Transcript ראשות ארצית למדידה והערכה ראמ'ה

Assessment and Evaluation
of the Israeli Education System
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
Michal Beller
Director-General of RAMA
International
Comparisons
Formative
Assessments
Program
Evaluation
April 2013
Teacher &
Principal
Evaluation
RAMA
http://rama.education.gov.il
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 1
Assessment and Evaluation Should Provide
Support for an Ongoing Process
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
Baker, 2005•
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 2
Intended Instruction Hours
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
EAG 2012
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 3
Teaching Hours
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
EAG 2012
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 4
Class Size
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
EAG 2012
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 5
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Ministerial
Goals
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 6
Ministerial Goals (2009-2013)
1. Promote educational values
2. Combat violence and create an optimal educational climate
3. Improve achievement
4. Best utilize available study time
5. Narrow the educational gaps
6. Strengthen the status of teachers and improve the quality of instruction
7. Strengthen the status of principals
8. Focus on core subjects
9. Suit curricula to changing educational reality
10. Raise the number of students in professional-technological education
11. Align the education system to the digital age in the 21st Century
12. Mainstream special needs students into regular education by enhancing
the ability to retain them in classes and provide a range of solutions for
them
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 7
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
RAMA
Monitoring
School Violence
International
Comparisons
National Authority for Measurement and Evaluation in Education
Formative
Assessments
Program
Evaluation
Assessment for Learning
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 8
RAMA
An independent statutory unit - the National
Authority for Measurement and Evaluation –
RAMA - shall be established as the entity that
leads and provides professional guidance to
the education system with respect to
measurement and evaluation.
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
RAMA will conduct periodic evaluations of the
education system and evaluations in schools,
and will publish its findings in an annual report
submitted to the National Council for
Education.
From the Dovrat Commission (2004)
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 9
Improving Student Learning
Ultimately, accountability is not only about measuring
student learning but actually improving it
Ministerial
Goals
Large-Scale
Assessment in
Consequently, genuine accountability involves
Israel
supporting changes in teaching and schooling that can Matriculation
exams
heighten the probability that students meet standards
Meitzav
There are at least three major areas where attention is
needed:
Monitoring
School Violence
Ensuring that teachers have the knowledge and
International
Comparisons
skills they need to teach to the standards
Formative
Providing school structures that support high
Assessments
quality teaching and learning
Program
Evaluation
Creating processes for school assessment that
Teacher &
Principal
can evaluate students’ opportunities to learn and Evaluation
can leverage continuous change and improvement
RAMA
Darling Hammond, 2004
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 10
Campbell's Law
"The more any quantitative social indicator is used for
social decision making, the more subject it will be to
corruption pressures and the more apt it will be to
distort and corrupt the social processes it is intended
to monitor.”
"achievement tests may well be valuable indicators of
general school achievement under conditions of
normal teaching aimed at general competence.
But when test scores become the goal of the teaching
process, they both lose their value as indicators of
educational status and distort the educational
process in undesirable ways.”
Campbell, Donald T., "Assessing the Impact of Planned Social Change“.
The Public Affairs Center, Dartmouth College, December, 1976.
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 11
Narrowing
the
Curriculum
BetweenSubject
Reallocation
of time
The Impact
of Setting a
Specific
Target
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Unintended Negative Effects
of External High Stakes Testing
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Teaching to
the Test;
•Test
Inflation
Assessment
is Only a
Sample of
the
Curriculum
“Most
Children are
Left
Behind…”
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 12
Real Estate Map (based on Meitzav)
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 13
