National Center for External Evaluation of Education External evaluation of education

1. National Center for External Evaluation of Education External evaluation of education

2. National Center for External Evaluation is a public institution responsible for conducting external evaluation exams in Croatian educational system.

3. Objectives of external evaluation • To establish a system for improving the quality of education • To establish a system of standardized evaluation of knowledge and skills – competencies

4. Croatia’s and EU education-related documents serving as a basis • Declaration of Knowledge – Croatia as Based on Knowledge and Knowledge Application (HAZU, 2002.) • 55 recommendations for increasing Croatia’s competitiveness – Education for Growth and Development (NVK, 2004) • Plan for Developing Education and Training System for period 2005 – 2010 (MZOS, 2005) • Lisbon Declaration – Education and Professional Development until 2010 (EU, 2000)

5. What took place in the period 2004 - 2009? • System of external evaluation was introduced into Croatian educational system. • LAW ON EDUCATION AND TRAINING IN PRIMARY AND SECONDARY SCHOOLS introduces mandatory: 1. National Exams, 2. State Matura and 3. Self-evaluation. • National Center for External Evaluation of Education is established as a public institution.

6. Legal basis • Law on National Center for External Evaluation of Education (22.10.2004.) • Center’s Statute (Croatian Parliament, 9.12.2005.) • Director’s appointment (16.3.2006.) • Center is a public institution with public competencies • LAW ON EDUCATION AND TRAINING IN PRIMARY AND SECONDARY SCHOOLS • Law on Adult Education

7. OUR MISSION Center is responsible for external evaluation within Croatia’s educational and training system and for conductingexams based on national standards.

8. Tasks of the National Center for External Evaluation of Education • Research and preparation of national standards and exam materials • Conducts international proficiency tests • Coordinates the work of all participants responsible for conducting national exams (task forces, reviewers, exam coordinators, evaluators) • Organizes and conducts training of afore-mentioned groups • Organizes and conducts national exams and State Matura (print, distribution) • Processes and analyzes results, makes proposals for modifications • Trains all participants to use results and to introduce modifications in the system

9. INSTITUTIONS RESPONSIBLE FOR KNOWLEDGE EVALUATION • Ministry of Science, Education and Sports • National Center for External Evaluation of Knowledge • Council for Introduction of State Matura in Croatian Educational System • Council for Curriculum • Scientific Project for Introducing State Matura in Croatian Educational System (MZOS) • Four-year secondary schools • Adult education institutions • Primary schools • Institute for Social Research in Zagreb, CARNET, University Computing Center, Central Bureau of Statistics, Institute of Social Sciences “Ivo Pilar” • Education and Teacher Training Agency, Agency for Vocational Education and Training, Agency for Adult Education

10. National exams and external evaluation • Standardized procedures used to examine students’ abilities to use knowledge and skills on certain subjects • Based on curriculums • Enable duly, reliable and objective monitoring of the efficiency of schools and teachers • Conducted throughout educational process under equal and comparable conditions • Provide explanations for success or lack of success in education and training results • Other instruments are also applied, used to determine: quality of communication between teachers and students, school climate, social and demographic characteristics, students’ and teachers’ motivation factors, level of teachers’ qualifications.

11. Tasks of national exams and STATE MATURA • National exams have FORMATIVE tasks • State Matura has SUMMATIVE tasks • National exams should provide basis for improving educational system and for initiating self-evaluation process in schools • State Matura has to provide standardized evaluation of knowledge and skills of senior-year students at the end of mandatory education

12. Methodology of approach • Methodological approach on which the project is based is an adapted “Learning Results-Oriented Approach” • Approach consists of two key stages: 1. defining desirable results (achievements) of learning, harmonized with current secondary schools curriculums, • 2. making defined desirable results (achievements) operational – developing instruments of exams (exercises, tests) which have attested measuring characteristics (validity, reliability, objectivity, sensibility).

