The document discusses the internal and external evaluation systems for schools in Estonia. It provides background information on Estonia's population and education system. It describes how Estonia has a highly decentralized governance model for schools, with internal evaluation conducted by schools and external evaluation conducted by the Ministry of Education and Research. This includes inspections of schools' legal compliance and operations. The document also discusses challenges with the evaluation systems, such as schools' lack of understanding of internal evaluation, and goals for improving evaluation, such as increasing owners' involvement and accountability.
OECD Reviews of Evaluation and Assessment in Education: SWEDEN - Stockholm – ...EduSkills OECD
The document summarizes an OECD review of evaluation and assessment frameworks in Sweden. It finds that Sweden has a well-established approach built on trust and school autonomy, but could better integrate components like student assessment, teacher appraisal, and school and system evaluation. It recommends Sweden develop a strategic framework, increase the reliability of national assessments, strengthen teacher appraisal and its link to school evaluation, and improve system monitoring by mobilizing existing data.
An introduction-to-school-self-evaluation-of-teaching-and-learning-in-post-pr...Martin Brown
School self-evaluation (SSE) is a collaborative process where a school evaluates aspects of its work, particularly teaching and learning. It involves gathering evidence from sources like student outcomes and surveys. This evidence is then analyzed against evaluation criteria to identify strengths and areas for development. The school writes a self-evaluation report and improvement plan focusing on developing areas. The plan is implemented and monitored to improve teaching and learning in the school. SSE should involve all teachers and be led by the principal to enhance practice and benefit students.
This document provides guidance for schools on conducting self-evaluation of teaching and learning as part of a school improvement process. It describes school self-evaluation as a collaborative and reflective process whereby schools evaluate their work, identify strengths and areas for improvement. The key aspects of the process include gathering and analyzing evidence on outcomes, learning and teaching; drawing conclusions; developing an improvement plan; and implementing and monitoring the plan. Schools are advised to start by focusing on a specific area like literacy or numeracy, and to involve teachers, students, parents and leadership in the self-evaluation.
Presentazione di Lee Nothern del HMI Ostfed del governo britannico relativa al suo intervento al convegno internazionale "Migliorare la scuola" (14-15 Maggio 2015, Napoli), organizzato dall'Indire.
Péter Radó: Evidence of Quality and Equity in Education. Belgrade 2011Péter Radó
This document discusses using evidence to evaluate quality and equity in education. It presents examples of evidence that could be used and questions about how key players might interpret and apply the data. It then outlines challenges around generating demand for evidence among decision-makers and ensuring its proper use in policymaking, governance, and school management. Specifically, it addresses how to determine relevant evidence needs, interpret data through research, communicate findings clearly, and avoid potential traps like over-reliance on metrics or ignoring complex realities.
The document discusses quality assurance and school development planning. It provides an overview of the evolving Irish education system and landscape, including new legislation and agencies. It describes the role of the school development plan (SDP) and external evaluation processes like whole-school evaluation (WSE) and subject inspections. It outlines the WSE process and how subject inspections fit within it. It emphasizes that SDP and external evaluation should be mutually supportive to promote school improvement.
The document discusses a study on how Icelandic schools work with external evaluation feedback. It finds that while school principals and most teachers have positive views of external evaluations, teacher involvement is limited - only 36% of teachers read evaluation reports fully, and decisions on improvements are made mainly by management teams. Schools discuss evaluation results at staff meetings but rarely engage parents, students, or local authorities. Overall the study suggests external evaluation feedback has a top-down influence in schools, with weak ownership among teachers and narrow participation in improvement discussions.
OECD Reviews of Evaluation and Assessment in Education: SWEDEN - Stockholm – ...EduSkills OECD
The document summarizes an OECD review of evaluation and assessment frameworks in Sweden. It finds that Sweden has a well-established approach built on trust and school autonomy, but could better integrate components like student assessment, teacher appraisal, and school and system evaluation. It recommends Sweden develop a strategic framework, increase the reliability of national assessments, strengthen teacher appraisal and its link to school evaluation, and improve system monitoring by mobilizing existing data.