Meitzav League Tables
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 14
Updating the Israeli Assessment System
The main goals of the recent update:
Implement a culture of “assessment for learning”
Mitigate the threats of external exams (including
gaming the system)
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Effective integration of internal and external
evaluation
Decentralization of the evaluation process along with
the use of centrally designed rigorous tools
Empowerment of teachers and principals
Professional design of assessments and scoring
(including equating, alignment to curriculum and
standards and more)
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 15
Use of Multiple Indicators
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Internal
Formative
Assessments,
Assignment DataBase, “Off-the-shelf”
Assessments
Internal
admin.
of
external
tests
External
Monitoring
School Violence
International
Comparisons
Matriculation exams,
Meitzav
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 16
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Large Scale Assessment in
Israel
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 17
Large Scale Assessment in Israel
Matriculation Exams (“Bagrut”) – end of high school
Meitzav – National Assessments (Native Language, Math, Science,
English) – 5th and 8th grades (+2nd grade in Language) + Climate &
Pedagogical Survey to students and teachers (primary and secondary
students, teachers and principals)
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
International Comparisons:
(1995, 1999, 2003, 2007, 2011, 2015)
PIRLS - Reading Assessment – 4th Grade
(2001, 2006, 2011, 2016)
PISA - Reading, Mathematical & Scientific Literacy – 15+ Years Old
(2000/2, 2006, 2009, 2012, 2015)
TALIS - Teaching and Learning International Survey - Teachers
(2013)
PIAAC - Programme for the International Assessment of Adult
Competencies – 16-64 (2013)
Information Technology - SITES (1997, 2006); ICILS (2012 pilot)
Sample-based Assessments
TIMSS - Math and Science Study – 9th Grade
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 18
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Matriculation
Exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
(Bagrut)
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 19
Upper Secondary Graduation Rates (2010)
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
EAG 2012
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 20
~52% Do Not Matriculate
• Approximately 20% do not study in 12th
grade
• Approximately 9% of those studying in
12th grade do not take the Matriculation
exams
• Approximately 23% of those who take
the Matriculation exams are not eligible
for Matriculation Certificate
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 21
Only 48% Matriculate (on Average)
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 22
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
National Assessments
and
School Climate Surveys
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 23
Meitzav
?‫מהו‬
- ‫המיצ"ב‬
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
School Climate
& Pedagogical
Environment
Surveys
Program
Evaluation
National
Assessments
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 24
Meitzav – School Report
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 25
Achievement on Meitzav Assessments – 2007-2012
Multi-Year Comparison Across Schools (Grades 5&8)
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 26
Achievement on Meitzav Assessments in 5th Grade according
to SES (high-middle-low) amongst Hebrew Speakers
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 27
School Performance on Meitzav by SES
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
SES
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 28
School Climate and Pedagogical Environment
Ministerial
Goals
Teachers
Students
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Questionnaires
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
Principals
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 29
Meitzav Surveys
The surveys of school climate and pedagogical
environment on the Meitzav are designed to provide a
detailed picture of the school climate and pedagogical
processes that occur within it, as depicted in the
information gathered from questionnaires
administered to students and teachers
The questionnaires provide comprehensive and
relevant information on important dimensions in this
area, including:
• student motivation;
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
• the relationship between teachers and students;
Program
Evaluation
• team work among faculty;
Teacher &
Principal
Evaluation
• Violence
• and more
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 30
Ministerial
Goals
Large-Scale
Assessment in
Israel
Monitoring School
Violence
School & National
Levels
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 31
Monitoring Level of Violence at the National Level
