Research Article
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External School Evaluation Feedback and School Self-Evaluation: What Feedback Is Provided?

Year 2024, Volume: 9 Issue: 1, 123 - 164, 30.03.2024

Carla Figueiredo

https://doi.org/10.30828/real.1300512

Abstract

Concerns with educational quality have led to the implementation of external school evaluation (ESE), based on the premise that these processes can provide valuable information about schools and, consequently, create conditions for improvement. Improvement is based on the feedback, commonly in the form of an evaluation report, resulting from evaluations, describing the reality of each school, and providing clues and guidance for action and progress. Nonetheless, ESE still has a relatively weak impact on overall school improvement. With this in mind, this paper focuses on the potential of evaluation reports to promote improvement, aiming to answer the question: What kind of feedback on school self-evaluation (SSE) does ESE provide to schools? Focusing on the Portuguese case, the paper analyses the feedback regarding school self-evaluation provided in evaluation reports from the northern region of Portugal. The study concludes that the feedback provided in the reports is mainly descriptive and generic, referencing issues that apply to all schools rather than targeting issues specific to each school. This leads to the hypothesis that the vagueness of ESE feedback can explain the limited contribution external evaluations make towards SSE improvement in particular, and school improvement overall. The example of Portugal and self-evaluation can help bring to light where ESE processes are underperforming and require investment to achieve their goals.

Keywords

external school evaluation school self-evaluation evaluation reports feedback improvement

Supporting Institution

Foundation for Science and Technology (FCT)

Project Number

CEECIND/04172/2017

References

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Year 2024, Volume: 9 Issue: 1, 123 - 164, 30.03.2024

