"Linking Resources to Results" explores the deliberate approach--including specific goals, a clearly articulated grantmaking strategy and benchmarks for measuring progress--the Chicago Public Education Fund used to help the Chicago Public Schools recognize, reward and deploy high-quality teachers. The case study is intended to help…

The purpose of this paper is to discuss both the status of the PhD in South Africa and the feasibility of the country's aspiration to increase by fivefold the production of PhDs by 2025. Based on the first empirical studies on doctoral education in South Africa, it argues that in order to move towards this target, an expanded and coordinated…

What happens when teams from 57 cities building afterschool systems gather to discuss two key system responsibilities--improving afterschool programs and using data for informed decision-making? Lots of rich discussion. This report covers a national afterschool conference held in February 2013. It details what mayors, program providers, system…

The evaluation at Italian Primary and Lower Secondary school levels in Italy is mainly defined by the continuous assessment performed by teachers. It is based on both the oral and written pupils' outputs, on the fulfilment of school projects and on the assignment and carrying out of homeworks. It may be both a formative assessment and/or a…

There is an extensive structure of formal student assessment in England, Wales and Northern Ireland. Although the structures in each of these countries were similar when they were initially introduced two decades ago, they have increasingly diverged over the last decade. This national description outlines the development of statutory assessment…

In Spain the evaluation of the education system is viewed as an essential element in order to improve the quality of education, since it constitutes a valuable instrument for the monitoring and assessment of both the functioning and the results of the education system, as well as for the improvement of the processes delivering these results. The…

Pupil assessment procedures and methods in Greece are set and "standardized" externally by the central authorities as defined in the legislative framework, the National Curriculum guidelines and teachers' manuals, while implementation is internal to the schools. The focus of primary schools is on formative assessment, while the lower…

Hungary has been experiencing major changes and innovation initiatives in public education in the last decade. Transparency of school processes and a focus on outcome and effectiveness have become major issues. Accordingly, the methodology of making relevant data accessible to those concerned has gained major importance. In terms of assessment,…

At Kindergarten Level (ages 3 to 5) pupil assessment focuses on their physical development, social development, creative development, intellectual development (which includes language and mathematical development) and their understanding of the world around them. At this level there is no formal teaching; the Kindergarten practitioner is…

Estonia restored its independence in 1991. The creation of legislation and reorganisation of the educational system was one of the first tasks of the restored Republic of Estonia. The development of the national curriculum for basic and upper secondary schools that provided a framework substituting the previous study modules, and the creation of…

The guiding principles of assessment policy and practice in Lithuania are described in the Law on Education (2003), General Curriculum and Educational Standards for Pre-school, Primary and Basic education (2003) and General Education Plans (2008-2009) as well as the special policy document on assessment called The Concept of Assessment of Pupils'…

In contrast to many other European countries, national testing is a relatively new phenomenon in Austria's education system. Educational standards tests, aimed at providing a basis for monitoring and evaluating schools and the education system, were created in addition to the traditional system of continuous assessment. In Austria, pupils at ISCED…

In Flanders, schools are autonomous in their pupil evaluation policy. It is a long and standing tradition that teachers choose their own evaluation methods and make their own tests and exams to decide whether a pupil will or will not pass. The attribution of certificates and diplomas is of old the responsibility of the class council. Flanders does…

During Phase 1 of the Intercultural Language Teaching and Learning in Practice (ILTLP) Project Nhu Trinh, a teacher of (Mandarin) Chinese, was one of a number of teachers who worked with project team members in a feedback process to develop intercultural units of work and longterm programs for their classes. The changes to Nhu's programming that…

The guiding principles and procedures for pupil assessment in Portuguese compulsory education were established by the Implementing Order No. 1/2005, 5th January, with amendments introduced by the Implementing Orders No. 18/2006, 14th March and No. 5/2007, 10th January, and apply to the learning objectives and competencies defined for the various…