영국 교육정보

영국의 최신 교육정보를 확인해 보세요.

학교성적표(School Report Card) 제도 도입 예정

Author
주영한국교육원
Date
18:35 03 Jul 2009
Views
3819
학교성적표(School Report Card) 제도 도입 계획

□ School Report Card (SRC) 란?
- 2009년 교육백서 ‘Your Child, Your Schools, Our Future'에서 2011년부터 도입하겠다고 발표한 새로운 제도
- 학교운영 전반에 관한 책임성(accountability)을 확보하기 위하여 학교에 대하여 기대되는 운영의 결과(outcomes), 여러 우선순위(priorities)들 간의 균형성에 대한 교육당국의 핵심적인 설명서(statement) 역할을 할 것임

□ 도입 배경
- 외부 시행 성취도 평가 제도(Key Stage 2 국가성취도 평가 시험, GCSE, Diploma 제도 등)와 Ofsted의 학교평가(school inspection) 등 학교 운영의 책임성 확보를 위한 여러 가지 제도들이 각각의 기능을 잘 수행해 왔다고 평가 하고 있으나
- 학교에 대한 기대 수준이 변함에 따라서 책임성 제고 체제도 발전해야 한다고 판단함
- 각각의 학교가 이루어 내는 수행상황(performance)에 대하여 학교자체의 자체평가(self-evaluation)와 더불어 지역사회, 일반 국민, 미래의 학부모, 지역 및 중앙정부 차원의 외부 평가결과(external assessment)를 제공할 것임

□ 다른 제도들과의 연관성
- 자체평가(self evaluation) : 학교 자체의 철저하고 주기적인 자체평가를 통하여 계속적인 향상 노력 경주
- 학교성적표(School Report Card) : 지역사회, 일반 국민, 미래의 학부모, 지역 및 중앙정부 차원의 외부 평가(external assessment)로서 매년 작성됨
- 학교평가(school inspection) : Ofsted에 의하여 3년 간격으로 학교운영의 전체적인 효율성(effectiveness)에 대한 심층적이고 전문적이며 질적인(qualitative) 판단 결과로서 연례적으로 실시될 결과중심적인(outcomes-based) 학교성적표를 보완
- School Improvement Partner(SIP) : 지역교육청에 의해 임명되어 학교의 성취상황 모니터, 지원 방안 제공, 학교 향상계획의 효과적인 추진, 외부의 지원책 강구 등의 역할
- 책임성 확보 체계도
1

□ 향후 추진 계왹 및 일정
- 2011년 도입 예정
- Ofsted와 함께 사업계획요강(prospectus) 작성 중에 있음
- SRC 포함내용 : 학생들의 성적 수준(attainment) 및 진보도(progress), 학생복지, 문제점 개선 노력, 학부모와 학생들의 학교에 대한 의견 등
- 학교별 상황이 모두 다르기 때문에 각 지역별 특성과 입학생의 수준 등이 고려되어 모든 학교가 공평한 평가 기회를 가질 수 있도록 노력할 예정

□ 교육백서의 관련 내용 전문

A reformed and strengthened accountability system

4.16 Our reforms will be underpinned by strong school accountability. Accountability enables everyone to judge how well public money is being spent. It enables pupils and parents to compare the performance of shools - the schools that children currently attend, or may choose in the future. It enables schools to benchmark their performance, identifying those which have excellent practice and which can be supported to spread that practice, and those where performance is not yet good enough, which need support or additional resources to improve. It drives
school improvement and standards, encouraging high expectations and aspirations.

4.17 Our school accountability system has served us well in the past, driving real improvements in academic attainment. But as our expectations of schools change, so it is important that the accountability system develops too. We need to reward and support schools’ successes in supporting their pupils’ development across all five ECM outcomes; in preparing children and young people to continue to learn, and to succeed in later life; in helping all children at the school to achieve, particularly the most vulnerable and those at risk of not reaching their full potential, such as those from deprived backgrounds, or with special educational needs and disabilities; and in contributing to all children and young people in the local area, not only those on the school’s own roll, and to the wider community.

4.18 Within the accountability system, externally validated pupil assessment remains a vital measure of children’s academic attainment, and of their progression. As the Expert Group on Assessment set out, tests at the end of Key Stage 2 play an essential role in primary school accountability, just as GCSEs and Diplomas play a vital role for secondary education. We will build on these key assessments of schools’ performance, and as recommended by the Expert Group, will continue and extend our trials of ‘when ready’ tests in primary schools, and strengthen the role and quality of teacher assessment.

4.19 As Figure 8 shows, the main components of our accountability and school improvement model will be:
a. continual self-improvement – based on thorough and regular self‑evaluation;
b. the new School Report Card – providing clear, regular external assessments of each school’s performance for the local community, wider public and prospective parents, local and central government, and Ofsted;
c. Ofsted inspection – in-depth, qualitative, professional judgement of the school’s overall effectiveness, complementing the annual, outcomes-based School Report Card; and
d. SIPs – appointed by the local authority19, who will monitor schools’ performance, provide support and challenge, ensure issues are addressed through an effective school improvement plan, and help to broker external support.

A consistent picture of performance through the School Report Card

4.20 The new School Report Card, to be introduced from 2011, will provide our key statement on the outcomes we expect from schools, and the balance of priorities between them, ensuring more intelligent accountability across schools’ full range of responsibilities.

