Establishing a Framework for Evaluation and Teacher Incentives
Considerations for Mexico
Countries with underperforming education systems are recognising that effective reform is vital. But what types of programmes are likely to be effective, and how can they be implemented given local norms and conditions? This report focuses on evaluation, assessment and teacher incentives and attempts to answer these important questions for Mexico and, by extension, other OECD member and partner countries.
A public policy framework for education reform is first presented, followed by specifics on evaluation systems, student assessment instruments, school value-added considerations, and teacher evaluation and incentive plans. Dozens of policy findings and recommendations follow each of the six core chapters, including six key policy dimensions of effective education reform and an 11-step plan for improving teacher evaluation and incentives.
Also available in: Spanish
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Accountability as a Policy Driver for Improving Student Learning Outcomes
Governments have increasingly focused on accountability systems as part of larger reforms in public sector management (OECD, 2009a). In the education sector, this has been reflected in a move away from a focus on inputs and processes to one which focuses on outcomes (Hanushek and Raymond, 2006; Hanushek, 2002). As the ultimate purpose of education systems is student learning, this naturally implies that actors should be held accountable to students’ achievement. Paradoxically, increased accountability also implies increased autonomy of actors in terms of how resources provided to them are deployed to realise the objectives to which they are held accountable. Accountability in this sense implies that actors should publicly demonstrate that they are effectively pursuing established goals, at the same time that they are given the capacity, support, and sufficient autonomy to do so.
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