Renforcer la mesure pour piloter la qualité de l'éducation : une analyse comparative, en rapport au niveau du développement économique, des évaluations nationales sur les acquisitions des élèves

Après une première phase consacrée aux évaluations internationales et régionales, nous nous attachons dans ce rapport à présenter un panorama sélectif des enquêtes nationales. L'accent ici sera placé sur la comparaison des méthodes : sont-elles différentes le long de l'échelle de développement ? En comparant des exemples le long de cette échelle, nous remarquerons l'impact du clivage sur le niveau d'initiative centrale ou décentralisée pour l'école. La pratique des enquêtes montre bien que si l'initiative reste décentralisée souvent l'évaluation peut conduire à décrire le degré d'harmonisation d'un système et offrir une mesure de la nécessité d'une certaine homogénéité du produit scolaire comme une obligation de résultat. Cela renforce la vision tout au long de l'échelle de développement du rôle de biens publics mondiaux qui sont de plus en plus assumés par les savoirs de base. Si la norme en ce domaine reste fixée par les enquêtes internationales, celles-ci permettant de découvrir le problème par comparaison, aussi faut-il identifier là où sont les manettes sur lesquelles les politiques peuvent agir. On retrouve donc la question de l'école efficace par l'éventuelle adoption ou transcription de bonnes pratiques qui viennent de la comparaison internationale. Par ailleurs, se
retrouve tout autant la question de l'école juste qui permet à chacun quel que soient son lieu de vie, ses origines sociales ou culturelles de pouvoir accéder à ces savoirs, qu'ils soient acquis durablement et que ce niveau d'instruction permette d'assurer les capacités nécessaires à l'adulte.

SABER: World Bank develops new tool to assess education systems

SABER: World Bank develops new tool to assess education systems:

The eight policy goals of the SABER-teachers program. Image from the World Bank website.

In response to growing awareness of the impact that teachers have on the quality of education and student learning, the Human Development Network’s Education Sector at the World Bank recently launched the teachers’ component of its System Assessment and Benchmarking for Education Results (SABER).

SABER-teachers focuses on collecting data about teacher policies around the globe, analyzing it, and then disseminating it through user-friendly tools. The primary output will be a set of 10-page country reports that classifies education systems according to eight policy goals for which all countries should aim. Other soon-to-be-released SABER products include a database allowing countries to compare teachers’ policies and a website providing access to all country reports.

A draft paper entitled "What are the teacher policies of top-performing and rapidly-improving education systems?" (PDF) by Emiliana Vegas and Alejandro Ganimian uses previous ‘benchmarking’ research to understand how top-performing and rapidly-improving education systems perform on SABER-Teachers. [...]

These results will be complemented with additional data collected by SABER in the near future. In the meantime, the new SABER-teachers program promises to be a valuable and innovative tool for education policy research. It will enable countries to evaluate their systems and implement best practices to improve the quality of education worldwide.

Guerre de l'évaluation en Suisse

Guerre de l'évaluation en Suisse:
Le principal syndicat du primaire du canton de Genève a décrété la grève des notes. La Société pédagogique genevoise (SPG) invite les enseignants des 1ère et 2de année du primaire à ne pas remplir le nouveau bulletin imposé par le ministère de l'éducation du canton.

TIMSS 2011. Marcos de la evaluación. Nueva publicación sobre evaluación del Ministerio de Educación, Cultura y Deporte de España

TIMSS 2011. Marcos de la evaluación. Nueva publicación sobre evaluación del Ministerio de Educación, Cultura y Deporte de España: Esta publicación, Marcos teóricos y especificaciones de la evaluación TIMSS, contiene los marcos teóricos y explica el diseño de las especificaciones de evaluación que sirven como base para la aplicación de la prueba del 2011.

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Biblioteca digital

Les démarches d'évaluation en question

L’évaluation est de plus en plus souvent intégrée à la mise en œuvre des politiques publiques. Aujourd’hui plus complexes, les démarches évaluatives gagnent en précision mais sont plus exigeantes et demandent un certain nombre de précautions d’usage. L’ensemble des acteurs doit néanmoins se convaincre de leur intérêt, dans l’objectif d’accroître l’efficacité des mesures.

International university rankings: a new approach

University rankings are now a well-established part of the higher education landscape. But they are not without their detractors. Phil Baty, one of the speakers at the 2011 ACU Conference of Executive Heads, considers the issues and explains a new and innovative methodology. (See p. 8)

McKinsey & Company Education Report 2010: "How the world's most improved school systems keep getting better"

How the world's most improved school systems keep getting better

"How does a school system with poor performance become good? And how does one with good performance become excellent?
Our latest education report is the follow-up to the 2007 publication "How the world's best performing school systems come out on top," in which we examined the common attributes of high-performing school systems.
We compiled what we believe is the most comprehensive analysis of global school system reform ever assembled. This report identifies the reform elements that are replicable for school systems everywhere as well as what it really takes to achieve significant, sustained, and widespread gains in student outcomes.
In this new report, "How the world's most improved school systems keep getting better," we analyzed twenty systems from around the world, all with improving but differing levels of performance, examining how each has achieved significant, sustained, and widespread gains in student outcomes, as measured by international and national assessments.
Based on over 200 interviews with system stakeholders and analysis of some 600 interventions carried out by these systems this report identifies the reform elements that are replicable for school systems elsewhere as they move from poor to fair to good to great to excellent performance."

Why we can't get rid of failing teachers

The relative decline of American education at the elementary- and high-school levels has long been a national embarrassment as well as a threat to the nation's future. Once upon a time, American students tested better than any other students in the world. Now, ranked against European schoolchildren, America does about as well as Lithuania, behind at least 10 other nations. Within the United States, the achievement gap between white students and poor and minority students stubbornly persists—and as the population of disadvantaged students grows, overall scores continue to sag.

Children, their World, their Education

The Cambridge Primary Review

"Children, their World, their Education: final report and recommendations of the Cambridge Primary Review": soon to be available at the IIEP Documentation Centre

This 608-page report draws on over 4,000 published sources as well as the Review’s extensive evidence from written submissions, face-to-face soundings and searches of official data. Part 1 sets the scene and tracks primary education policy since the 1960s. Part 2 examines children’s development and learning, their lives outside school and their needs, aspirations and prospects in a changing world. Part 3 explores what goes on in primary schools, from the formative early years to aims, curriculum, pedagogy, assessment, standards and school organisation. Part 4 deals with the system as a whole: ages and stages; schools and other agencies; teacher training, leadership and workforce reform; governance, funding and policy. Part 5 draws everything together with 78 formal conclusions and 75 recommendations for future policy and practice.