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Use of Assessments to Inform Educational Policies in French-Speaking Belgium

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Monitoring Student Achievement in the 21st Century

Abstract

In French-speaking Belgium, the national assessments developed only lately, and there are not yet national assessments developed by professionals that can be used to evaluate trends. Therefore, the only tools available to rigorously evaluate trends are international assessments. French-speaking Belgium has participated in international assessments since the early 1970s and their results are highly valued by policy-makers. Their level of awareness of the strengths and weaknesses of the education system can be considered as good. However, until recently, the impact of international assessments on education policies has been limited. Only scattered initiatives have been taken. From 2014, an extremely ambitious plan called Pacte pour un enseignement d’excellence has been launched. The Pact tackles most of the systemic weaknesses of the education system in FS Belgium and addresses at the same time structural change (lowering grade repetition, moving to a comprehensive lower secondary education), curricular changes and governance in a long-term perspective. A significant reform of the system of national assessments is currently under discussion.

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Authors and Affiliations

  1. University of Liège, Liège, Belgium

    Dominique Lafontaine

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  1. Dominique Lafontaine
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Correspondence to Dominique Lafontaine .

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Editors and Affiliations

  1. Nord University, Levanger, Norway

    Heidi Harju-Luukkainen

  2. Center for Research on Education and School Development (IFS), TU Dortmund University, Dortmund, Germany

    Nele McElvany  & Justine Stang  & 

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Lafontaine, D. (2020). Use of Assessments to Inform Educational Policies in French-Speaking Belgium. In: Harju-Luukkainen, H., McElvany, N., Stang, J. (eds) Monitoring Student Achievement in the 21st Century. Springer, Cham. https://doi.org/10.1007/978-3-030-38969-7_7

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  • DOI: https://doi.org/10.1007/978-3-030-38969-7_7

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