Northern Ireland, United Kingdom.

Autor/inn/en	Shewbridge, Claire; Hulshof, Marian; Nusche, Deborah; Staehr, Lars Stenius
Titel	Northern Ireland, United Kingdom.
Quelle	Paris: OECD (2014), 202 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	OECD reviews of evaluation and assessment in education
Beigaben	grafische Darstellungen; Tabellen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie; Graue Literatur
ISBN	92-64-20769-4; 978-92-64-20769-1; 978-92-64-20770-7
DOI	10.1787/9789264207707-en
Schlagwörter	Kompetenz; Evaluation; Selbstevaluation; Bewertung; Großbritannien; Lehrer; Qualität; Schule; Steuerung; Evaluation; Nordirland; Schulleiter; Bericht; Kompetenz; Leistung; Empfehlung; Leistungsmessung; Selbstevaluation; Schule; Schulsystem; Schulinspektion; Schulleiter; Lehrer; Schülerleistung; Steuerung; Bericht; Bewertung; Empfehlung; Leistung; Leistungsmessung; Qualität; Rechenschaftslegung; Großbritannien; Nordirland
Abstract	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. (DIPF/Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/3