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by  Organization for Economic Co-operation and Development

OECD Reviews of Evaluation and Assessment in Education
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How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real
gains in performance across a country’s school system? The country reports in this series provide, from
an international perspective, an independent analysis of major issues facing the evaluation and assessment OECD Reviews of Evaluation
framework, current policy initiatives, and possible future approaches. This series forms part of the
and Assessment in Education
OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.
luxEmbOuRg
Contents
Chapter 1. School education in Luxembourg
Chapter 2. The evaluation and assessment framework Claire Shewbridge, melanie Ehren,
Chapter 3. Student assessment
Paulo Santiago and Claudia Tamassia
Chapter 4. Teacher appraisal
Chapter 5. School evaluation
Chapter 6. Education system evaluation
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Shewbridge, C., et al. (2012), OECD Reviews of Evaluation and Assessment in Education: m
Luxembourg 2012, OECD Publishing. b
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http://dx.doi.org/10.1787/9789264116801-en u
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This work is published on the OECD iLibrary, which gathers all OECD books, periodicals and statistical databases.
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ISbN 978-92-64-11679-5 -:HSTCQE=VV[\^Z:
91 2011 25 1 P

OECD Reviews of Evaluation
and Assessment in Education:
Luxembourg
2012
Claire Shewbridge, Melanie Ehren,
Paulo Santiago and Claudia Tamassia
This work is published on the responsibility of the Secretary-General of the OECD. The
opinions expressed and arguments employed herein do not necessarily reflect the official
views of the Organisation or of the governments of its member countries.
This document and any map included herein are without prejudice to the status of or
sovereignty over any territory, to the delimitation of international frontiers and boundaries
and to the name of any territory, city or area.
Please cite this publication as:
Shewbridge, C., et al. (2012), OECD Reviews of Evaluation and Assessment in Education: Luxembourg
2012, OECD Publishing.
http://dx.doi.org/10.1787/9789264116801-en
ISBN 978-92-64-11679-5 (print)(cid:3)
ISBN 978-92-64-11680-1 (PDF)(cid:3)
Series: OECD Reviews of Evaluation and Assessment in Education(cid:3)
ISSN 2223-0947 (print)(cid:3)
ISSN 2223-0955 (online)
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3
FOREWORD –
Foreword
This report for Luxembourg forms part of the OECD Review on Evaluation and
Assessment Frameworks for Improving School Outcomes (see Annex A for further
details). The purpose of the Review is to explore how systems of evaluation and
assessment can be used to improve the quality, equity and efficiency of school education.
The Review looks at the various components of assessment and evaluation frameworks
that countries use with the objective of improving student outcomes. These include
student assessment, teacher appraisal, school evaluation and system evaluation.
Luxembourg was one of the countries which opted to participate in the country
review strand and host a visit by an external review team. Members of the OECD review
team were Claire Shewbridge (OECD Secretariat), co-ordinator of the Review; Melanie
Ehren (Assistant Professor, Department of Educational Organisation and Management,
University of Twente; Netherlands); Paulo Santiago (OECD Secretariat); and Claudia
Tamassia (Programme Administrator Lead in the US-based Educational Testing Service
[ETS]; Brazilian national). The review team was also joined in Luxembourg by Morten
Rosenkvist (a secondee from the Norwegian Ministry of Education and Research
formerly with the OECD Secretariat). We would like to express our gratitude to Morten
for his work with the review team in formulating the preliminary conclusions. His robust
analysis and insights helped to form a solid foundation for the development of our report.
This publication is the report from the OECD review team. It provides, from an
international perspective, an independent analysis of major issues facing the evaluation
and assessment framework in Luxembourg, current policy initiatives, and possible future
approaches. The report serves three purposes: (1) provide insights and advice to
Luxembourgish education authorities; (2) help other OECD countries understand the
Luxembourgish approach; and (3) provide input for the final comparative report of the
project.
Luxembourg’s involvement in the OECD Review was co-ordinated by Amina Kafaï
of the Agency for the Development of Quality in Schools (ADQS) within the Ministry of
National Education and Vocational Training (MENFP).
An important part of Luxembourg’s involvement was the preparation of a Country
Background Report (CBR) on evaluation and assessment policy developed by Amina
Kafaï and Elise Aubert at the ADQS. The OECD review team is grateful to the authors
for compiling this material as background to the review and analysis. The CBR is an
important output from the OECD project in its own right as well as an important source
for the OECD review team. Unless indicated otherwise, the data for this report are taken
from the Luxembourgish CBR. The CBR follows guidelines prepared by the OECD
Secretariat and provides extensive information, analysis and discussion in regard to the
national context, the organisation of the school system, the main features of the
evaluation and assessment framework and the views of key stakeholders. In this sense,
the CBR and this report complement each other and, for a more comprehensive view of
evaluation and assessment in Luxembourg, should be read in conjunction.
OECD REVIEWS OF EVALUATION AND ASSESSMENT IN EDUCATION: LUXEMBOURG © OECD 2012
4
– FOREWORD
The review visit to Luxembourg took place on 31 May – 4 June 2010. The itinerary is
provided in Annex B. The visit was designed by the OECD in collaboration with the
Luxembourgish authorities. The biographies of the members of the OECD review team
are provided in Annex C. It should be noted that the scope for the review of Luxembourg
(as in all participating countries) was limited to primary and lower secondary education,
that is, the pre-school part of “fundamental education” in Luxembourg was not analysed.
During the review visit, the team held discussions with the MENFP; pedagogical
experts; the education authority inspecteurs for fundamental schools; teacher
representatives; parents’ organisations; representatives of directeurs; representatives of
students with special needs; teacher educators; civil society organisations; and researchers
with an interest in evaluation and assessment issues. The team also visited a range of
fundamental and secondary schools, interacting with secondary school directeurs,
presidents and their management teams, teachers and students in Luxembourg. The
intention was to provide a broad cross-section of information and opinions on evaluation
and assessment policies and how their effectiveness can be improved.
The OECD review team wishes to record its grateful appreciation to the many people
who gave time from their busy schedules to inform the OECD review team of their views,
experiences and knowledge. The meetings were open and provided a wealth of insights
during the early stage of the reform in fundamental schooling. Special words of
appreciation are due to the National Co-ordinator, Amina Kafaï, for doing everything
possible to respond to the questions and needs of the OECD review team. We thank her
also for sharing her insights and expertise and for being excellent company during the
heavy schedule of the review. We extend our gratitude to staff of the ADQS for lending
support and giving us some of their precious time. The courtesy and hospitality extended
to us throughout our stay in Luxembourg made our task as a review team as pleasant and
enjoyable as it was stimulating and challenging.
The OECD review team is also grateful to colleagues at the OECD, especially to
Thomas Radinger for preparing the statistical annex to this Country Review report
(Annex D) and to Heike-Daniela Herzog for editorial support.
This report is organised in six chapters. Chapter 1 provides the national context, with
information on the Luxembourgish school system, main trends and concerns, and recent
developments. Chapter 2 looks at the overall evaluation and assessment framework and
analyses how the different components of the framework play together and can be made
more coherent to effectively improve student learning. Then Chapters 3 to 6 present each
of the components of the evaluation and assessment framework – student assessment,
teacher appraisal, school evaluation and system evaluation – in more depth, presenting
strengths, challenges and policy recommendations.
The policy recommendations attempt to build on and strengthen reforms that are
already underway in Luxembourg, and the strong commitment to further improvement
that was evident among those we met. The suggestions should take into account the
difficulties that face any visiting group, no matter how well briefed, in grasping the
complexity of Luxembourg and fully understanding all the issues.
Of course, this report is the responsibility of the OECD review team. While we refer
where possible to the Luxembourgish CBR and other documents, and benefited from
many discussions with a wide range of Luxembourgish stakeholders, any errors or
misinterpretations in this report are our responsibility.
OECD REVIEWS OF EVALUATION AND ASSESSMENT IN EDUCATION: LUXEMBOURG © OECD 2012
5
TABLE OF CONTENTS –
Table of contents
Acronyms and abbreviations ..................................................................................................................... 7
Executive summary ..................................................................................................................................... 9
Chapter 1. School education in Luxembourg .......................................................................................... 13
Main features of the school system ......................................................................................................... 14
Main policy developments ...................................................................................................................... 18
References ............................................................................................................................................... 22
Chapter 2. The evaluation and assessment framework .......................................................................... 23
Context and features ................................................................................................................................ 24
Strengths .................................................................................................................................................. 27
Challenges ............................................................................................................................................... 30
Policy recommendations ......................................................................................................................... 36
References ............................................................................................................................................... 43
Chapter 3. Student assessment ................................................................................................................. 45
Context and features ................................................................................................................................ 46
Strengths .................................................................................................................................................. 52
Challenges ............................................................................................................................................... 54
Policy recommendations ......................................................................................................................... 59
References ............................................................................................................................................... 67
Chapter 4. Teacher appraisal ................................................................................................................... 69
Context and features ................................................................................................................................ 70
Strengths .................................................................................................................................................. 73
Challenges ............................................................................................................................................... 76
Policy recommendations ......................................................................................................................... 78
References ............................................................................................................................................... 87
Chapter 5. School evaluation .................................................................................................................... 89
Context and features ................................................................................................................................ 90
Strengths .................................................................................................................................................. 95
Challenges ............................................................................................................................................... 97
Policy recommendations ....................................................................................................................... 100
References ............................................................................................................................................. 104
Chapter 6. Education system evaluation ............................................................................................... 105
Context and features .............................................................................................................................. 106
Strengths ................................................................................................................................................ 109
Challenges ............................................................................................................................................. 111
Policy recommendations ....................................................................................................................... 112
References ............................................................................................................................................. 117
OECD REVIEWS OF EVALUATION AND ASSESSMENT IN EDUCATION: LUXEMBOURG © OECD 2012
6
– TABLE OF CONTENTS
Conclusions and recommendations ....................................................................................................... 119
School system context ........................................................................................................................... 119
Strengths and challenges ....................................................................................................................... 120
Policy recommendations ....................................................................................................................... 128
Annex A. The OECD Review on Evaluation and Assessment Frameworks for
Improving School Outcomes .............................................................................................................. 135
Annex B. Visit itinerary .......................................................................................................................... 137
Annex C. Composition of the review team ........................................................................................... 139
Annex D. Comparative indicators on evaluation and assessment ...................................................... 141
Tables
Table 1.1 Number and proportion of students enrolled by type of school (2010/11) ............................. 15
Table 3.1 Major student tests in Luxembourg ......................................................................................... 49
Table 5.1 Implementation of major elements of school evaluation in Luxembourg ............................... 90
Boxes
Box 3.1 Denmark: Feedback of student results on national computer-based tests ................................. 61
Box 4.1 The teaching profession in Luxembourg – Main features ......................................................... 72
Box 5.1 External school inspections in Wales (United Kingdom) ........................................................ 101
Box 5.2 Online analytical tool for school improvement in England (United Kingdom) ..................... 102
Box 5.3 The leadership framework in Ontario, Canada ........................................................................ 103
Box 6.1 Reporting on outcomes of the education system in Luxembourg ............................................ 108
Box 6.2 Approaches to broaden the evidence base for education system evaluation ........................... 115
OECD REVIEWS OF EVALUATION AND ASSESSMENT IN EDUCATION: LUXEMBOURG © OECD 2012
7
ACRONYMS AND ABBREVIATIONS –
Acronyms and abbreviations
ADQS Agency for the Development of Quality in Schools
(Agence pour le développement de la qualité scolaire)
CIS School Inclusion Commission (Commission d’inclusion scolaire)
CPOS School Psychology and Orientation Service (Centre de psychologie et d’orientation scolaires)
EMACS Educational Measurement and Applied Cognitive Science
ES General secondary education (Enseignement secondaire)
EST Technical secondary education (Enseignement secondaire technique)
IEA International Association for the Evaluation of Educational Achievement
MENFP Ministry of National Education and Vocational Training
(Ministère de l’Éducation nationale et de la Formation professionnelle)
MO Modular or preparatory regime in technical secondary education
(classe modulaire du régime préparatoire de l’enseignement secondaire technique)
OECD Organisation for Economic Co-operation and Development
PDS School Development Plan recommended in secondary schools (Plan de Développement Scolaire)
PIRLS IEA’s Progress in International Reading Literacy Study
PISA OECD’s Programme for International Student Assessment
PPP Tests at the end of fundamental schooling for promotion to secondary schooling
(épreuves passage primaire-post-primaire)
PROCI Project for Lower Technical Secondary Education (Projet Cycle Inférieur)
PRS School Development Plan in fundamental schools (Plan de Réussite Scolaire)
SCRIPT Department for the Co-ordination of Research in Pedagogical and Technological Innovation
(Service de Coordination de la Recherche et de l’Innovation Pédagogiques et Technologiques)
TALIS OECD’s Teaching and Learning International Survey
OECD REVIEWS OF EVALUATION AND ASSESSMENT IN EDUCATION: LUXEMBOURG © OECD 2012