OECD Reviews of Evaluation and Assessment in Education: Serbia

Autor/inn/en	Maghnouj, Soumaya; Salinas, Daniel; Kitchen, Hannah; Guthrie, Caitlyn; Bethell, George; Fordham, Elizabeth
Institution	Organisation for Economic Cooperation and Development (OECD) (France); United Nations Children's Fund (UNICEF)
Titel	OECD Reviews of Evaluation and Assessment in Education: Serbia
Quelle	(2020), (275 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2223-0955
ISBN	978-9-2648-4521-3
Schlagwörter	Quantitative Daten; Access to Education; Academic Standards; Educational Change; Educational Improvement; Teacher Effectiveness; Institutional Evaluation; School Effectiveness; Economic Development; Barriers; Educational Strategies; Educational Development; Evaluation Methods; Academic Achievement; Foreign Countries; Policy Formation; Educational Policy; Low Achievement; Equal Education; Student Evaluation; Teacher Evaluation; Teaching Methods; Instructional Leadership; Competency Based Education; Outcomes of Education; Elementary Secondary Education; Serbia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schuleffizienz; Wirtschaftsentwicklung; Lehrstrategie; Bildungsentwicklung; Schulleistung; Ausland; Politische Betätigung; Politics of education; Bildungspolitik; Unterdurchschnittliche Leistung; Schulnote; Studentische Bewertung; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Instruction; Leadership; Erziehung; Führung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lernleistung; Schulerfolg; Serbien
Abstract	Serbia's education system performs well compared to other countries in the Western Balkans. There have been improvements in access to education and Serbia has undertaken major institutional reforms in recent years, such as the introduction of achievement standards at the end of compulsory education, teacher standards and a school evaluation framework. However, progress has not benefitted all population groups equitably and a large share of students in Serbia continue to leave school without mastering the basic competencies needed for further education and life. Addressing these educational challenges is crucial to the country's economic development, social prosperity and European integration. As Serbia works to develop a new national education strategy for 2030, it needs strong evaluation and assessment systems to detect and address areas of low and inequitable performance. This report examines the design and implementation of policies related to student assessment, teacher appraisal, and school and system evaluation in Serbia. In particular, it recommends that Serbia develop reliable measures on the extent to which students are meeting national learning standards and use these measures to inform practices in the classroom and policies at the regional and national levels. Improving students' learning will require strengthening school leadership, modernising the teaching profession and providing the support schools need to implement the competency-based curriculum and meet the individual needs of students. These reforms will also require adequate funding and capacity, which are currently jeopardised by the country's overall low level of public expenditure on education. This review, developed in co-operation with UNICEF, provides Serbia with recommendations to help strengthen its evaluation and assessment system to focus on support for student learning. It will be of interest to Serbia, as well as other countries looking to make more effective use of their evaluation and assessment system to improve quality and equity, and result in better outcomes for all students. (ERIC).
Anmerkungen	OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01