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Information systems for innovation and improvement in the Netherlands. Kasper Weekenborg Ministry of Education, Culture and Science. Three types of systems. Pupil monitoringsystem, a longitudinal system of tests to measure the level achieved by the pupils. For teacher, school and parents.
Ministry of Education, Culture and Science
Pupil monitoringsystem, a longitudinal system of tests to measure the level achieved by the pupils. For teacher, school and parents.
Cohort system, periodic survey which combines progress in school careers, test results and pupil/parent characteristics
Integral education number system (new), data- information system of all pupils/students. At this moment mainly for policymakers
What is it: longitudinal test system to measure the achievement level of the pupils during their school careers
Main purpose: to help teachers become, better teachers. They can make instructions more responsive to the needs of the pupils. Also, a self-evaluation system for schools.
Main test subjects: Dutch(& English)language, mathematics, environmental studies
Use:Result data is only available to school/teacher/parents.
Coverage: Primary and lower secondary education (ISCED 1 and 2). This monitor is voluntary (CITO coverage 65% of the primary schools).
Initiator: the monitor is designed and carried out by CITO, a private organisation.
What is it: periodic longitudinal survey which combines progress of school careers, test results and pupil/parent characteristics
Main purpose: understanding school careers and results, in relation to pupil and parent charactistics.
Use: Data system for research and policy makers
Coverage: pupils from their 5th to their 18th birthday’s (ISCED level 1,2 and partially 3), 10% sample of the five year olds.
Initiator: NWO, Netherlands Organisation of Scientific. Research carried out by a consortium of research institutes.
What is it: data information system of all pupils/students based on unique personal numbers which enables us to monitor the school career of each pupil/student.
Main purpose: funding schools and monitoring school careers for policy makers on school, local and national-levels.
Coverage: all ISCED levels, nearly all pupils and students (only a small part of private schools is missing).
Initiator: Minister of Education
Available data of every pupil/student
Education: Grade, type of school, level of education, educational trackrecord, test/examination results, diploma, school characteristics, zip code school
Person/pupil: civil number, age, sex, ethnic background, zip code
By linking databases
Household information: income, single parent
Parents: income, (un)employment
After leaving school
Labourmarket: (sort of) Job, income, unemployment
System offers a very ‘rich’ base for information
Insight into educational results on national, local, school and pupil level in one system.
Insight into the different school careers of different groups of pupils.
Insight into the success of the pupils after leaving school (success in futher education, success in the labourmarket)
Insight into the dropout–rates and the characteristics of these pupils (also parents, neighbourhood) and school care
These insights help in making the right policy decisions at
school/local/national level to improve the level of education
Agreement new coalition goverment:
introducing compulsory (central)testing in primary and secondary education to measure and benchmark learning gains
Linking learning gains and incentives for teachers/schoolteams
Establish a minimum baseline for mathematics and Dutch language in primary and secondary education (ISCED level 1,2,3).
Considering an integration of the longitudinal test monitor (CITO) and longitudinal education number data system.
Risks: CITO-test system is a voluntary self-evaluation system. The scope and use of the tests will probably change when the tests become compulsary and are linked to learning gains, benchmarks and financial incentives.
Are there similar experiences in other countries?
Points of attention: testing
Compare results of tests set at fixed points along the school career (places greater demands on the depth of the tests)
Testing pupils with special needs
Strong focus on qualification subjects, less focus on socialization-matters
Points of attention: benchmarking schools
Preventing teaching to the tests
How to react in the case of schools with a high proportion of disadvantaged pupils
Points of attention: data
Privacy matters: it takes 10 years of discussion in the Netherlands (change in personal number in another irreducible number and create a statistic enclave for linking with other databases)
Technical/ICT: the school’s administration has to be ready for the electronic data transportation of pupil data.
The quality of the data must be guaranteed (combined with data for funding, audited by an accountant)
Points of attention: support
Create support within schools (offer facilities for their own information needs)
Create support for the tests
Create support among teachers (also within teacher training institutions)
Reduce the administrative burdens
Last but not least: gain political support.