Assuring Quality in Education: The EURYDICE School Evaluation Report

31 European education systems carry out internal and external school evaluation

31 European education systems carry out both external and internal school evaluations according to a new Eurydice report on quality assurance in education. The main driver for both types of evaluation is to monitor and improve the quality of teaching and learning in individual schools, and therefore contribute to a better quality of education and training at large.

The study reveals that school evaluation varies in scope, focus, and level of standardisation across European countries. In most cases, external school evaluation assesses aspects such as teaching quality, student outcomes or management tasks against a set of standards that define the concept of a 'good school'. Most countries make internal school evaluation compulsory, but schools usually have some autonomy regarding the scope and focus of the evaluation.

External and internal school evaluations are somewhat complementary in around 20 European education systems. In these systems, the final internal evaluation reports are used to inform and guide the external evaluation process. Stakeholders such as students, parents, or members of the local community are requested to participate in both evaluation processes in many European countries.

The full report Assuring Quality in Education: Policies and Approaches to School Evaluation in Europe takes detailed stock of the structures and organisation of school evaluation at primary and compulsory secondary level in all EU Member States, as well as Iceland, Norway, the former Yugoslav Republic of Macedonia, and Turkey. It compares the different evaluation approaches and the roles that external and internal school evaluations play in a given system, while examining the concrete procedures, qualifications of evaluators and the uses made of the evaluation results. The study contains both country-specific and comparative reviews of school evaluation in Europe and refers to the year 2013/14.

Full report

Highlights

 

Go back