An introduction-to-school-self-evaluation-of-teaching-and-learning-in-post-pr...Martin Brown
School self-evaluation (SSE) is a collaborative process where a school evaluates aspects of its work, particularly teaching and learning. It involves gathering evidence from sources like student outcomes and surveys. This evidence is then analyzed against evaluation criteria to identify strengths and areas for development. The school writes a self-evaluation report and improvement plan focusing on developing areas. The plan is implemented and monitored to improve teaching and learning in the school. SSE should involve all teachers and be led by the principal to enhance practice and benefit students.
This document provides guidance for schools on conducting self-evaluation of teaching and learning as part of a school improvement process. It describes school self-evaluation as a collaborative and reflective process whereby schools evaluate their work, identify strengths and areas for improvement. The key aspects of the process include gathering and analyzing evidence on outcomes, learning and teaching; drawing conclusions; developing an improvement plan; and implementing and monitoring the plan. Schools are advised to start by focusing on a specific area like literacy or numeracy, and to involve teachers, students, parents and leadership in the self-evaluation.
Presentazione di Lee Nothern del HMI Ostfed del governo britannico relativa al suo intervento al convegno internazionale "Migliorare la scuola" (14-15 Maggio 2015, Napoli), organizzato dall'Indire.
Péter Radó: Evidence of Quality and Equity in Education. Belgrade 2011Péter Radó
This document discusses using evidence to evaluate quality and equity in education. It presents examples of evidence that could be used and questions about how key players might interpret and apply the data. It then outlines challenges around generating demand for evidence among decision-makers and ensuring its proper use in policymaking, governance, and school management. Specifically, it addresses how to determine relevant evidence needs, interpret data through research, communicate findings clearly, and avoid potential traps like over-reliance on metrics or ignoring complex realities.
The document discusses quality assurance and school development planning. It provides an overview of the evolving Irish education system and landscape, including new legislation and agencies. It describes the role of the school development plan (SDP) and external evaluation processes like whole-school evaluation (WSE) and subject inspections. It outlines the WSE process and how subject inspections fit within it. It emphasizes that SDP and external evaluation should be mutually supportive to promote school improvement.
The document discusses a study on how Icelandic schools work with external evaluation feedback. It finds that while school principals and most teachers have positive views of external evaluations, teacher involvement is limited - only 36% of teachers read evaluation reports fully, and decisions on improvements are made mainly by management teams. Schools discuss evaluation results at staff meetings but rarely engage parents, students, or local authorities. Overall the study suggests external evaluation feedback has a top-down influence in schools, with weak ownership among teachers and narrow participation in improvement discussions.
Provincial education assessment systems play an important role in enhancing quality education at school level. They systematically evaluate student learning, monitor education standards, and identify factors influencing achievement. This helps inform policies and direct teacher efforts to improve performance. Provincial systems in Pakistan aim to assess higher-order skills like critical thinking in addition to knowledge. The assessments provide feedback to detect and address issues facing students and teachers.
The Kaunas Teacher Training Centre provides professional development training and resources to teachers. It is guided by Lithuanian laws and education strategies. Trainings are identified based on needs assessments and priorities set by the Ministry of Education. A variety of seminars, courses, and events are offered covering topics like student assessment, evidence-based training, and developing teacher competencies. Experts from universities, schools and other organizations provide the training. Participants are evaluated to improve future trainings and can earn certificates for professional learning. The Centre collaborates with schools and organizations across Kaunas.
National Governors Association West Midlands regional conferenceOfsted
Lorna Fitzjohn HMI, Regional Director, West Midlands, delivered the keynote address at the conference in Birmingham on 19 March 2016.
She covers West Midlands aspects; and governance, mythbusting and the common inspection framework from a nationwide point of view.
Collecting feedback on quality indicators of the higher education student exp...Sonia Whiteley
Presentation about Australia's national system for collecting feedback from undergraduate university students about their teaching and learning experiences.
This document provides guidelines for schools to conduct self-evaluations of their teaching and learning practices. It introduces school self-evaluation as a process for schools to identify their strengths and areas for improvement through collaborative discussion and use of evidence. The guidelines establish a framework for evaluating teaching and learning based on themes, criteria, and sample tools. They are intended to support schools in conducting self-evaluations, developing reports on the process, and creating improvement plans to enhance the learning experience for students.
