GermanySection I. External evaluation of schools1. Purpose of external evaluation and responsible bodiesIn 15 of the 16 Länder, external school evaluation (externe Evaluation, also: Fremd-evaluation, Schulinspektion) is regularly carried out. Responsibility lies either with the school supervisory authorities (as a rule, the Ministries of Education and Cultural Affairs, sometimes the middle-level school supervisory authorities) or with the institutes for school pedagogy (Landesinstitute für Schulpädagogik).School evaluation in Germany has a dual aim: monitoring the quality of school education and offering feedback and advice in order to improve provision. 2. EvaluatorsThe qualifications required for work as a school evaluator are determined by the Länder. As a rule, evaluation teams consist of teachers who are civil servants of the Land. Often these teachers have experience as head teachers, deputy head teachers or teacher trainers. In some Länder, representatives of industry or parents may be members of the evaluation team on a voluntary basis. Evaluation teams usually consist of three or four people. Evaluators who are teachers have normally completed several years’ teaching service. In some Länder, at least one of the teachers in the evaluation team is required to have the same qualifications as the teachers at the school level under evaluation. Depending on the individual Land, evaluators are expected or required to have expert knowledge in the following areas: teaching quality, school pedagogics, the structure of the school system, school legislation and school administration, school evaluation procedures and observational and data analysis skills. Evaluators receive specialist training.3. Evaluation frameworkThe evaluation procedures for schools in the Länder are in line with the educational standards for the primary sector, the Hauptschulabschluss and the Mittlerer Schulabschluss as adopted by the Standing Conference of the Ministers of Education and Cultural Affairs in 2003 and 2004. Educational standards are binding on all Länder. They are based upon the areas of competence for the individual subject or subject group which set down the capabilities, skills and knowledge students should have acquired at a certain stage of their school career. These cross-Länder attainment targets are, in most Länder, complemented by the provision of frameworks for school quality. The frameworks include evaluation criteria that define what constitutes good quality schools and teaching practices, and thus provide external evaluators and schools with a frame of reference.
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