オランダの初等教育における学校評価政策の動向 -学力テストの位置づけに注目して-

Abstract

A key feature of the Dutch education system—guaranteed under article 23 of the constitution—is freedom of education (i.e., the freedom to found schools, organize teaching, and determine operating principles). However, the Dutch Inspectorate continues to evaluate and influence the quality of education. This paper discusses the changes of school evaluation in primary education in the Netherlands, focusing on the role of achievement tests in schools undergoing inspection. The Inspectorate's framework for assessment of school quality integrated two types of indicator: legal requirements and quality standards. However, when learning outcomes and the teaching-learning process are inspected to determine education quality, schools do not have to meet quality standards not imposed by education laws to be eligible for government aid. Hence, the Dutch Educational Supervision Act was amended in 2012 to accord high priority to learning outcomes when assessing the quality of education. As a result, the standardized organization of teaching is now a matter of concern in the Netherlands. Moreover, to further study school evaluation from the perspective of the freedom of education, it is important to consider not only schools but also parents and students.