4.21 We are, in parallel with this White Paper, jointly launching with Ofsted a Prospectus for the next, detailed stage of development of the School Report Card. The School Report Card will report on outcomes across the breadth of school performance: pupil attainment, progress, and wellbeing; a school’s success in reducing the impact of disadvantage; and parents’ and pupils’ views of the school and the support they are receiving. The Prospectus considers which indicators might underpin these performance categories, including recognition of functional skills qualifications in line with the recommendation of the Expert Group on Assessment, and standards of behaviour. We will also consider how best to recognise partnership working and whether the School Report Card (or elements of it) could be aggregated to recognise formal partnerships.

4.22 The Prospectus also considers how to place each school’s outcomes in context, so that fair comparisons can be made between the performance of schools with different intakes and challenges. This is vital so that all schools, regardless of background or intake, have the same opportunity to perform well on the School Report Card.

4.23 The Prospectus sets out our plans to conduct a pilot over the next two years which will explore in detail how the School Report Card will be constructed. The pilot will enable a close consultation with all stakeholders using real data to engage in meaningful conversation and evaluation. Minimising the effort spent on data collection will be a central part of the evaluation throughout the pilot phase.

4.24 As set out in our earlier consultation, with the introduction of the School Report Card we intend to remove the legal requirement on schools to produce a School Profile. The recent report of the Expert Group on Assessment, in calling for the earliest possible introduction of the School Report Card, also recommended that it should replace the existing Achievement and Attainment Tables as the focus of public accountability for schools. This White Paper sets out how the School Report Card will, in future, be positioned – alongside Ofsted inspection – at the heart of the school accountability system. It will therefore supersede the Achievement and Attainment Tables as the central source of externallyverified, objective information on the outcomes achieved by schools.

4.25 That will not mean a reduction in the information publicly available about schools’ performance. The detailed performance data used to prepare the School Report Card will continue to be published, so that users can understand how the School Report Card has been prepared; and so that they can see the school’s outcomes in specific areas of interest. Where further data is collected by the Government, it will also, wherever appropriate, continue to be available to the public; and, in line with the Government’s wider commitment to making data on all public services available, we will explore how we can make it easy for parents to access data that reflects their individual interests and concerns.

4.26 It is important that the school accountability and school improvement systems have a clear and agreed understanding of what constitutes good school performance. Working together with Ofsted, we will ensure that, where appropriate, a common approach underpins the School Report Card, the Ofsted inspection framework and the Ofsted Self-Evaluation Form, so that there is a consistent set of priorities for schools running through all aspects of the accountability system. We will continue to work closely with Ofsted on all decisions on the design and content of the School Report Card. We will also review the targets that schools are required to set, to ensure that they properly reflect that common view of priorities.

4.27 Ofsted inspection and the School Report Card will be complementary and different evaluations of the school’s work. The School Report Card will focus on the measurable outcomes achieved by the school for its pupils. Inspectors also look at key aspects of a school’s work which require first-hand evidence and analysis from observation, and discussions with pupils, staff and parents – for instance, the quality of teaching and learning and the effectiveness of leadership and management. School Report Cards and Ofsted inspections will often report on different periods of time. As Ofsted’s judgement of a school’s overall effectiveness and the School Report Card will sometimes reflect different aspects of schools’ performance, it is important that both are easily accessible. The latest Ofsted judgement will therefore be included on the School Report Card.

4.28 As set out in the Government’s response to the Expert Group on Assessment, we believe that an overall score or rating on the School Report Card would help to ensure recognition for the full range of outcomes achieved by schools, and clarity on what constitutes good overall performance for use throughout the system and by parents. Without an overall score or rating, it is hard to see how comparisons between schools could be made, taking account of the range of their work, which were as compelling and easy to understand as those provided by current league tables which address absolute academic performance alone. However, we recognise that the way any overall score is constructed would be critical to its success with schools, the education community, parents and the public. We will therefore consult further on the categories that will be used and the indicators that will underpin those categories.

4.29 The School Report Card will only be properly able to reflect the full range of schools’ responsibilities – beyond the academic – if appropriate data is available. The outcome of the recent Ofsted/DCSF consultation on wellbeing indicators, published today, establishes a range of data that schools should be collecting and using to evaluate their contribution to pupils’ wellbeing. We anticipate that the School Report Card will draw on this data, including the views of parents and pupils gathered through perception surveys, although we would only expect to use some of the indicators identified. To ensure that the School Report Card can reflect this important information, we intend to legislate to ensure that schools
have a duty to report such data.

4.30 From 2013, all young people will stay in education or training until they are 17, and from 2015, until they are 18. The School Report Card will focus on performance for children and young people aged 5-16, although we will consider whether the School Report Card should use young people’s performance after age 16 as an effective judgement on how well they were prepared for further education and training, and on the quality of the information, advice and guidance they have received. We are also, in parallel with this White Paper, developing a common framework for assessing performance across all post‑16 providers of education and training for young people and adults, looking at a wide range of institutional performance indicators based on those currently used in the Framework for Excellence (FfE) which will be piloted by schools and local authorities from September 2009. It is intended that the FfE Report Card will be published annually for all post-16 institutions and will sit alongside the School Report Card, thus providing an overall view of school performance pre-16, and post-16 for schools with sixth forms. Similarly, we will consider how the School Report Card can represent the effectiveness of early years provision in primary schools