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OECD Education Working Papers No. 99
Learning Standards,
Centre of Study for
Teaching Standards
Policies and Practices in
and Standards for School
Education (CEPPE),
Chile
Principals: A Comparative
Study
https://dx.doi.org/10.1787/5k3tsjqtp90v-en
Unclassified EDU/WKP(2013)14
Organisation de Coopération et de Développement Économiques
Organisation for Economic Co-operation and Development
___________________________________________________________________________________________
_____________ English - Or. English
DIRECTORATE FOR EDUCATION AND SKILLS
UnclassiEDU
/WK
fieP
d (2013
)14
LEARNING STANDARDS, TEACHING STANDARDS AND STANDARDS FOR SCHOOL
PRINCIPALS: A COMPARATIVE STUDY
Centre of Study for Policies and Practices in Education (CEPPE), Chile
OECD Education Working Papers No. 99
The study compares the development, characteristics and implementation of standards in different OECD
countries, focusing on three different levels for which standards can be developed: (i) students and their
learning, (ii) teachers and (iii) school principals and their expected performance. It analyses standards and
related policies in general while focusing on the specific approaches adopted in a number of OECD and partner
countries and regions, including: Australia (Queensland and Victoria), Brazil, Canada (British Columbia and
Quebec), Chile, England, Germany, Korea, Mexico, New Zealand, Norway; and the United States (California
and Texas). The text analyses information gathered during 2011.
The study has been developed with contributions from different research teams of the Centre of Study for Policies
and Practices in Education (CEPPE). Chapters about learning and teaching standards were developed by
Cristián Cox, Elisa De Padua and Lorena Meckes. The section on standards for school principals has been
developed by José Weinstein and Gonzalo Muñoz from Universidad Diego Portales and by Javiera Marfán, from
the Fundación Chile. Within the OECD, the preparation of this report was coordinated by Francisco Benavides
(now at UNICEF) and Beatriz Pont, with support from Rachel Linden and Sylvain Fraccola.
Beatriz Pont, beatriz.pont@oecd.org
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This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of
O international frontiers and boundaries and to the name of any territory, city or area.
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EDU/WKP(2013)14
OECD DIRECTORATE FOR EDUCATION
OECD EDUCATION WORKING PAPERS SERIES
This series is designed to make available to a wider readership selected studies drawing on the
work of the OECD Directorate for Education. Authorship is usually collective, but principal writers
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the name of any territory, city or area.
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Copyright © OECD 2013
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EDU/WKP(2013)14
TABLE OF CONTENTS
TABLE OF CONTENTS ................................................................................................................................ 3
ABSTRACT .................................................................................................................................................... 5
LEARNING STANDARDS, TEACHING STANDARDS AND STANDARDS FOR SCHOOL
PRINCIPALS: A COMPARATIVE STUDY ................................................................................................. 6
1. INTRODUCTION ................................................................................................................................... 6
REFERENCES .............................................................................................................................................. 10
2. CONCEPTUAL DISTINCTIONS TO UNDERSTAND THE CONCEPT OF STANDARDS IN
EDUCATION ................................................................................................................................................ 14
2.1 The definition of standards .................................................................................................................. 14
2.2 Assessing the achievement of standards .............................................................................................. 15
REFERENCES .............................................................................................................................................. 17
3. LEARNING ACHIEVEMENT STANDARDS ........................................................................................ 18
3.1. Purpose of learning achievement standards ........................................................................................ 18
3.2. Layout, contents and models adopted by learning standards .............................................................. 19
3.3 How have learning standards been developed? ................................................................................... 23
3.4. How are learning achievement standards assessed? ........................................................................... 25
3.5 Implementation, use and impact of learning standards ........................................................................ 27
REFERENCES .............................................................................................................................................. 29
4. TEACHING STANDARDS ...................................................................................................................... 32
4.1 Purpose of teaching standards .............................................................................................................. 32
4.2. Characteristics of teaching standards .................................................................................................. 33
4.3 How have teaching standards been developed? ................................................................................... 36
4.4. How is the achievement of teaching standards assessed? ................................................................... 38
4.5. Implementation of teaching standards in educational systems ........................................................... 40
REFERENCES .............................................................................................................................................. 43
5. STANDARDS FOR SCHOOL PRINCIPALS .......................................................................................... 48
5.1. Standards for principals’ performance: What are they for? ................................................................ 49
5.2. Layout and domains considered in the standards for school principals .............................................. 50
5.3. How have standards for principals been developed? .......................................................................... 56
5.4. Are principals assessed using standards? How? ................................................................................. 58
5.5. Implementation of standards for school principals ............................................................................. 59
REFERENCES .............................................................................................................................................. 61
6. IMPLEMENTATION AND ALIGNMENT OF STANDARDS .............................................................. 66
6.1. Development and implementation of standards .................................................................................. 66
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