OECD Reviews of Evaluation and Assessment in Education: Serbia

Maghnouj, Soumaya; Salinas, Daniel; Kitchen, Hannah; Guthrie, Caitlyn; Bethell, George; Fordham, Elizabeth

doi:10.1787/225350d9-en

Cited by 12 publications

(12 citation statements)

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“…As a result of this review, which was conducted in collaboration with UNICEF, Serbia has received recommendations to help strengthen its evaluation and assessment system, with a particular emphasis on supporting student learning. It will be of particular interest to Serbia and other countries seeking to make more effective use of their evaluation and assessment systems to improve quality and equity and produce better outcomes for all students in general [30]. The researchers of this study are not aware of the impact of adult guidance services measured and monitored in Serbia.…”

Section: Ethicsmentioning

confidence: 99%

“…Even though many students drop out of school in Serbia without ever mastering the essential competencies required for further education and the world, a significant percentage are still choosing to do so. With these educational challenges in mind, the country's economic development, social prosperity, and European integration are all dependent on how quickly educational issues are addressed [30], designing clusters of interdisciplinarity focusing on human health, one-health, sustainability (agroecology, education, innovation, intelligent houses, smart cities/village, etc., reducing ecological footprint), green economy, design, etc.…”

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confidence: 99%

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Needs and Performance Analysis for Changes in Higher Education and Implementation of Artificial Intelligence, Machine Learning, and Extended Reality

et al. 2021

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Higher education in the Republic of Serbia needs to be reformed. This paper presents a performance analysis of the changes that the authors assume are mandatory, presenting the research problem this article addresses. Cabinet research, performed by analyzing the theoretical building blocks of available knowledge and experience, is underway. Articles and studies from various publications, such as academic journals and institutes, were used as sources. In addition, academic articles and papers and studies about artificial intelligence, machine learning, and extended reality were also consulted. The authors consider that these technologies could be of great assistance in developing a new higher education strategy. Further, this research is exploratory given that information from the 100 Serbian students from selected higher education institutions was used to better understand if these technologies are welcomed by students. Based on SmartPls software, the research analysis proved that artificial intelligence (AI) and machine learning (ML) are appropriate technologies implemented in higher education institutions (HEI) to develop skills among students, a collaborative learning environment, and an accessible research environment. Additionally, extended reality (XR) facilitates increased motivation, engagement, and learning-by-doing activities between students, offering a realistic environment for learning.

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Section: Ethicsmentioning

confidence: 99%

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confidence: 99%

Needs and Performance Analysis for Changes in Higher Education and Implementation of Artificial Intelligence, Machine Learning, and Extended Reality

et al. 2021

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“…The majority of states that implement their own assessment use results to develop and support teacher training and roughly one-third use results to administer rewards to teachers and school leaders (Machado, Alavarse and Arcas, 2015 [16]). The latter practice is contested in many OECD countries because it risks ignoring non-school factors that influence student achievement, such as parental engagement (Rosenkvist, 2010[17]; Morris, 2011 [18]).…”

Section: Local Assessmentsmentioning

confidence: 99%

National assessment reform

2021

OECD Education Policy Perspectives

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In 2017, the Brazilian government approved a new National Common Curricular Base (Base Nacional Comum Curricular, BNCC) and created a new model for upper secondary education that integrates previously separate general and vocational programmes. These reforms represent new approaches to teaching and learning that aim to improve the quality and equity of Brazil's education system so that all students have the chance to achieve national learning standards and thrive. The changes also present a unique opportunity to review the purpose and design of Brazil's Basic Education Assessment System (Sistema de Avaliação da Educação Básica, SAEB), which has been a critical source of information about student learning outcomes for the past 30 years. As a result, the federal government is currently discussing how to develop SAEB so that it aligns more closely with Brazil's new learning standards, in addition to providing data that can support a range of education actors -from the classroom to the Ministry -in their efforts to raise educational performance and reduce inequalities.The OECD was invited to review a set of policy proposals for reforming the current SAEB. This review was based on background research and a series of virtual fact-finding interviews with key Brazilian stakeholders that took place in September and October 2020. Since then, the initial proposals have been reconsidered and potential changes remain under discussion, partly in light of resource challenges associated with the ongoing COVID-19 pandemic, as well as evolving government priorities and leadership changes in Brazil's National Institute for Educational Studies and Research (Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, INEP), which manages SAEB. The findings from this OECD review are set out in the below policy perspective. This review draws on an OECD knowledge base that has been developed through reviews of evaluation and assessment policies in over 25 education systems. The policy perspective provides a set of core considerations based on international evidence and experience that were selected based on their relevance to particular policy issues and the Brazilian context. The overall goal of this exercise is to support Brazilian policymakers in their reflection on the potential goals and design features for the future SAEB. The policy perspective may also provide input into the national debate on how SAEB can be transformed to align with the Brazil's education reform goals, achieve a better balance between the accountability and formative functions of the assessment and help raise educational quality and equity.

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“…Efforts to raise the bar for entry into ITE should be accompanied by measures to improve the quality of ITE programmes. However, findings from OECD-UNICEF policy reviews suggest that ITE programmes in the Western Balkans are often fragmented and vary in quality (OECD, 2019 [16]; Maghnouj, 2020 [18]). To address these issues, many OECD and EU countries have introduced specific guidelines and quality assurance mechanisms for ITE programmes.…”

Section: Raising the Quality Of Initial Teacher Education Programmes Can Help Promote The Use Of Modern Instructional Practicesmentioning

confidence: 99%

Principals’ perceptions of material resources in general and vocational schools

2020

Pisa

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the Commission presented the new Western Balkans Strategy, confirming the European future of the region as a geostrategic investment in a stable, strong and united Europe based on common values. This was confirmed at the Zagreb Summit in May this year. Education, culture, youth and sport, together with research and innovation, are recognised as essential drivers to boost the region's economic development, its competitiveness and social cohesion. This is why I will soon propose a comprehensive Agenda for the Western Balkans on Innovation, Research, Education, Culture, Youth and Sport. This long-term strategy will enhance human capital development and brain circulation, and foster transition to a sustainable and knowledge-based economy.The strategy will underline the importance of solid evidence when developing inclusive and high quality education and training systems. The outcome of the comparative study in this report will be a crucial step towards the achievement of this objective. It is the result of a joint venture between the European Commission, the OECD and UNICEF, aiming to get maximum value from the 2018 PISA results, which saw the participation of the six Western Balkan countries for the first time.This joint venture will help the region to identify gaps and develop measures to address its most pressing education needs: reduce the underachievement in basic skills, improve the management of schools, and upgrade teaching methods.The study takes a special look at home learning and digital competences, just to highlight one success story. I am especially glad to see that digital literacy in the region has steadily improved over the years, with digital skills becoming an essential part of the everyday life of the younger generation.Enjoy the report.

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OECD Reviews of Evaluation and Assessment in Education: Serbia

Cited by 12 publications

References 0 publications

Needs and Performance Analysis for Changes in Higher Education and Implementation of Artificial Intelligence, Machine Learning, and Extended Reality

Needs and Performance Analysis for Changes in Higher Education and Implementation of Artificial Intelligence, Machine Learning, and Extended Reality

National assessment reform

Principals’ perceptions of material resources in general and vocational schools

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