This document discusses challenges in defining effective teaching. It notes that effective teaching requires criteria related to educational objectives, which can vary over time and place. Common objectives include promoting cognitive development and literacy. Definitions of effective teaching often focus on student outcomes or teacher behaviors that promote outcomes. The review examines perspectives and evidence from inspections, teachers, principals, and students. It also explores characterizing effective practices and measuring teacher impacts considering school and departmental contexts.
Lorna Fitzjohn, Regional Director for West Midlands addressed the Leek Education Partnership Conference 2016 on 24 June 2016 which looks at the recent changes to inspection and the possible future of inspection.
This document discusses governance in schools and how to improve it. It finds that governance is often ineffective, with governors not visiting schools, understanding data, or properly challenging leadership. Effective governance includes having a range of skills, understanding education issues, and challenging school leaders independently. Reviews can help governance by making boards more skilled, focused, and effective in overseeing school improvement. Inspectors will evaluate how well governors oversee areas like pupil progress, teaching quality, and school leadership.
Ofsted Inspector Rob Hackfath discussed school performance in the West Midlands and priorities for good governance at a governors' conference in Walsall on 14 May 2016.
National leadership in education forum march 2014 for circulation (Louise Sto...Lyderių laikas
This document discusses strategies that other countries have used to improve outcomes for disadvantaged students and develop teacher and leadership quality. It focuses on examples from New Zealand, Austria, Israel, and England. Key strategies included investing in teacher quality through rigorous selection, development and accountability systems, creating new leadership roles to improve instruction, and using coaching models to build leadership skills focused on equity and learning.
The document discusses the role of school principals in connecting data generation and use to organizational learning activities. It focuses on principals collecting, analyzing, and making sense of data to plan actions. Specifically, it examines the capacities principals need to build a culture of data use and improve instruction, school improvement, and accountability. The movement toward increased accountability and a focus on results is criticized for potentially narrowing curricula and de-professionalizing teaching. The document advocates for using data to inform development in addition to external accountability.
The Michigan Council for Educator Effectiveness (MCEE) was charged with developing recommendations for new teacher and administrator evaluation systems based on student growth and multiple measures. In its interim report, the MCEE outlined plans to pilot four observation tools and student growth models in 14 districts during the 2012-2013 school year. The goals of the pilot were to provide feedback on the tools, evaluate correlations between observations and student outcomes, and inform the MCEE's recommendations which were estimated to be completed by June 2013.
Education inspection framework for governors July 2019Ofsted
Slides accompanying the webinar held in July 2019. Emma Knights, Chief Executive, National Governance Association and Matthew Purves, Deputy Director, Schools, Ofsted, discussed the new education inspection framework and what it means for governors. See the webinar here: https://www.youtube.com/watch?v=UvqA1SFiqOo&feature=youtu.be
The document discusses assessment principles and mechanisms in education. It explains that assessment involves planning, implementation, analysis of results, follow-up, and reporting. Assessment can be carried out by educators, educational units, and the government. The goals of assessment are to understand student competencies, improve the learning process, and make decisions about student promotion or graduation. Assessment results should be analyzed, followed up on, and reported to students, parents, and education authorities.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
This document discusses an OECD review of school evaluation frameworks in the Flemish Community of Belgium. It provides an overview of the review, including the analytical approach used and assessment of strengths and challenges. The review team found that while schools have responsibility for quality, evaluation could be better embedded in a vision linking different approaches. It also found variation in school self-evaluation capacity and made recommendations like clarifying evaluation goals and increasing the use of objective information and competency development to strengthen evaluation.
FINEEC: Finnish Higher Education Structure and the Audit Ap proachAalto Media Factory
This document summarizes Finland's system for auditing higher education quality systems. It describes how the Finnish Education Evaluation Centre (FINEEC) conducts audits of universities and universities of applied sciences to evaluate their internal quality assurance systems. The audits use enhancement-led criteria to assess quality policies, management, development, education, research, societal impact, and the overall quality system. Institutions that pass receive a quality label for six years. The audits aim to support continuous improvement rather than ranking. The Finnish audit system is considered successful and has fostered quality culture, collaboration, and development across higher education.