Carla Figueiredo

https://doi.org/10.30828/real.1300512

Abstract

Project Number

CEECIND/04172/2017

References

  • Afonso, A. J. (2009). Nem tudo o que conta em educação é mensurável ou comparável. Crítica à accountability baseada em testes estandardizados e rankings escolares. Revista Lusófona de Educação, 13, 13–29.
  • Afonso, A. J. (2010). Políticas educativas e auto-avaliação da escola pública portuguesa: apontamentos de uma experiência. Estudos em Avaliação Educacional, 21(46), 343–362.
  • Altrichter, H. & Kemethofer, D. (2015). Does accountability pressure through school inspections promote school improvement? School Effectiveness and School Improvement, 26(1), 32–56. https://doi.org/10.1080/09243453.2014.927369
  • Amado, J., Costa A. P., & Crusoé, N. (2017). A técnica de análise de conteúdo. In J. Amado (Ed.), Manual de Investigação Qualitativa em Educação (pp. 303–354). Imprensa da Universidade de Coimbra.
  • Ball, S. J. (1998). Big policies/Small world: An introduction to international perspectives in education policy. Comparative Education, 34(2), 119–130. https://doi.org/10.1080/03050069828225
  • Ball, S. J. (2001). Diretrizes políticas globais e relações políticas locais em educação. Currículo sem Fronteiras, 1(2), 99–116.
  • Bardin, L. (2011). Análise de conteúdo. Edições 70.
  • Behnke, K. & Steins, G. (2017). Principals’ reactions to feedback received by school inspection: A longitudinal study. Journal of Educational Change, 18, 77–106. https://doi.org/10.1007/s10833-016-9275-7
  • Bidarra, M. G., Barreira, C. F., Valgôde, M. M., Vaz-Rebelo, M. P., & Alferes, V. R. (2018). Atitudes dos professores face à avaliação de escolas. Indagatio Didactica, 10(2), 227–248. https://doi.org/10.34624/id.v10i2.11337 Bowen, G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. http://dx.doi.org/10.3316/QRJ0902027
  • Brady, A. M. (2019). Anxiety of performativity and anxiety of performance: Self-evaluation as bad faith. Oxford Review of Education, 45(5), 605–618. https://doi.org/10.1080/03054985.2018.1556626
  • Brown, M., McNamara, G., Ohara, J., O’Brien, S., Faddar, J., & Young, C. (2018). Integrated co-professional evaluation? Converging approaches to school evaluation across frontiers. Australian Journal of Teacher Education, 43(12), 76–90. http://dx.doi.org/10.14221/ajte.2018v43n12.6
  • Coe, R. (2009). School improvement: Reality and illusion. British Journal of Educational Studies, 57(4), 363–379. https://doi.org/10.1111/j.1467-8527.2009.00444.x
  • Devos, G. & Verhoeven, J. (2003). School self-evaluation conditions and caveats: The case of secondary schools. Educational. Management, Administration & Leadership, 31(4), 403–420. https://doi.org/10.1177/0263211X030314005 Datnow, A. & Hubbard, L. (2016). Teacher capacity for and beliefs about data-driven decision making: a literature review of international research. Journal of Education Change, 17, pp. 7-28. https://doi.org/10.1007/s10833-015-9264-2
  • Ehren, M. & Swanborn, M. (2012). Strategic data use of schools in accountability systems. School Effectiveness and School Improvement, 23(2), 257-280. https://doi.org/10.1080/09243453.2011.652127
  • Ehren, M. & Visscher, A. (2008). The relationships between school inspections, school characteristics and school improvement. British Journal of Educational Studies, 56(2), 205–227. http://dx.doi.org/10.1111/j.1467-8527.2008.00400.x
  • Eurydice (2004). Evaluation of schools providing compulsory education in Europe. https://op.europa.eu/pt/publication-detail/-/publication/96a863b8-2eef-4853-981d-09552ced6f95
  • Eurydice (2015). Assuring quality in education: Policies and approaches to school evaluation in Europe. http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/178EN.pdf
  • Faubert, V. (2009). School evaluation: Current practices in OECD countries and a literature review, OECD Education Working Papers, 42, OECD Publishing. http://dx.doi.org/10.1787/218816547156 Ferreira, C. (2016). Avaliação externa de escolas em Portugal: Reflexões sobre potencialidades e constrangimentos. Meta: Avaliação, 8(23), 359–379. Figueiredo, C., Leite, C., & Fernandes, P. (2016a). O desenvolvimento do currículo no contexto de uma avaliação de escolas centrada nos resultados: Que implicações?. Currículo sem Fronteiras, 16(3), 646-664.
  • Figueiredo, C., Leite, C., & Fernandes, P. (2016b). The curriculum in school external evaluation frameworks in Portugal and England. Research in Comparative & International Education, 11(3), 282-297. https://doi.org/10.1177/1745499916661933 Figueiredo, C., Leite, C., & Fernandes, P. (2017). Avaliação externa de escolas: Do discurso às práticas: Uma análise focada em Portugal e em Inglaterra. Meta: Avaliação, 25, 1-31. https://doi.org/10.22347/2175-2753v9i25.1205 Figueiredo, C., Leite, C., & Fernandes, P. (2018). Uma tipologia para a compreensão da avaliação de escolas. Revista Brasileira de Educação, 23, 25p. http://dx.doi.org/10.1590/s1413-24782018230018
  • Figueiredo, C. (2023). Autoavaliação de escolas: O quê? Como? Com quem? E depois?. Ensaio: avaliação e políticas públicas em educação, 31(120), 1-24. https://doi.org/10.1590/S0104-40362023003103545 Gaertner, H., Wurster, S., & Pant, H. (2014). The effect of school inspections on school improvement. School Effectiveness and School Improvement, 25(4), 489–508. https://doi.org/10.1080/09243453.2013.811089 García, B. (2013). El papel de la inspección escolar en la mejora de los resultados educativos. Educar, 49(1), 67–82.
  • Geel, M.; Visscher, A. & Teunis, B. (2017) School characteristics influencing the implementation of a data-based decision making intervention. School Effectiveness and School Improvement, 28(3), pp. 443-462. https://doi.org/10.1080/09243453.2017.1314972
  • Gustafsson, J. -E., Ehren, M. C. M., Conyngham, G., McNamara. G., Altrichter, H., & O’Hara, J. (2015). From inspection to quality: Ways in which school inspection influences change in schools. Studies in Educational Evaluation, 47, 47–57. http://dx.doi.org/10.1016/j.stueduc.2015.07.002
  • Gutwirth, G., Goffin, E., & Vanhoof, J. (2021). Sensemaking unraveled: How teachers process school performance feedback data. Studia Paedagogica, 26(4). https://doi.org/10.5817/SP2021-4-4
  • IGEC (2010). Folheto de divulgação da avaliação externa das escolas - 2010–2011. https://www.igec.mec.pt/upload/AEE_2011/AEE_2010_11_Folheto.pdf IGEC (2011). Avaliação externa das escolas: Avaliar para a melhoria e a confiança – 2006-2011. https://www.igec.mec.pt/upload/Relatorios/AEE_2006_2011_RELATORIO.pdf IGEC (2016). Quadro de referência para a avaliação externa das escolas. Avaliação externa das escolas 2016–2017. https://www.igec.mec.pt/upload/AEE_2016-2017/AEE_16_17_(1)_Quadro_de_Referencia.pdf IGEC (2018). Avaliação externa das escolas 2014–2015 a 2016–2017 — Relatório. https://www.igec.mec.pt/upload/Relatorios/AEE_2014-2017_RELATORIO.pdf
  • IGEC (2019). Âmbito, princípios e objetivos. Terceiro ciclo da avaliação externa das escolas. https://www.igec.mec.pt/upload/AEE3_2018/AEE_3_Amb_princ_objetivos.pdf
  • Justino, D. & Almeida, S. (2016). Inspecionar e avaliar: Origens da regulação coerciva da educação em Portugal. Educação, Sociedade e Culturas, 47, 31–51.
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There are 58 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Carla Figueiredo 0000-0003-3261-4907