• In order to get a more detailed picture of school violence,
RAMA developed the ‘Violence Monitoring Questionnaire’
(VMQ) (based on previous work by Benbenishty & Astor and
others)
• The VMQ focuses on a range of expressions of violent
and dangerous behaviors within schools and on
transport to and from school
• The goal:
• Collect systematic bi-annual comparable information, based on
student self-response
• Identify trends over time with regard the level of violence in the
education system
• In both 2009 and 2011 -- RAMA administered the VMQ
among a representative national sample of students
(around 24,000) in grades 4 to 11
• Next survey - 2013
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 32
Topics Investigated on the VMQ
• Severe violence
• Moderate violence
• Social violence
• Violence using digital media
• Verbal violence
• Violent gangs and bullying in schools
• Sexual violence
• Alcohol and drug abuse
• Violence by the school staff
• Violence towards the school staff
• Possession of cold weapons (knives/penknives)
• Violence on transport to and from school
• School absenteeism due to a fear of harm
• Student feelings of safety
• Students perception of the school's efforts in preventing
violence
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 33
Student Reporting of Violence (1/2)
Students reporting (in %) different types of violence according to grade
level in 2009 and 2011, and the rate of the change (in %)
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 34
Student Reporting of Violence (2/2)
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 35
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
International
Comparisons
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 36
Reading Assessment – 4th grade
RAMA
Large Scale
Assessment in
Israel
Meitzav
Monitoring
School Climate
and Violence
International
Assessments
Formative
Assessments
Program
Evaluation
Teacher
Evaluation
Ministerial
Goals
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2012# 37
PIRLS 2006: Results for Israel
RAMA
Large Scale
Assessment in
Israel
Average of the leading country – Russian Federation - 565
Meitzav
Monitoring
School Climate
and Violence
"PIRLS Scale Average"
International
Assessments
Formative
Assessments
Program
Evaluation
Teacher
Evaluation
Ministerial
Goals
RAMA
Rank from 45
countries
31
11
40
National
Authority for
Measurement
and Evaluation
in Education
© 2012# 38
Percentage of students reaching the PIRLS
2006 benchmark, by sector
RAMA
Large Scale
Assessment in
Israel
Meitzav
Monitoring
School Climate
and Violence
International
Assessments
Formative
Assessments
Program
Evaluation
Teacher
Evaluation
Ministerial
Goals
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2012# 39
Arabic Diglosia
• Diglosia refers to a situation in which closely
related languages are used by a single language
community. Usually it involves a spoken language
and a highly codified variety used in formal settings
• Diglosia is characteristic of Arabic –
• Arab children acquire their Spoken Arabic as first language
(L1) at home
• When they attend the Arab school system they begin to learn
to speak and to read Modern Standard Arabic (MSA) in first
grade, to speak Hebrew (L2) in second grade, and to read
and write in Hebrew and in English in third grade
• This in turn led the Ministry of Education to design
a radically new Arabic language acquisition
program starting from first grade
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 40
PISA
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 41
Trends of Change in Reading Literacy in Israel - PISA
Between the Years 2002, 2006, and 2009
600
Ministerial
Goals
+22
Large-Scale
Assessment in
Israel
550
+35
500
Mean
‫ציון ממוצע‬
Matriculation
exams
Meitzav
-13
450
474
452
439
Monitoring
School Violence
International
Comparisons
400
Formative
Assessments
350
Program
Evaluation
Teacher &
Principal
Evaluation
300
2002
2006
2009
A significant rise in achievement (35 points) in reading achievement in
Israel between 2006 and 2009. This improvement brings Israel closer to
the OECD average (493)
A rise of 22 points in total from 2002 to 2009
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 42
Trends of Change in Reading Literacy PISA between the years 2006 and 2009
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
Between 2006 and 2009 Israel rose by 35 points in reading, and is
positioned at third place with regard the size of improvement
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 43
Score Variance - PISA 2009
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
The countries are ranked according to size of the score variance (the gap between the
10th and 90th percentile)
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 44
Between and Within Variance of Science Scores on PISA 2006
Between
Within
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Finland excels in
personalized
learning:
30% of instruction
hours are spent by
teacher outside
