace: Recruit, Develop, Reward, And Retain Effective Teachers And Principals; Build Data Systems That Measure Student Success; And Inform Teachers And Principals How They Can Improve Their Practices And Turn Around Their Lowest-performing Schools. But What Does The Top Look Like Internationally? How Have The Countries At The Top Managed To Achieve Sustained High Performance Or To Significantly Improve Their Performance? This Volume Combines An Analysis Of Pisa With A Description Of The Policies And Practices Of Those Education Systems That Are Close To The Top Or Advancing Rapidly, In Order To Offer Insights For Policy From Their Reform Trajectories.--publisher's Description. Chapter 1. Introduction -- A Changing Yardstick For Educational Success -- Overview -- Framework For Analysis -- What Is Pisa And What Can We Learn From It? -- How Can Pisa Be Used To Help Improve Educational Systems? -- Reserach Methods Employed For The Country Chapters -- Chapter 2. Viewing Education In The United States Through The Prism Of Pisa -- Learning Outcomes -- Equity In The Distribution Of Learning Opportunities -- The Learning Environment In The Classroom And At School -- How Schooling Is Organised -- Assessment And Accountability Arrangements -- Assessment Policies And Practices -- Resources -- References -- Chapter 3. Ontario, Canada : Reform To Support High Achievement In A Diverse Context -- Introduction -- The Canadian Education System -- Canadian Success In Education -- Canadian Success In Educating Immigrant Children -- The Ontario Experience -- Lessons From Ontario -- Where Is Canada On The Education Continuum? -- Final Observations -- References -- Chapter 4. Shanghai And Hong Kong: Two Distinct Examples Of Education Reform In China -- Introduction -- China's Education System: The Cultural Context -- China's Education System: The Historical Context -- Teachers And Teaching -- Continuous Curriculum Reform -- Shanghai : A Leader In Reform -- Hong Kong's Education System : One Country, Two Systems -- Achievements And Challenges In Hong Kong's Education System -- Lessons From Shanghai And Hong Kong -- Final Observations -- References -- Chapter 5. Finland : Slow And Steady Reform For Consistently High Results -- Introduction -- History Of The Finnish Education System -- Finnish Success In Education -- Future Challenges For Finnish Education -- Lessons From Finland -- Final Observations -- References -- Chapter 6. Japan : A Story Of Sustained Excellence -- Introduction -- The Japanese Education System : Historical And Social Context -- The Key Features Of Japan's Education System Today -- How Japan's Education System Is Changing To Meet Today's Challenges -- Lessons From Japan -- Where Is Japan On The Educational Continuum? -- References -- Chapter 7. Singapore : Rapid Improvement Followed By Strong Performance -- Introduction -- Singapore's Education System : The Path To Becoming A Learning Nation -- Sinapore's Success In Education -- Future Challenges For Singapore's Education System -- Lessons From Singapore -- Where Is Singapore On The Educational Continuum? -- References -- Chapter 8. Brazil : Encouraging Lessons From A Large Federal System -- Introduction -- Brazil's Education System : A Brief History -- Reform Takes Shape -- Industry Perspectives On Education In Brazil -- Case Studies Of State Education Reform -- State Of Acre -- State Of Ceara -- State Of Sao Paulo -- Lessons From Brazil -- Where Is Brazil On The Educational Continuum? -- Final Observations -- References -- Chapter 9. Germany : Once Weak International Standing Prompts Strong Nationwide Reforms For Rapid Improvement -- Introduction -- A Historical Perspective -- The German Education Reforms -- Understanding The Impact Of The German Education Reforms -- Lessons From Germany -- Where Is Germany On The Education Continuum? -- References -- Chapter 10. Vignettes On Education Reforms : England And Poland -- England : Tackling Teacher Shortages -- Poland : Secondary Education Reform -- References -- Chapter 11. Lessons For The United States -- Introduction -- Learning From High-performing Education Systems -- America's Assets. Organisation For Economic Co-operation And Development. This Work Is Published On The Responsibility Of The Secretary-general Of The Oecd--t.p. Verso. Corrigenda To Oecd Publications May Be Found Online At: Www.oecd.org/publishing/corrigenda--t.p. Verso. Programme For International Student Assessment--cover. The Report Was Prepared Under The Responsibility Of The Indicators And Analysis Division Of The Oecd Directorate For Education--foreword. This Volume Is The Result Of A Collaborative Effort Between The Oecd, The National Center On Education And The Economy In Washington, Government Officials Of The Case Study Countries Discussed, As Well As International Experts. Oecd Code: 98 2011 01 1 P. Includes Bibliographical References. Full Text Also Available Online To Subscribers.

xiv, 349 pages ; 22 cm, Includes bibliographical references and index

This volume takes an in-depth look at the problems and practices involved in conducting formative assessments in middle school mathematics classrooms. Researchers and teachers identify the challenges teachers faced as they attempted to implement new assessment procedures.

Rapid intensification of Auckland has made our visual awareness of the outdoorenvironment (windowscapes) more confined and restricted. The recent changes ofAuckland’s windowscapes have made the shortcomings of New Zealand Building Codemore apparent. This paper aims to demonstrate the importance of windowscapes inurban dwellers’ life and suggest some changes to current building code to providehealthier and liveable indoor environments. First, evidence from the literature on theimpact of views on building occupants’ wellbeing will be reviewed. Then, New ZealandCode Clause (G7 Natural light) and its Acceptable Solution will be critically analysedto identify areas that require improvement.Our literature review indicates that private views are more relevant for health andwellbeing than building and planning legislation in New Zealand currently considersthem to be. Hence, this paper suggests that windowscapes should become an essentialpart of future building codes and standards. This paper concludes that providing strictrequirements regarding windowscapes is essential to building a healthier indoorenvironment.JOURNAL OF CONTEMPORARY URBAN AFFAIRS (2018) 2(1), 55-65.https://doi.org/10.25034/ijcua.2018.3656