School Evaluation Policies and Educating States

2014 ◽  
Author(s):  
Hélène Buisson-Fenet ◽  
Xavier Pons
Keyword(s):  
School Evaluation ◽  
Evaluation Policies

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.

Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools

2021 ◽  
pp. 089590482110156
Author(s):  
Reva Jaffe-Walter ◽  
Adriana Villavicencio
Keyword(s):  
Teacher Evaluation ◽  
English Learners ◽  
Professional Growth ◽  
Collective Responsibility ◽  
Learning Opportunities ◽  
Unintended Consequences ◽  
Positive Outcomes ◽  
Institutional Practices ◽  
Teacher Evaluation Policy ◽  
Evaluation Policies

This paper examines how school leaders working within schools serving immigrant English Learners negotiate teacher evaluation policies, including how they influence compliance with mandated policies, communicate those policies to teachers, and guide implementation within their professional communities. We explore how a leader in a school with positive outcomes negotiates external policies to support authentic professional growth and maximize learning opportunities for immigrant ELs. In addition, we draw on data from a comparison school that also serves a high proportion of ELs, but where policies have been enacted in ways that focus on compliance, increase anxiety, and add little value to EL students. In doing so, we show how leaders can mitigate the unintended consequences of mandated policies by addressing teachers’ uncertainty and anxieties, while reaffirming humanizing institutional practices that honor the local knowledge of teachers and deepen teachers’ collective responsibility for immigrant youth.

Using an Evaluation Hotline to Promote Stakeholder Involvement

2008 ◽  
Vol 29 (1) ◽  
pp. 58-70 ◽  
Author(s):  
Gary J. Skolits ◽  
Judith A. Boser
Keyword(s):  
Public Schools ◽  
Public School ◽  
Stakeholder Involvement ◽  
Community Leaders ◽  
Community Resources ◽  
School Evaluation ◽  
Design And Implementation ◽  
Community Stakeholders ◽  
Design And Application

This article addresses the design and application of a hotline to promote broader community-wide participation in a public school evaluation. Evaluations of community resources such as public schools present evaluators with challenges from the perspective of promoting stakeholder involvement. Although many evaluation stakeholders are readily identifiable, there are potentially many unknown and hard-to-reach community leaders and residents who may want to participate in the evaluation. An evaluation hotline offers a mechanism for potentially identifying and reaching some of these interested community stakeholders and enabling their participation. This article introduces an evaluation hotline design and implementation, along with perceived hotline strengths and weaknesses observed in its use.

scholarly journals Autoavaliação institucional: outros sentidos de avaliação (im)possíveis?

2019 ◽  
Vol 30 (74) ◽  
pp. 558
Author(s):  
Rita de Cássia Prazeres Frangella ◽  
Maria Cristina Rezende de Campos
Keyword(s):  
Rio De Janeiro ◽  
Evaluation System ◽  
Quality Of Education ◽  
Self Assessment ◽  
Institutional Assessment ◽  
Palabras Clave ◽  
El Sistema ◽  
Evaluation Policies ◽  
Educational Field

<p><span style="font-family: Times New Roman;"><span style="font-family: Times New Roman;">Neste artigo, analisamos a autoavaliação institucional que integra o Sistema de Avaliação da Educação de Niterói (Saen), estado do Rio de Janeiro. O objetivo é discutir seu processo de constituição num contexto de centralidade das políticas de avaliação, defendendo essa como possibilidade de produção de políticas pelas escolas, como produção de sentidos de avaliação para além da lógica de accountability, colocando outros sentidos de qualidade em disputa. A partir de aportes pós-estruturais, assumimos o entendimento da política como luta pela significação, que se dá entre tensões, negociações, traduções. Concluímos argumentando que a experiência posta em análise nos permite problematizar de forma propositiva as políticas de avaliação centralizadas e centralizadoras que têm ganhado destaque no cenário educacional.<strong><span style="font-family: Times New Roman;"> </span></strong></span></span></p><p><span style="font-family: Times New Roman;"><strong>Palavras-chave:</strong> Autoavaliação, Avaliação Institucional, Autoavaliação Institucional, Qualidade da Educação.</span></p><p><span style="font-family: Times New Roman;"> </span></p><p><strong><span style="font-family: Times New Roman;">Autoevaluación institucional: ¿otros sentidos de evaluación (im)posibles?<strong><span style="font-family: Times New Roman;"> </span></strong></span></strong></p><p><span style="font-family: Times New Roman;">En este artículo analizamos la autoevaluación institucional que integra el Sistema de Evaluação da Educação de Niterói (Saen), estado de Rio de Janeiro. El objetivo es discutir su proceso de constitución en un contexto de centralidad de las políticas de evaluación, defendiendo a ésta como una posibilidad de producción de políticas por las escuelas, como producción de sentidos de evaluación más allá de la lógica de accountability, colocando otros sentidos de calidad en disputa. A partir de aportes post-estructurales, asumimos el entendimiento de la política como lucha por la significación, que se da entre tensiones, negociaciones, traducciones. Concluimos argumentando que la experiencia en análisis nos permite problematizar de forma propositiva las políticas de evaluación centralizadas y centralizadoras que han ganado destaque en el escenario educacional.</span></p><p><span style="font-family: Times New Roman;"><strong>Palabras clave</strong>: Autoevaluación, Evaluación Institucional, Autoevaluación Institucional, Calidad de la Educación.</span></p><p><strong><span style="font-family: Times New Roman;"> </span></strong></p><p><strong><span style="font-family: Times New Roman;">Institutional self-assessment: other (im)possible meanings of assessment?<strong><span style="font-family: Times New Roman;"> </span></strong></span></strong></p><p><span style="font-family: Times New Roman;">In this article, we analyze the institutional self-assessment that integrates the Education Evaluation System of Niterói (SAEN) in the state of Rio de Janeiro. The aim is to discuss its constitution process in a context of centrality of evaluation policies, supporting it as a possibility for the schools to produce policies as production of meanings of evaluation beyond the logic of accountability, putting other meanings of quality in dispute. From post-structural contributions, we assume the understanding of the policies as the struggle for meaning, which occurs between tensions, negotiations, and translations. We conclude by arguing that the analytical experience allows us to propose centered and centralized evaluation policies that have gained prominence in the educational field.</span></p><p><span style="font-family: Times New Roman;"><strong>Keywords</strong>: Self-Assessment, