• figure IV.2.6b • countries in which school assessment and accountability policies are related to reading performance

School assessment and accountability policies

With accounting for the socio-economic (the model includes all of these

Without accounting for the socio-economic

and demographic background of students and schools assessment and accountability policies)

and demographic background of students and schools

Negative relationship Positive relationship Use of standardised tests OECD

Negative relationship

Positive relationship

Austria, Belgium,

hungary, Portugal,

Austria, Belgium

chile, Germany, Italy,

Slovak Republic

united kingdom, united States

OECD average change in score: -3.0

OECD average change in score: -1.2

Partner

Bulgaria, Jordan, Singapore

Azerbaijan, colombia,

Azerbaijan, hong kong-china,

hong kong-china, lithuania,

Shanghai-china

Shanghai-china, uruguay

Use of assessment OECD

Slovak Republic, Switzerland

turkey

hungary, Slovak Republic,

or achievement data:

Switzerland

Provide information to parents (benchmark

OECD average change in score: 0.7 OECD average change in score: -1.4

students to national or regional populations) Partner

Brazil, Dubai (uAe), Jordan,

Montenegro, trinidad and

Jordan, latvia, Qatar hong kong-china,

kazakhstan, Qatar, chinese

Use of assessment OECD

Denmark, Ireland, Slovenia,

Austria, Norway, Switzerland

luxembourg

Germany, Japan, Norway,

or achievement data:

united kingdom, united States

Switzerland, united kingdom

Have their progress tracked by administrative

OECD average change in score: -1.4

OECD average change in score: 2.7

authorities Partner

Brazil, lithuania,

Singapore

Panama, Peru, Romania,

Russian federation

Russian federation, chinese taipei

Use of assessment OECD

or achievement data: Austria, Greece, Switzerland Compare to other schools Greece, Japan, Spain, turkey

chile

Austria, Denmark, Germany,

Australia, chile

OECD average change in score: 5.5 OECD average change in score: 1.8

Partner

Albania, Brazil, colombia,

Jordan, trinidad and tobago,

Indonesia, kyrgyzstan,

Azerbaijan, tunisia

Indonesia, kyrgyzstan,

tunisia

Panama, chinese taipei

Russian federation, chinese taipei, uruguay

Use of assessment OECD

Australia, Switzerland, turkey chile, czech Republic, Mexico,

Austria, finland, korea, Sweden, united States

or achievement data:

united States

united kingdom

Monitor school’s progress

OECD average change in score: 0.1 OECD average change in score: -2.1

Partner

hong kong-china, lithuania

Albania, kazakhstan, Peru

lithuania, Serbia

Albania, Bulgaria, kazakhstan, Montenegro

Use of assessment OECD

or achievement data: turkey Post achievement data Italy, Slovak Republic, publicly Slovenia, turkey

Australia, Germany, Greece,

Switzerland

OECD average change in score: 13.7 oecD Average change in score: 4.0

Partner

Argentina, Azerbaijan,

Albania, colombia, croatia,

Azerbaijan, kazakhstan, Qatar colombia, hong kong-

kazakhstan, Montenegro,

hong kong-china, kyrgyzstan,

china, kyrgyzstan, Romania,

Qatar

lithuania, Peru, Romania,

chinese taipei

Use of assessment OECD

canada, Italy, Japan

or achievement data: Allocate resources

OECD average change in score: -6.6

OECD average change in score: -5.2

Partner

Albania

colombia, Macao-china, hong kong-china

chinese taipei

Use of assessment OECD

or achievement data: Australia, Netherlands Monitor teacher practices

Belgium, hungary

Netherlands

OECD average change in score: -2.5

OECD average change in score: -3.0

Partner

Azerbaijan, Dubai (uAe),

Peru, chinese taipei

Azerbaijan, hong kong-china, chinese taipei

hong kong-china, lithuania,

tunisia

Use of assessment OECD

Italy

Denmark

or achievement data: Make curricular decisions

OECD average change in score: 0.9 OECD average change in score: 1.0

Partner

Bulgaria, colombia,

chinese taipei

Serbia, Shanghai-china

hong kong-china, Qatar, Shanghai-china

Note: only those school systems where there is a statistically significant relationship between school assessment and accountability policies and reading performance are listed. oecD averages in bold denote that the estimate is statistically significant at the 5% level (p < 0.05). 12 Source: oecD, PISA 2009 Database. tables IV.2.9b and IV.2.9c. http://dx.doi.org/10.1787/888932343380

How resources, policies and practices are related to student performance 2

• Figure IV.2.7 •

How schools' assessment and accountability policies are related to reading performance Expressed as a percentage of the average variance in reading performance in OECD countries (100% is the average total variance in reading performance across OECD countries)

Variance in reading performance: Solely accounted for by schools’ assessment and accountability policies Jointly accounted for by students’ and schools’ socio-economic and demographic background

and by schools’ assessment and accountability policies Solely accounted for by students’ and schools’ socio-economic and demographic background Unaccounted for by any of the above factors

• figure IV.2.6b • countries in which school assessment and accountability policies are related to reading performance