Project Number CEECIND/04172/2017
Publication Date March 30, 2024
Published in Issue Year 2024 Volume: 9 Issue: 1

Cite

APA Figueiredo, C. (2024). External School Evaluation Feedback and School Self-Evaluation: What Feedback Is Provided?. Research in Educational Administration and Leadership, 9(1), 123-164. https://doi.org/10.30828/real.1300512
AMA Figueiredo C. External School Evaluation Feedback and School Self-Evaluation: What Feedback Is Provided?. REAL is a scholarly peer-reviewed publication. March 2024;9(1):123-164. doi:10.30828/real.1300512
Chicago Figueiredo, Carla. “External School Evaluation Feedback and School Self-Evaluation: What Feedback Is Provided?”. Research in Educational Administration and Leadership 9, no. 1 (March 2024): 123-64. https://doi.org/10.30828/real.1300512.
EndNote Figueiredo C (March 1, 2024) External School Evaluation Feedback and School Self-Evaluation: What Feedback Is Provided?. Research in Educational Administration and Leadership 9 1 123–164.
IEEE C. Figueiredo, “External School Evaluation Feedback and School Self-Evaluation: What Feedback Is Provided?”, REAL is a scholarly peer-reviewed publication, vol. 9, no. 1, pp. 123–164, 2024, doi: 10.30828/real.1300512.
ISNAD Figueiredo, Carla. “External School Evaluation Feedback and School Self-Evaluation: What Feedback Is Provided?”. Research in Educational Administration and Leadership 9/1 (March 2024), 123-164. https://doi.org/10.30828/real.1300512.
JAMA Figueiredo C. External School Evaluation Feedback and School Self-Evaluation: What Feedback Is Provided?. REAL is a scholarly peer-reviewed publication. 2024;9:123–164.
MLA Figueiredo, Carla. “External School Evaluation Feedback and School Self-Evaluation: What Feedback Is Provided?”. Research in Educational Administration and Leadership, vol. 9, no. 1, 2024, pp. 123-64, doi:10.30828/real.1300512.
Vancouver Figueiredo C. External School Evaluation Feedback and School Self-Evaluation: What Feedback Is Provided?. REAL is a scholarly peer-reviewed publication. 2024;9(1):123-64.
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