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Annex 3: Sources, Methods and Technical Notes

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Annex 3: Sources, Methods and Technical Notes ANNEX 3: SOURCES, METHODS AND TECHNICAL NOTES Chapter D: The learning environment and organisation of schools Indicator D6: What evaluation and assessment mechanisms are in place? Education at a Glance 2015 1 This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. © OECD 2015 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. Description: This document is intended to provide guidance as to the methodology used during the data collection for each Indicator, the references to the sources and the specific notes for each country. How to read this document: Annex 3 is organised by chapters. Click on each link below in order to be redirected to the information related to the different tables of indicator D6 or use the overview table where notes are broken down by country. Chapter D: The learning environment and organisation of schools Indicator D6: What evaluation and assessment mechanisms are in place? Table D6.1 (a-c): National/central examinations Table D6.2 (a-c): Subjects tested in national/central examinations Table D6.3: Sharing results from national/central examinations Table D6.4: Ranking of schools based on results from national/central examinations Table D6.5 (a-c): National/central assessments Table D6.6 (a-c): Subjects tested in national/central assessments Table D6.7: Sharing results from national/central assessments Table D6.8: Ranking of schools based on results from national/central assessments Table D6.9: School inspection and school self-evaluation at the lower secondary level Table D6.10 (a-c): School inspection Table D6.11: Diverse models of school inspection Table D6.12 (a-c): School self-evaluation Tables D6.13 and D6.13 (a): Public school compliance-oriented reports Table D6.13 (b): Government-dependent private school compliance-oriented reports Table D6.14 (a-b): Means and methods for collecting and reporting regulatory accountability data Table D6.15: Existence and use of other forms or measures of evaluation and assessment mechanisms Table D6.16: Level of influence of various evaluation and assessment mechanisms Table D6.17: Extent of school influence or control over various evaluation and assessment mechanisms Table D6.18: Extent to which evaluation and assessment activities are used for formative and/or summative purposes CHAPTER D: THE LEARNING ENVIRONMENT AND ORGANISATION OF SCHOOLS INDICATOR D6: What evaluation and assessment mechanisms are in place? D6 General D6.1(a-c) D6.2(a-c) D6.3 D6.4 D6.5(a-c) Australia AUS AUS AUS Austria AUT AUT AUT Belgium (Fl.) BFL Belgium (Fr.) BFR BFR BFR BFR Canada CAN Chile CHL CHL Czech Republic CZE CZE CZE Denmark DNK DNK DNK England ENG ENG ENG ENG Estonia EST EST EST EST EST Finland FIN FIN FIN FIN France FRA FRA FRA FRA FRA Germany DEU DEU DEU Greece GRC GRC GRC Hungary HUN HUN HUN Iceland ISL Ireland IRL IRL IRL IRL IRL Israel ISR ISR ISR ISR Italy ITA ITA ITA Japan JPN Korea KOR KOR KOR Luxembourg LUX LUX LUX Mexico MEX Netherlands NLD NLD NLD NLD New Zealand NZL NZL NZL NZL NZL Norway NOR NOR NOR NOR NOR Poland POL POL POL POL Portugal PRT PRT PRT Scotland SCO SCO SCO Slovak Republic SVK SVK SVK SVK Slovenia SVN SVN SVN SVN SVN Spain ESP ESP ESP ESP Sweden SWE Switzerland Turkey TUR United States USA USA USA USA USA Brazil BRA BRA Colombia COL COL COL COL Latvia LVA LVA LVA D6 D6.9, D6.9 and D6.13 and D6.6(a-c) D6.7 D6.8 D6.10(a-c) D6.12(a-c) D6.13(a) and D6.11 Australia AUS AUS AUS AUS AUS Austria AUT AUT AUT AUT AUT Belgium (Fl.) BFL BFL BFL BFL BFL BFL Belgium (Fr.) BFR BFR BFR BFR BFR Canada CAN CAN CAN Chile CHL CHL Czech Republic CZE CZE CZE CZE Denmark DNK DNK DNK England ENG ENG ENG Estonia EST EST EST EST EST Finland FIN FIN FIN FIN FIN France FRA FRA FRA Germany DEU DEU DEU Greece GRC GRC Hungary HUN HUN HUN HUN Iceland ISL ISL ISL Ireland IRL IRL IRL IRL IRL IRL Israel ISR ISR ISR ISR Italy ITA ITA ITA Japan JPN JPN JPN JPN Korea KOR KOR KOR KOR Luxembourg LUX LUX Mexico MEX MEX MEX Netherlands NLD NLD NLD NLD NLD New Zealand NZL NZL NZL NZL NZL Norway NOR NOR NOR NOR NOR