School evaluation at Japanese schools: policy intentions and practical appropriation

2008 ◽  
Author(s):  
Masaaki Katsuno ◽  
Tetsuro Takei
Keyword(s):  
Education Reform ◽  
Empirical Research ◽  
Student Involvement ◽  
Evaluation Process ◽  
School Evaluation ◽  
Japanese Education ◽  
Evaluation Policies ◽  
Japanese Schools

In the present paper the authors will describe the development of school evaluation policies in the context of recent Japanese education reform. In doing so, the applicability of Neave's 'Evaluative State' thesis shall be examined. And then they will move on to the discussion as to how the policies will work in schools. Drawing on the findings of their empirical research into student involvement in the school evaluation process, the authors will deal with the 'politics of appropriation'. The process could be of a liberating nature at the present time, as opposed to the managerial intentions of policy.

Relational Approaches to School Evaluation

2020 ◽  
pp. 132-154
Author(s):  
Kenneth J. Gergen ◽  
Scherto R. Gill
Keyword(s):  
Test Performance ◽  
Evaluation Process ◽  
School Evaluation ◽  
School Inspection ◽  
Policy Makers ◽  
Evaluation Practice ◽  
Whole School ◽  
Evaluative Concerns ◽  
Multiple Voices ◽  
The Many

School inspection based on the standardized measurement of student test performance is among the significant causes of teachers’ stress and school leaders’ frustration. To truly understand how a school provides meaningful educational experiences, it is imperative to involve the reflection of all stakeholders. Viable alternatives from a relational standpoint are now emerging, and demonstrate how school evaluation in the form of collective and mutually supportive inquiry can enrich understanding of school functioning and stimulate effective change. Among the many relevant practices, the authors focus on two relationally sensitive approaches to replace the traditional models of school inspection: first, a community-based whole-school evaluation drawing on the perspectives of teachers, parents, students, and school governors, and then and an integral evaluation practice combining the evaluative concerns of the school community and policy makers. These practices demonstrate the value of including multiple voices in the school evaluation process, thus empowering and engaging the wider community in improving schools.

scholarly journals Avaliar: Sistema para Autoria e acompanhamento de recursos avaliativos

2020 ◽  
Author(s):  
Alana Elias ◽  
Igor Vanderlei ◽  
Mariel Andrade ◽  
Rodrigo Gusmão ◽  
Jean Teixeira
Keyword(s):  
User Experience ◽  
Evaluation Process ◽  
Learning Goals ◽  
School Evaluation ◽  
Teachers And Students ◽  
Verification Process ◽  
Bibliographic Study

Learning verification is the target of numerous studies that aim to transform it from its solely classificatory character, in a process of diagnosing the student's evolution in the learning goals of a subject. This research proposes a software for monitoring and authoring evaluative activities, modelled in order to support teachers and students in the learning verification process. For this, using the DSR methodology, a bibliographic study was carried out in the context of school evaluation to support the designing of the tool. The presented solution was validated through tests and questionnaires on user experience. The results demonstrated the potential of the tool to support the school evaluation process.

scholarly journals Evaluation of School Learning: The Pedagogical Alignment of Evaluation Practices

2017 ◽  
Vol 1 (2) ◽  
pp. 17
Author(s):  
Eliabe Bezerra de Oliveira Silva
Keyword(s):  
Local Level ◽  
Evaluation Process ◽  
School Evaluation ◽  
Education Policies ◽  
Social Actors ◽  
The Social ◽  
School Learning ◽  
Teaching Learning ◽  
Subject Making ◽  
State Schools

This article deals with the relation between evaluation of school performance and other types of evaluation. The purpose of this paper is not to propose internal school evaluation as the central axis in the teaching-learning process, considering the ethical, political, pedagogical and social aspects throughout the evaluation process. The method was the direct observation of the evaluation routines, in state schools of Juazeiro do Norte-Ceará. Bibliographic research was also used to interpret the content. The arguments were constructed in order to renew the discussion on the subject, making possible new relations. The results led us to believe that the pedagogical alignment of school evaluation with other types of evaluation is an essential tool within a systemic view of education. There are interchangeable relations between these evaluations, with implications in the relations among the social actors, in a quest for social equity. Therefore, the bases of school evaluation tend to change, starting from an ethical and political stance, that begin at the local level, within the school. All forms of evaluation, internal and eternal, should contribute to consolidate the circle of communication between the social actors involved in schooling and to "feed" an information network in order to support more effective public education policies. 

scholarly journals Exploring parent and student engagement in school self-evaluation in four European countries

2020 ◽  
pp. 147490412096120
Author(s):  
Martin Brown ◽  
Gerry McNamara ◽  
Sakir Cinkir ◽  
Jerich Fadar ◽  
Maria Figueiredo ◽  
...  
Keyword(s):  
Student Engagement ◽  
Empirical Research ◽  
Document Analysis ◽  
European Countries ◽  
School Level ◽  
School Evaluation ◽  
Policy Documents ◽  
Self Evaluation ◽  
Distributed Evaluation ◽  
Evidence Of Impact

The purpose of this paper, which is part of a three-year EU Erasmus+-funded study titled ‘Distributed Evaluation and Planning in Schools’ (DEAPS), is to provide an analysis of policies, structures, processes, supports and barriers that exist to enable or inhibit the involvement of students and parents in school evaluation in four European countries (Belgium, Ireland, Portugal and Turkey). Document analysis was used for this study and some 348 peer-reviewed articles, and 28 national and transnational policy documents were included in the analysis. Based on this review it would be reasonable to suggest that the student/parent voice agenda around evaluation in schools remains, by and large, aspirational. It is extolled in policy but in practice is mainly tokenistic with very little evidence of impact on the work of schools. In light of this, it is argued that government and school-level policies and strategies need to be reconsidered to enhance students’ and parents’ engagement in school evaluation. As a first step, significant further empirical research on the limitations on and conditions necessary for stakeholder voice in education is required.

Shared leadership: A comparative case study of two first year US principals’ socialization around teacher evaluation policy

2017 ◽  
Vol 47 (3) ◽  
pp. 369-382 ◽  
Author(s):  
David B Reid
Keyword(s):  
Teacher Evaluation ◽  
Elementary School Principals ◽  
Evaluation Process ◽  
New Teacher ◽  
Comparative Case Study ◽  
First Year ◽  
Policy And Practice ◽  
Teacher Evaluation Policy ◽  
The Us ◽  
Evaluation Policies

New career principals are tasked with many sensemaking opportunities and often rely on their peers to assist with these sensemaking processes, engaging in a form of newcomer socialization. This study investigates how two first year elementary school principals in the US state of Michigan become socialized to their new roles as school leaders by examining how these individuals make sense of new teacher evaluation policies and systems. Findings show these principals relied on their social networks to make sense of the teacher evaluation process. These principals did so in an effort to establish positive and trusting relationships with their colleagues and in an effort to make up for a lack of initial training with these systems. Implications for policy and practice are discussed.

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