the classroom with
individual students
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 45
Ministerial
Goals
Large-Scale
Assessment in
Israel
Release of PISA 2012 Results
in December 2013
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 46
PISA - Pushing the Envelope
• Literacy of Reading, Math, Science
• Financial Literacy
• Problem Solving
• Digital Assessments
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
• Collaborative Learning
• Innovation
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 47
Digital PISA Assessments - March 2012
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
PISA 2015 – fully computerized
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 48
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 49
PISA IN FOCUS 1: Does participation in pre-primary
education translate into better learning outcomes at school?
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 50
General Results at a Glance)
PISA in Focus 1 reported that significant
differences in educational achievements exist
between students who had attended preprimary education (PPE) ten years earlier, and
those who had not (even after accounting for
ESCS background)
Of all participating countries, this difference
was the most prominent in Israel
Although a casual conclusion cannot be
drawn from these results, they are still of high
importance to educators, policy makers and
researchers
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 51
Results for Israel for PISA In Focus 1
RAMA
Large Scale
Assessment in
Israel
Meitzav
Israel manifested the
largest difference in
reading achievements
between students who
had attended PPE and
those who had not
Monitoring
School Climate
and Violence
International
Assessments
Formative
Assessments
Program
Evaluation
Teacher
Evaluation
Ministerial
Goals
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2012# 52
Reanalyzing the Data
• A cautious analysis revealed that this large
difference is mainly explained by a sector
variable:
• The majority of those who didn’t attend
PPE were Arabic-speaking students
(mainly Bedouins)
• The average score on PISA of Arabicspeaking students is relatively low
• Within each language sector, the difference
in PISA achievements between students
who had and had not attended PPE is about
45 points, and it is stable along the entire
ESCS range
RAMA
Large Scale
Assessment in
Israel
Meitzav
Monitoring
School Climate
and Violence
International
Assessments
Formative
Assessments
Program
Evaluation
Teacher
Evaluation
Ministerial
Goals
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2012# 53
PPE Attendance in Israel)
 In Israel, the attendance rate of PPE for
more than one year is very similar to the
equivalent rate in OECD countries (74% and
72%, respectively)
 However, PPE attendance for more than
one year is much more prevalent among
Hebrew-speaking students than among
Arabic-speaking students (86% and 35%,
respectively)
 Not attending PPE is rare in the Hebrewspeaking sector (2%), while in the Arabicspeaking sector it is more common and
reaches 16%
RAMA
Large Scale
Assessment in
Israel
Meitzav
Monitoring
School Climate
and Violence
International
Assessments
Formative
Assessments
Program
Evaluation
Teacher
Evaluation
Ministerial
Goals
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2012# 54
PISA 2009 Achievements and
Ethnic Background in Israel
RAMA
Large Scale
Assessment in
Israel
Meitzav
Monitoring
School Climate
and Violence
International
Assessments
Formative
Assessments
Program
Evaluation
On average, the Arabic-speaking students scored about 100
points less than the Hebrew-speaking students
These results are consistent throughout the PISA studies
(and other studies) and apply to the three fields of literacy
measured in PISA
Teacher
Evaluation
Ministerial
Goals
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2012# 55
Actions Taken
RAMA
 In the wake of the results presented,
Israel's MoE decided to take steps to
reduce the number of children who do
not attend PPE at all, mainly in the Arab
sector
 The results also shed light upon a
possible vulnerable population, i.e.
students who did not attend PPE.
Teachers and educators should be
aware of such students when they enter
school
Large Scale
Assessment in
Israel
Meitzav
Monitoring
School Climate
and Violence
International
Assessments
Formative
Assessments
Program
Evaluation
Teacher
Evaluation
Ministerial
Goals
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2012# 56
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
Students Achievements in Israel
International
Comparisons
Formative
Assessments
International and National Views
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 57
What do the TIMSS and PIRLS Studies test?
TIMSS Study in Mathematics and Science (Grade 8)
 Mathematics Content Domains:
 Numbers (29%), Algebra (33%), Geometry (19%), Data and probability (19%)
 Science Content Domains:
Biology (37%), Chemistry (20%), Physics (25%), Earth Science (18%)

