Balancing Trust and Accountability? The Assessment for Learning Programme in Norway

Hopfenbeck, TN; Tolo, Astrid; Florenz, T; Masri, Yasmine El

doi:10.1787/5k3txnpqlsnn-en

Cited by 26 publications

(20 citation statements)

References 54 publications

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“…In countries performing below the national expectations, PISA results have caught the interest of public opinion. Two well-known cases of countries that have experienced what is known as the 'PISA shock' are Germany and Norway (Grek, 2009;Hopfenbeck et al, 2013;Martens et al, 2010).…”

Section: Use Of Data and Resultsmentioning

confidence: 99%

Overview tables of contextual data collection instruments

Cresswell¹,

Schwantner²,

Waters³

2015

Pisa

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This report was produced with the support of the World Bank through its Russia Education Aid for Development (READ) Trust Fund programme, as part of its contribution to the PISA for Development project. PISA for Development is an initiative of the OECD, development partners and participating countries that aims to identify how PISA can best support evidence-based policy making in emerging and developing economies and contribute to the UN-led definition of global learning goals for the post-2015 agenda. In addition, the PISA for Development project will help to build country capacity in assessment, analysis and use of results for monitoring and improvement among participating countries.

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Section: Use Of Data and Resultsmentioning

confidence: 99%

Overview tables of contextual data collection instruments

Cresswell¹,

Schwantner²,

Waters³

2015

Pisa

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“…Past efforts to introduce evaluations of schools, teachers and students have failed, largely due to distrust in the evaluations' use (OECD, 2017j). Successful evaluation system build trust (Hopfenbeck, et al, 2013), and are collaborative and constructive. In MoERRA's trail programmes, teachers can work with colleagues from neighbouring schools in assessing how their school performs against agreed standards.…”

Section: Supporting Educators With Performance Frameworkmentioning

confidence: 99%

Generating employment, raising incomes and addressing poverty in Greece

Bulman¹,

Pisu²

2018

OECD Economics Department Working Papers

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“…Source: Hopfenbeck, T. et al (2013), "Balancing trust and accountability? The Assessment for Learning Programme in Norway: A governing complex education systems case study", OECD Education Working Papers, No.…”

Section: High-stakes Testing Systems and Administrative Requirementsmentioning

confidence: 99%

School evaluation in Romania: From compliance to school improvement

Fordham¹,

Henderson²,

Looney³

et al. 2017

OECD Reviews of Evaluation and Assessment in Education

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Romania's education system has made significant improvements in recent decades, not least in terms of student learning outcomes and strengthening institutional capacity. These improvements make Romania a regional leader. They also provide the foundations to further improve quality and equity, so that all young Romanians have the chance to reach their full potential and realise their aspirations. This review was undertaken by the OECD with the support of UNICEF at the request of, and in close collaboration with the Romanian Ministry of National Education and Scientific Research. Focused on the assessment and evaluation system for Romania's schools, it provides recommendations to help the country capitalise on the positive practices that it has already put in place, so that they have the support and visibility to flourish and enable positive change across the education system. It encourages Romania to put student learning at the heart of evaluation and assessment. This will mean moving towards a system where assessment is not used only to measure and reward performance but as the basis for discussion and feedback. This will provide students, teachers, schools and policy makers with the information, space and professional advice to be able to reflect critically on their work and identify what they can do better in the future. The review is the first time that the OECD Directorate for Education and Skills and UNICEF have come together to work in this way. This cooperation has meant that the review has been able to benefit from our organisations' complementary experience and expertise to provide an analysis that is sensitive to the history and context of evaluation and assessment in Romania's education system while drawing on international research and best practice from around the world. Above all though, we hope that this cooperation provides useful recommendations that will help Romania enhance its evaluation and assessment system so that it raises the learning outcomes of all its students. This report comes at an important moment for Romania, as it is considering a new law on education with the potential to bring significant change. We hope that its recommendations can inform this process, and help to develop an education system that provides excellence for all.

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Balancing Trust and Accountability? The Assessment for Learning Programme in Norway

Cited by 26 publications

References 54 publications

Overview tables of contextual data collection instruments

Overview tables of contextual data collection instruments

Generating employment, raising incomes and addressing poverty in Greece

School evaluation in Romania: From compliance to school improvement

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