Educational Assessment in Estonia

Abstract

According to international studies, Estonian education system is recognized as a high-performing system where students achieve excellent results and enjoy remarkable levels of equity. Students from different socio-economic backgrounds have good access to education; there is a small share of low-performing students; and many students from disadvantaged backgrounds achieve high results. Moreover, Estonian students combine good learning outcomes with high levels of life satisfaction. In Estonia, education is highly valued. Principles and content of the current education system were determined after the re-establishment of Estonia’s independence in 1990. In the mid-1990s, the external evaluation system was established to provide feedback about student achievement of the learning objectives stated in the national curriculum. Estonia has participated in international educational assessments since 2003. The first study was IEA (International Association for the Evaluation of Educational Achievement) Trends in International Mathematics and Science Study (TIMSS) in 2003, followed by the OECD Programme for International Student Assessment (PISA) in 2006, 2009, 2012, 2015 and 2018; the OECD Teaching and Learning International Study (TALIS) in 2008, 2013 and 2018, the OECD Programme for the International Assessment of Adult Competencies (PIAAC) and other studies. The future of national evaluation system is more focused on formative assessment and use of digital tools which support learning and the development of each learner.