Cognitive Domains :



Knowing - Mathematics (36%), Science (32%)
Applying - Mathematics (39%), Science (44%)
Reasoning - Mathematics (25%), Science (24%)
PIRLS Study in Reading (Grade 4)

The study includes two types of text (literary and informational)

For each of the text types, four processes of comprehension are assessed:




Retrieving Explicitly Stated Information )22%(
Straightforward Inferences )28%(
Interpreting and Integrating )37%(
Evaluating Text )13%(
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 58
Israel’s Participation in IEA Studies
TIMSS 2011
PIRLS 2011
Subject area
Mathematics and Science
Reading
Grade level
Grade 8
Grade 4
42
45
Research cycle
Once every 4 years
Once every 5 years
Research years
1999, 2003, 2007, 2011
2001, 2006, 2011
Length of test
90 min. + questionnaire
80 min. + questionnaire
Monitoring
School Violence
Questionnaire
participants
Students, teachers, principals
Students, parents, teachers
and principals
International
Comparisons
Test participants
4,699 students in 151 schools
4,186 students in 152 schools
Formative
Assessments
Participating countries
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 59
TIMSS and PIRLS 2011: Results and Ranks in Israel
Participating Countries - AVG
600
Ministerial
Goals
541
550
516
516
500
450
512
467
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
477
Monitoring
School Violence
400
International
Comparisons
Formative
Assessments
350
TIMSS Mathematics
7
TIMSS Science
13
Rank among 42
participating countries
PIRLS Reading
Program
Evaluation
18
Teacher &
Principal
Evaluation
Rank among 45
participating countries
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 60
Inter-percentile range
(between 5-95 percentiles)
150
Morocco
Qatar
United Arab…
Oman
Malta
Romania
Saudi Arabia
New Zealand
Trinidad and Tobago
Israel
Iran, Islamic Rep. of
England
Bulgaria
Australia
Singapore
Colombia
Hungary
Georgia
Northern Ireland
Ireland
Indonesia
United States
Australia
Ukraine
Chinese Taipei
Saudi Arabia
2011 ,‫מתמטיקה‬
Qatar
Macedonia, Rep. of
Ghana
Oman
Palestinian Nat'l…
Jordan
Turkey
Bahrain
Malaysia
United Arab Emirates
Lebanon
Singapore
Armenia
Israel
Georgia
Iran, Islamic Rep. of
Romania
Morocco
New Zealand
England
Syrian Arab Republic
400
Poland
Slovenia
Slovak Republic
Canada
Spain
350
Hungary
350
France
United States
Thailand
Sweden
Indonesia
Finland
2011 ,‫מתמטיקה‬
Turkey
Qatar
Macedonia, Rep. of
Oman
Chinese Taipei
Georgia
Romania
Palestinian Nat'l Auth.
Jordan
Bahrain
Israel
Syrian Arab Republic
Iran, Islamic Rep. of
Saudi Arabia
Malaysia
Armenia
Ukraine
Korea, Rep. of
Hungary
United Arab Emirates
Morocco
Australia
Thailand
Singapore
Ghana
England
Hong Kong SAR
New Zealand
Indonesia
Japan
Russian Federation
Chile
Kazakhstan
Lithuania
United States
Tunisia
Lebanon
Italy
Slovenia
Sweden
Norway
400
Azerbaijan
Germany
Chinese Taipei
Lithuania
Kazakhstan
Korea, Rep. of
Japan
Russian Federation
Italy
Lithuania
Slovenia
Hong Kong SAR
Chile
Norway
Tunisia
400
Portugal
Italy
Sweden
Russian Federation
Belgium (French)
Denmark
Finland
Austria
Czech Republic
Norway
Hong Kong SAR
Croatia
150
Finland
Inter-percentile range
(between 5-95 percentiles)
150
Netherlands
Inter-percentile range (between
5-95 percentiles)
TIMSS and PIRLS 2011:
Inter-percentile Range of “Participating Countries”
TIMSS - Mathematics
350
Ministerial
Goals
300
250
200
Large-Scale
Assessment in
Israel
Matriculation
exams
TIMSS - Science
300
250
200
PIRLS - Reading
300
250
2011 ,‫מתמטיקה‬
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
200
RAMA
© 2013# 61
National
Authority for
Measurement
and Evaluation
in Education
TIMSS and PIRLS 2011: % of Students Reaching the International
Benchmarks in Israel and in the “Participating Countries”
100%
TIMSS Mathematics
12%
Advanced
(625 and higher)
Low
(475-400)
Below "low"
threshold
(Under 400)
11%
15%
80%
28%
40%
7%
15%
29%
34%
28%
33%
25%
19%
18%
22%
13%
12%
Israel Participating
516
Countries
- AVG
467
Israel Participating
516
Countries
- AVG
477
0%
Large-Scale
Assessment in
Israel
Matriculation
exams
Monitoring
School Violence
31%
19%
27%
Ministerial
Goals
Meitzav
30%
24%
20%
8%
19%
25%
60%
PIRLS Reading
28%
28%
High
(625-550)
Intermediate