This document discusses Continuous and Comprehensive Evaluation (CCE) in education. It provides an overview of CCE, including that it assesses scholastic and co-scholastic areas through both formative and summative assessments. Formative assessment is ongoing and aims to provide feedback to improve learning, while summative assessment evaluates learning at the end of a period. Effective implementation of CCE requires the participation of all stakeholders, including principals, teachers, parents, and students. While CCE aims to improve the evaluation process, it also faces challenges to do with resources, training, and adapting to its methods.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Mais conteúdo relacionado
Semelhante a The role of internal and external evaluation in an autonomous system. Estonian example
Provincial education assessment systems play an important role in enhancing quality education at school level. They systematically evaluate student learning, monitor education standards, and identify factors influencing achievement. This helps inform policies and direct teacher efforts to improve performance. Provincial systems in Pakistan aim to assess higher-order skills like critical thinking in addition to knowledge. The assessments provide feedback to detect and address issues facing students and teachers.
The Kaunas Teacher Training Centre provides professional development training and resources to teachers. It is guided by Lithuanian laws and education strategies. Trainings are identified based on needs assessments and priorities set by the Ministry of Education. A variety of seminars, courses, and events are offered covering topics like student assessment, evidence-based training, and developing teacher competencies. Experts from universities, schools and other organizations provide the training. Participants are evaluated to improve future trainings and can earn certificates for professional learning. The Centre collaborates with schools and organizations across Kaunas.
National Governors Association West Midlands regional conferenceOfsted
Lorna Fitzjohn HMI, Regional Director, West Midlands, delivered the keynote address at the conference in Birmingham on 19 March 2016.
She covers West Midlands aspects; and governance, mythbusting and the common inspection framework from a nationwide point of view.
Collecting feedback on quality indicators of the higher education student exp...Sonia Whiteley
Presentation about Australia's national system for collecting feedback from undergraduate university students about their teaching and learning experiences.
This document provides guidelines for schools to conduct self-evaluations of their teaching and learning practices. It introduces school self-evaluation as a process for schools to identify their strengths and areas for improvement through collaborative discussion and use of evidence. The guidelines establish a framework for evaluating teaching and learning based on themes, criteria, and sample tools. They are intended to support schools in conducting self-evaluations, developing reports on the process, and creating improvement plans to enhance the learning experience for students.
This document discusses challenges in defining effective teaching. It notes that effective teaching requires criteria related to educational objectives, which can vary over time and place. Common objectives include promoting cognitive development and literacy. Definitions of effective teaching often focus on student outcomes or teacher behaviors that promote outcomes. The review examines perspectives and evidence from inspections, teachers, principals, and students. It also explores characterizing effective practices and measuring teacher impacts considering school and departmental contexts.
Lorna Fitzjohn, Regional Director for West Midlands addressed the Leek Education Partnership Conference 2016 on 24 June 2016 which looks at the recent changes to inspection and the possible future of inspection.
This document discusses governance in schools and how to improve it. It finds that governance is often ineffective, with governors not visiting schools, understanding data, or properly challenging leadership. Effective governance includes having a range of skills, understanding education issues, and challenging school leaders independently. Reviews can help governance by making boards more skilled, focused, and effective in overseeing school improvement. Inspectors will evaluate how well governors oversee areas like pupil progress, teaching quality, and school leadership.
Ofsted Inspector Rob Hackfath discussed school performance in the West Midlands and priorities for good governance at a governors' conference in Walsall on 14 May 2016.
National leadership in education forum march 2014 for circulation (Louise Sto...Lyderių laikas
This document discusses strategies that other countries have used to improve outcomes for disadvantaged students and develop teacher and leadership quality. It focuses on examples from New Zealand, Austria, Israel, and England. Key strategies included investing in teacher quality through rigorous selection, development and accountability systems, creating new leadership roles to improve instruction, and using coaching models to build leadership skills focused on equity and learning.
The document discusses the role of school principals in connecting data generation and use to organizational learning activities. It focuses on principals collecting, analyzing, and making sense of data to plan actions. Specifically, it examines the capacities principals need to build a culture of data use and improve instruction, school improvement, and accountability. The movement toward increased accountability and a focus on results is criticized for potentially narrowing curricula and de-professionalizing teaching. The document advocates for using data to inform development in addition to external accountability.