NOR Poland POL POL POL POL Portugal PRT PRT PRT Scotland SCO SCO SCO Slovak Republic SVK SVK SVK SVK Slovenia SVN SVN SVN SVN SVN SVN Spain ESP ESP ESP ESP ESP ESP Sweden SWE SWE SWE SWE SWE Switzerland CHE CHE CHE Turkey TUR TUR United States USA USA USA USA USA USA Brazil BRA BRA BRA BRA Colombia COL COL COL Latvia LVA LVA D6 D6.13(b) D6.14(a-b) D6.15 D6.16 D6.17 D6.18 Australia AUS AUS AUS Austria Belgium (Fl.) BFL BFL BFL BFL BFL Belgium (Fr.) BFR BFR BFR Canada Chile CHL Czech Republic Denmark DNK DNK DNK DNK England ENG ENG Estonia Finland FIN FIN FIN FIN France FRA Germany Greece Hungary HUN HUN HUN Iceland Ireland IRL IRL Israel Italy ITA Japan Korea KOR KOR KOR KOR Luxembourg Mexico Netherlands NLD NLD NLD NLD New Zealand NZL NZL Norway NOR NOR NOR Poland POL POL POL Portugal PRT PRT PRT Scotland SCO SCO SCO SCO Slovak Republic SVK Slovenia SVN SVN SVN SVN SVN Spain ESP ESP Sweden SWE SWE Switzerland CHE CHE CHE CHE Turkey United States USA USA USA Brazil BRA BRA BRA Colombia COL COL Latvia General notes The indicator draws on data from the 2014 OECD-INES Survey on Evaluation and Assessment and refers to the school year 2014/15. Back_to_table1 Notes on specific countries General New Zealand: We changed the reporting reference period from 2014/15, to 2015, reflecting the fact that our school year runs on a calendar year basis, unlike countries in the Northern Hemisphere. Back_to_table Tables D6.1(a-c): National/central examinations Australia: General comment: While the Australian Government provides national leadership in setting national policy priorities for school education and investing in actions to secure nationally agreed policy priorities, individual state and territory governments are responsible for the delivery of school education, including central examinations. Arrangements for the administration of central examinations vary across jurisdictions. Back_to_table Austria: Locus of authority for developing and grading/marking the exams (columns 3-4): The Federal Institute for Research, Innovation and Development of the Austrian School System (BIFIE) is responsible for the development of the central examinations. The examination consists of three parts: a prescientific paper, a written exam, and an oral exam (for subjects covered, see notes on Tables D6.2). The written part is the only portion of the examination which is administered in standardised form. Starting in 2014/15, schools/teachers are responsible for grading the written exams following the guidelines developed by BIFIE. The results are checked and agreed upon by the examination commission, composed in most cases of a delegate of the central educational authority, a class teacher, the schoolhead, and the student's own teacher. Year first established (column 7): National examinations (“Neue Reifeprüfung“) are being introduced in 2014/15 (trial period took place in 2013/14) for general programmes (Academic secondary schools, only for the upper level), and in 2015/16 for vocational programmes. Main purposes or uses (columns 18-20): The concepts of student selection for programme/faculty/discipline/field/specialisation at tertiary level, student expulsion from school, and decisions about scholarships or financial assistance for students do not exist in connection with national examinations in the Austrian system. Back_to_table Belgium (French Community): Locus of authority for grading/marking the exams (column 4): Teachers collectively manage the marking/grading of all examinations across schools in their own area. The questions are distributed among teachers so that each one is responsible for grading one or a few questions for all students in that area. Mechanisms to ensure reliability of marking across students (column 5): Teachers use performance criteria as well as rubrics. Year first established (column 7): Although central examinations for the secondary level were first established in 2011, they were not compulsory until 2013 for the lower secondary level, and 2015 for the upper secondary level. Percentage of students exempt from taking the examinations (column 12): Students can be exempted only for medical reason.
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