(550-475)
8%
TIMSS Science
13%
7%
12%
Israel Participating
541
Countries
- AVG
512
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 62
TIMSS and PIRLS: Trends in Achievements 1999 - 2011
The number and composition of participating countries vary across cycles
TIMSS - Mathematics
TIMSS - Science
PIRLS - Reading
Ministerial
Goals
600
+50
+32
+48
Large-Scale
Assessment in
Israel
541
550
516
516
496
500
466
509 512
Matriculation
exams
488
468
463
468
Meitzav
450
Monitoring
School Violence
400
International
Comparisons
350
Formative
Assessments
2011 2007 2003 1999
2011 2007 2003 1999 2011 2006 2001
28
19
24
26
23
25
13
23
31
18
38
45
49
38
45
49
42
35
45
45 No. of participating countries
7
42
Rank
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 63
TIMSS and PIRLS: Trends in Achievements
2006/2007 - 2011
600
TIMSS Mathematics
550
TIMSS Science
+48
PIRLS Reading
450
Large-Scale
Assessment in
Israel
+29
+53
541
516
500
Ministerial
Goals
516
Matriculation
exams
512
Meitzav
468
463
Monitoring
School Violence
400
International
Comparisons
Formative
Assessments
350
2011
2007
2011
2007
2011
24
7
25
13
31
18
Rank
49
42
45
45
No. of participating
countries
49
42
2006
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 64
TIMSS and PIRLS: Trends in % of Students Reaching the
International Benchmarks 2006/2007 – 2011
TIMSS Mathematics
100%
Advanced
(625 and higher)
4%
15%
11%
10%
28%
30%
15%
16%
28%
29%
28%
40%
27%
15%
13%
25%
12%
15%
2011
2006
0%
2007
2011
2007
Monitoring
School Violence
31%
19%
13%
Matriculation
exams
30%
24%
25%
Large-Scale
Assessment in
Israel
Meitzav
30%
19%
20%
Ministerial
Goals
34%
30%
60%
Low
(475-400)
Below "low"
threshold
(Under 400)
5%
PIRLS Reading
80%
High
(625-550)
Intermediate
(550-475)
12%
TIMSS Science
7%
2011
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 65
TIMSS and PIRLS: Trends in Achievements 2006/2007 – 2011
Among Hebrew Speakers
TIMSS - Mathematics
TIMSS - Science
PIRLS - Reading
600
+20
550
+52
+45
Large-Scale
Assessment in
Israel
568
548
536
Ministerial
Goals
Matriculation
exams
530
500
Meitzav
485
484
450
Monitoring
School Violence
International
Comparisons
400
Formative
Assessments
350
2011
2007
2011
2007
19
7
19
10
11
2
Placement Based on
Int’l Rank
49
42
45
45
No. of participating countries
49
42
2011
2006
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 66
TIMSS and PIRLS: Trends in Achievements 2006/2007 – 2011
Among Arabic Speakers
600
TIMSS - Mathematics
TIMSS - Science
PIRLS - Reading
550
500
+57
Matriculation
exams
481
479
Meitzav
465
450
400
Large-Scale
Assessment in
Israel
+51
+59
Ministerial
Goals
Monitoring
School Violence
428
422
408
International
Comparisons
350
2011
Formative
Assessments
2011
2007
2011
2007
2006
34
22
37
22
40
35
Placement Based on
Int’l Rank
Program
Evaluation
49
42
49
42
45
45
No. of participating countries
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 67
TIMSS and PIRLS: Trends in Mathematics
Achievements by Socioeconomic Status 2007 - 2011
Hebrew Speakers
Arabic Speakers
600
+68
+36
550
+73
565
521
500
485
497
+51
+78
550
500
507
450
400
350
International
Comparisons
403
Formative
Assessments
350
2007
low
2011
middle
high
‫ דוברי עברית‬- ‫מתמטיקה‬
Meitzav
Monitoring
School Violence
454
429
420
Large-Scale
Assessment in
Israel
Matriculation
exams
493
450
400
Ministerial
Goals
600
2007
low
2011
middle
‫ דוברי ערבית‬- ‫מתמטיקה‬
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 68
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Formative
Assessments
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 69
Formative Assessments
First Grade Assessment in Reading in Native Language
Assessment of initial reading in first grade – Hebrew assessment
for Hebrew speakers and Arabic assessment for Arabic
speakers. The main aim is to assess students’ initial literacy in
their native language.
ABLE - Assessment of Basic Literacy in English
Assessment of initial reading ability in EFL at beginning fifth
grade. The main aim is to identify students who are struggling
with the initial stages of reading.
AMIT Kit for Student Mapping
Assessment of reading and writing ability at beginning of
seventh grade. The main aim is to assess the extent to which