The Michigan Council for Educator Effectiveness (MCEE) was charged with developing recommendations for new teacher and administrator evaluation systems based on student growth and multiple measures. In its interim report, the MCEE outlined plans to pilot four observation tools and student growth models in 14 districts during the 2012-2013 school year. The goals of the pilot were to provide feedback on the tools, evaluate correlations between observations and student outcomes, and inform the MCEE's recommendations which were estimated to be completed by June 2013.
Education inspection framework for governors July 2019Ofsted
Slides accompanying the webinar held in July 2019. Emma Knights, Chief Executive, National Governance Association and Matthew Purves, Deputy Director, Schools, Ofsted, discussed the new education inspection framework and what it means for governors. See the webinar here: https://www.youtube.com/watch?v=UvqA1SFiqOo&feature=youtu.be
The document discusses assessment principles and mechanisms in education. It explains that assessment involves planning, implementation, analysis of results, follow-up, and reporting. Assessment can be carried out by educators, educational units, and the government. The goals of assessment are to understand student competencies, improve the learning process, and make decisions about student promotion or graduation. Assessment results should be analyzed, followed up on, and reported to students, parents, and education authorities.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
This document discusses an OECD review of school evaluation frameworks in the Flemish Community of Belgium. It provides an overview of the review, including the analytical approach used and assessment of strengths and challenges. The review team found that while schools have responsibility for quality, evaluation could be better embedded in a vision linking different approaches. It also found variation in school self-evaluation capacity and made recommendations like clarifying evaluation goals and increasing the use of objective information and competency development to strengthen evaluation.
FINEEC: Finnish Higher Education Structure and the Audit Ap proachAalto Media Factory
This document summarizes Finland's system for auditing higher education quality systems. It describes how the Finnish Education Evaluation Centre (FINEEC) conducts audits of universities and universities of applied sciences to evaluate their internal quality assurance systems. The audits use enhancement-led criteria to assess quality policies, management, development, education, research, societal impact, and the overall quality system. Institutions that pass receive a quality label for six years. The audits aim to support continuous improvement rather than ranking. The Finnish audit system is considered successful and has fostered quality culture, collaboration, and development across higher education.
This document discusses Continuous and Comprehensive Evaluation (CCE) in education. It provides an overview of CCE, including that it assesses scholastic and co-scholastic areas through both formative and summative assessments. Formative assessment is ongoing and aims to provide feedback to improve learning, while summative assessment evaluates learning at the end of a period. Effective implementation of CCE requires the participation of all stakeholders, including principals, teachers, parents, and students. While CCE aims to improve the evaluation process, it also faces challenges to do with resources, training, and adapting to its methods.
Semelhante a The role of internal and external evaluation in an autonomous system. Estonian example (20)
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The role of internal and external evaluation in an autonomous system. Estonian example
1. The role of internal and external
evaluation in an autonomous system.
Estonian example
Kristin Hollo
Head of the External Evaluation
Department of the Ministry of Education
and Research
2. Background Information
1 315 944 citizens
15 counties
79 local
governments (15
towns and 64
municipalities)
In many
municipality less
than 2000 people
More than 400 000
people living in
Tallinn
3. Background Information
In 2017/2018 ca 147 894 students in the schools of general
education
14 400 teachers working in schools of general education
There are 534 schools of general education in Estonia:
56 Elementary schools
295 Basic schools
164 Schools with upper secondary level
15 Adult education schools
Ownership forms of schools:
State schools 32
Municipal schools 442
Private schools 56
The Constitution states that maintenance of schools is a shared
commitment between the state and local governments
5. School Evaluation System
School
Internal
evaluation
Owner
(Ministry of Education and
Research/Local Authority/a private
company)
Supervisory control
County
Government
inspection
Estonian Ministry of
Education and Research
Policy, strategy, standards,
inspection,
external evaluation of
learning outcomes
6. Inspection
Ministry of Education and Research
Inspection in
individual matters
(problems, in case of
complaints)
Thematic
Licences
the activities of an
educational institution with a
temporary education licence
7. Main Objective of the Inspection
The main objective is to ensure the
accessibility of basic and secondary
general education, also organisation of
education and schooling, its quality and
efficiency on equal bases.
8. Inspection
Inspection is exercised by the Ministry of Education and
Research (since 2017).
