Necessity and Objectives World countries use evaluation and assessments in various dimensions and analyze the results to assess and improve school outcomes and to bring innovation to school education. As global recognition grows on the fact that well planned and organically articulated evaluation and assessment frameworks prove useful in measuring the efficiency of educational systems and innovative plans, the OECD has decided to conduct an international comparative study on evaluation and assessment frameworks for improving school outcomes, so as to identify efficient and effective evaluation and assessment frameworks that are in place within the school education sector. This country background report has been drafted to describe the evaluation and assessment frameworks for improving Korea's school outcomes, as basic analytical work for international comparative study that follows the OECD guidelines. (The rest omitted)
This report was prepared by the Korean Educational Development Institute in close cooperation with the Korea Insititute for Curriculum and Evaluation and the Ministry of Education, Science and Technology, Repulblic of Korea, as an input to the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes. The document was prepared in response to guidelines the OECD provided to all countries. The opinions expressed are not necessarily those of the OECD or its Member countries. Further information about the OECD Review is available at www.oecd.org/edu/evaluationpolicy
As the autonomy and accountability of education have been emphasized since the 1990s, the assessment and evaluation have been getting more attention in education field as well. This report summarizes the concepts and policies related with this trend. This policy report focused upon not only the evaluation and assessment of schools and students, but also teacher, and principals. Moreover, it tries to link the assessment of institutions and overall accountability arrangement with information disclosure system.
A medida que se ha ido impulsando la autonomía y las responsabilidades de la educación desde los años 1990, el interés en la evaluación del sistema educativo también ha ido creciendo. En este informe se resumen los conceptos y políticas que ilustran dicha tendencia. Este informe sobre políticas se centra no sólo en la evaluación de escuelas y alumnos, sino también en la de los maestros y los directores de escuela. Además, se hace un intento de vincular la evaluación de las instituciones y los acuerdos de responsabilidad generales con un sistema de divulgación de información.