students can cope with academic texts (similar to those they
encounter in course books).
Assessing Speaking Kit in Hebrew
Assessment of speaking in English for seventh, eighth and ninth
grades. The main aim is to assess the following skills: reading
aloud, reporting and discussing.
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 70
Formative Assessments
Assessing Speaking Kit (ASK) in English (EFL)
Assessment of speaking in English for seventh, eighth and ninth
grades. The main aim is to asses the speaking ability of students
studying English as a foreign language (EFL).
Language Assessment for New Immigrants
Assessment of language skills (reading, listening, speaking,
writing) among new immigrant students, designed for students
from third grade through to ninth grade. The main aim is to
assess the ability of students to function in regular classes with
additional support.
Banks of Performance Tasks
Performance tasks for assessing students in school subjects
(Math, Science, History, etc.) at all grade levels.
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 71
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Program
Evaluation
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 72
Types of Projects Evaluated
Wide range programs – Systemic reforms and/or wide
range projects. Usually imply wide public interest
Local programs with high potential – Locally initiated
programs that exhibit high potential for systemic
expansion
Educational projects – Evaluation of Projects of limited
scale, requested by initiators of the projects
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Pooled evaluation – A combined evaluation of several
programs with shared goals major features
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 73
Evaluations currently in process
“New Horizon” Reform in primary and secondary schools
“New Horizon” Reform in Kindergartens
“Personalized Education” in secondary schools
“The Power to Change (Oz Letmura)” Reform in high schools
“Advancement of 21st century skills” – integration of ICT in schools
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
The program for advancement of scholastic achievements in secondary schools
Evaluation of teachers, principals and other staff members
Programs for advancing literacy in kindergartens
“Amirim” - a program for advancing gifted children
“Social Matriculation Diploma” – advancing community involvement among high
school students
A unified program for schools’ field trips
“Healthy lifestyle” - a program for advancing healthy nutrition and physical activity
among students
Development of emotional strength among students
“AHAM” – improving school climate
Interconnections between school climate and scholastic achievements
Mapping and assessing Youth movements
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 78
Evaluations currently in process
“Nahshon” Project – Distant Learning
“Michael” Project – empowerment and Improvement of cognitive skills among
students
“Masa” program – English speaking volunteers teaching english in primary schools
“Feuerstein Program” – cognitive advancement of Ethiopian primary schools
students
Programs for advancement of Ethiopian - born students
A program of Mediation between Immigrant students, their families and school staff
Evaluation of “Avney Rosha” institute – an institute for advancing school principals
“Ad Halom” – a program for advancing literacy among adults
“The transparency project” – connecting inputs and outcomes
Autonomous conduct in schools
Principals’ leadership
Personalized education in high schools
Advancement of achievements in mathematics in middle schools
Advancement of achievements in geography in middle schools
Mapping and analyzing programs for advancement of achievements in
matriculation exams
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 79
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Teacher &
Principal
Evaluations
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 80
Teacher Evaluation in Israel
• Teacher evaluation in primary and secondary schools has
become a ministry policy and part of the official contracts with
the unions.
• In primary schools it is required for:

determining tenure

promotion to the highest levels during service

professional development
• In high schools it is required for:

individual award for distinguished teachers

accumulation of points for advancement of
distinguished specific role holders in schools

professional development
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 81
Formative vs Summative Evaluation
Ministerial
Goals
Large-Scale
Assessment in
Israel
Formative
Professional
Development
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Summative
High Stakes
Tenure
Promotion
Rewards
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
Different tools??
Different goals
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 82
Teacher Evaluation in “Ofek Hadash”
Teacher evaluation is required for:

Determining teacher tenure

Promotion on the teachers’ rating scale
(top ranks):

Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence

From grade 6 to 7
International
Comparisons

From grade 7 to 8
Formative
Assessments

From grade 8 to 9
Program
Evaluation
Professional development
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 83
Collaboration with all Stakeholders to Build the
Evaluation Process
 The Ministry of Education:
 The pedagogic administration: Elementary education and
Secondary education
 The training and professional development department
 The pedagogical secretariat
 The religious education department
 The social and youth department
 The Arab, Bedouin, Druse and Circassian departments
 Educational psychological department
 Special education department
 District managers and inspectors/supervisors
 School principals and teachers
 The Israeli Institute for Educational Leadership
 Teacher unions
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 84
Basic Assumptions in the Evaluation Process
• The process of teacher evaluation, their active participation and
involvement in the process, will contribute to the improvement of
teaching and promotion of student learning and well-being.
• Teacher self-evaluation and the evaluation by the principal of
teachers' work will contribute to the image of the fitting teacher and
to fostering learning processes and continual improvement
• Constant and continual improvement of teachers is based on
respect, trust, fairness, reflective dialogue and cooperation,
constitutes a central element in constructing a professional
community for school improvement and the advancement of the
education system
• Teacher evaluation is an important component of the role of the
school principal and in establishing administrative quality and
accountability for the development of human capital in his/her
school
• Teacher evaluation will strengthen the status of teachers and
the teaching profession through the design of professional identity,
continued professional development, examining the suitability to
teaching and provision of tenure, promotion in terms of rank and
roles.
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 85
Central Points in the Process of Teacher Evaluation
The principal presents the process of teacher evaluation to
the teaching staff
The principal presents the tool for teacher evaluation to
the evaluated teacher at the beginning of the year,
including the evaluation process, its stages, and time
line throughout the year
Teacher evaluation will be based on additional evidence
that attests to the teacher's work (e.g., planning a study
unit, instructional materials, personal work plan, class file,
etc.)
During the year the principal will carry out at least two
documented observations of the teacher's lessons and
also an observation of an individual instructional
session.
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 86
Central Points in the Process of Teacher Evaluation
Prior to the lesson observation the principal will hold a
discussion with the teacher in order to collect
information about the context in which the lesson is
taking place and the lesson's goals.
Following the lesson observation the principal will hold a
feedback discussion with the teacher, as close to the
time of the observation as possible.
The teacher will also provide a self evaluation based on
the four dimensions of evaluation
Together goals will be set for the professional
development of the teacher
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 87
Domains for Teacher Performance
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 88
Domains for Teacher Performance
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 89
The Teachers’ Professional Development Scale
The evaluation scale indicates the level of expected teacher performance
on different development stages and within different domains:
Domains for Teacher Performance
Unsatisfactory
Basic
Skilled
Distinguished
Master
Ministerial
Goals
Large-Scale
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Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 90
Tool for Teacher Performance Assessment
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RAMA
The tool enable drawing a teacher profile on different domains.
National
Authority for
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© 2013# 91
A Teachers’ Profile
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Monitoring
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International
Comparisons
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Program
Evaluation
Teacher &
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Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 92
Domains for Teacher Performance
Ministerial
Goals
Large-Scale
Assessment in
Israel
Matriculation
exams
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 93
RAMA: Assessment in the Service of Learning
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Monitoring
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Evaluation
Teacher &
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Evaluation
RAMA
Accountability begins from school self-evaluation
National
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© 2013# 94
Trust and Shared Responsibility
Ministerial
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Students
Trust and
Shared
Responsibility
Principals
Parents
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Teachers
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Local
Education
Units
Administrators
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Evaluation
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National
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© 2013# 95
Ministerial
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Assessment in
Israel
Matriculation
exams
Thank You
Meitzav
Monitoring
School Violence
International
Comparisons
Formative
Assessments
[email protected]
Comments ? Questions?
Program
Evaluation
Teacher &
Principal
Evaluation
RAMA
National
Authority for
Measurement
and Evaluation
in Education
© 2013# 96