8 inspectors+lowyer+ team leader + an analyst in the
department of the External Evaluation
Besides the inspection they also solve complaints,
exchange information between the ministry and the
schools, conduct monitoring
No special training for evaluators. Instead of that:
Individual approach
Learning from experienced colleagues
Instruction manual
Meetings every week
9. We only inspect education activities.
We inspect lawfulness
Focus on school leadership (do not
control the work of teachers)
2016/2017 school year:
• 76 thematic inspections
• 18 inspections in individual
matters
• 20 inspections related to
education licenc
11. The Results of Inspection
The results of administrative supervision are set
out in a statement.
The statements of inspections are public and
the the results of administrative supervision are
published on the website of the Ministry.
Summaries of the results of inspections are
published every academic year at the state
level.
12. Our challenges:
Fear
schools are not aware of the legislation - disappointment
and anger towards inspection
the report is a difficult language
we will only highlight the shortcomings
What have we have done or decided to do:
friendly and supportive attitude in words and deeds
the opportunity to correct shortcomings before drafting a
report, if it’s possible
Simplified summary of the report
highlight the positive findings the summary
13. Development
Goals of the
Inspection System
Risk-based evaluation – inspection must be
reasoned and it requires existence of databases.
Greater involvement of the owner as a partner of
the external evaluation: acknowledging the role
and responsibility of the owner as a conductor of
the supervisory control.
Increased attention to the owner and their
obligations during the inspection.
Greater impact
through
effective system
14. OECD findings:
„A considerable strength in the Estonian approach is the
sustained focus on the importance of school self-
evaluation. This supports the further development of
professionalism and responsibility at the school level and,
with effective procedures in place and an actively engaged
school community, underpins a continual evaluation of the
effectiveness of the organisation of schooling“
Internal Evaluation Matters!
15. Procedure of Internal
Evaluation
The methods for carrying out internal
evaluation are chosen by the
educational institution.
Internal evaluation is an ongoing process aimed at ensuring
the conditions supporting the development of students and
the consistent development of a school. To that end the
strengths and weaknesses of a school are identified and the
development plan of the school is drawn up on the basis
thereof. Following the goal, teaching and education and
management is analysed and their effectiveness is evaluated
in the course of internal evaluation.The procedure of internal
evaluation is imposed by the headmaster.
The procedure for internal evaluation of a school is
established by the head of school who submits it to the board
of trustees for obtaining its opinion beforehand.
16. Counselling of Educational Institutions
in Issues of Internal Evaluation
From 2006 to 2009 –
obligatory
From 2009 to 2013 –
optional
From 2013 – the ministry
does not organize
counselling
18. Internal evaluation is not implemented in
all schools in such a way how we saw it and
how we wanted
What is the problem?
School administrations and owners do not
understand the importance of internal evaluation in
ensuring the development of school
Lack of necessary skills
Insufficient data
How we intend to improve the situation:
Training of school administrations and owners
Manuals
More comprehensive information for schools and
community
19. What have we done this year…
● We have prepared various manuals
● We have organized training days for local
government officials
● This year the theme of the thematic inspection is
„Internal evaluation“
● Interview the owner during the inspection and
introduce the results of the inspection to the
owner
● Inform the owner about all complaints about the
school
20. Official school performance indicators are set by the
regulation of the Minister of Education and Research.
The new set of indicators were introduced in 2016.
Information for internal and external
evaluation
21. Why?
Accountability in the system with high autonomy
„School autonomy is related to student performance…
particularly when autonomy is combined with
accountability“ (OECD 2011).
1) Analysing own progress and learning from others for
school leaders and keepers
2) Large variety of information for parents
3) ‘Thank you’ for data owners – richer data back
23. Organization of external
evaluation of the
learning outcomes
National curriculum tests
in 3rd grade: Estonian
Language + Mathematics
Naional curriculum tests in
6th grade: Estonian
Language, Mathematics, a
secret subject
Exit examinations in
basic schools: Estonian
Language, Mathematics,
an elective exam
State exams: Estonian
Language, Mathematics, a
foreign language
24. Areas in need of
renewal till 2020
Updates
Redesigned
measurement
instruments and
analytical options
Stakeholder
feedback
New fields of
assessment
Implementation of
e-assessment
National surveys to
explain the factors
affecting learning
and teaching