13. Classification of knowledge and cognitive processes (revised Bloom taxonomy)

14. Levels of importance of learning and teaching content Necessary to know Deep and permanent understanding Important to know Knowledge and effective action Valuable to know General knowledge

15. Objectives of introducing State Matura Clear definition and standardization of desirable competencies – learning results. Attested, reliable and objective verification of qualifications for performing a vocation – certification. Meeting the needs of labor market – Testing knowledge and competencies important for successful adaptation to job requirements. Contribution to defining national qualifications – Development of national vocational standards as a part of National Framework of Qualifications. Transparency and comparability of qualifications – securing distinction and recognition of our qualifications in the EU – our secondary school diplomas are becoming clear and comparable documents on local and European labor markets, as well as in European educational system.

16. Development objectives • To structure education in alignment with needs of economy and to harmonize with EU developments. • To stimulate positive competition between schools. • To improve the quality of schools – promotion of quality of learning and teaching. • To improve the culture of attesting and evaluating knowledge and competencies – increasing the quality of assessments in school. • To better define desirable results, objectives of education – basis for curricular reform. • To increase efforts – investment into quality of own work. • Better quality of communication between teachers and students – partnership.

17. Key competencies • Communication in native language • Communication in a foreign language • Mathematic literacy, science and technology • Digital literacy • Learning about learning (learning skills) • Inter-personal, inter-cultural, social and citizen competencies • Innovation and entrepreneurship • Cultural awareness and expressivity

18. Center’s ACHIEVEMENTS • System of task forces established (secondary school teachers and university teachers on a certain subject) • System of exam coordinators in secondary schools established • Building of self-evaluation system in secondary schools has began • Scientific and technical cooperation with a series of important institutions established • Education of all participants has began

19. Exams conducted • In 2006, national exams in 1st grades of comprehensive schools • In 2007, national exams in 2nd grades of comprehensive schools • In 2007, test of knowledge of 8th grade students of primary schools (students’ sample – math and Croatian) • In 2007, national exams in 1st grades of vocational schools and comprehensive schools • In 2008, test of knowledge of 4th grade students of primary schools • In 2008, test of knowledge of 8th grade students of primary schools • In 2008, experimental State Matura for 3rd grades • In 2009, national test of achievements in 2nd grades of comprehensive schools • In 2009, experimental State Matura for 3rd grades • Exam catalogues for State Matura in 2010 published • Self-evaluation in comprehensive schools, vocational schools and primary schools

20. STATE MATURA

22. WHAT IS EXAMINED?

23. SAME FOR EVERYONE Elementary level Croatian language Math State Matura Foreign language Elementary level Higher level Higher level Elementary level Higher level

24. Yet, somewhat different…

25. …for students of classic comprehensive schools Elementary level Croatianlanguage Math State Matura Foreign or classic language Elementary level Higher level Higher level Elementary level Higher level

26. …for schools operated on languages of ethnic minorities Elementary level Croatian language Mother tongue State Matura Foreign language or Math Elementary level Higher level Higher level Elementary level Higher level

27. STATE MATURA EXAMS

28. FOUR-YEAR VOCATIONAL AND ART SCHOOLS EDUCATION COMPLETED COMPREHENSIVE SCHOOLS STATE MATURA (there is no Matura paper) FINAL PAPER

29. STUDENTS OF FOUR-YEAR VOCATIONAL AND ART SCHOOLS STATE MATURA CENTRAL REGISTER AND CONTINUATION OF EDUCATION STUDENTS OF COMPREHENSIVE SCHOOLS STATE MATURA EXAMS: three mandatory examsandoptional state matura exams

32. Reserach & Conclusions • Education of parents • Teacher training • Teachers Marking vs. Exam Marking • Regional Socio-Economical conditionings • Students motivation • New type of examination

33. Today and tomorrow… • CENTER is an institution that provides links between professions, with a goal to improve quality of education • CENTER offers and seeks cooperation • CENTER should serve to everyone to build evaluation system which would responds to requirements of new generation and labor market • External evaluation will become SCHOOL’S need

34. What else we do • NQF expert groups • Licencing teachers & principals • PISA, PIRLS • International cooperation (CITO, IEA, ALTE, Language Survey,) • Regional cooperation (Prag Group, C-S Regional Group)

35. THANK YOU !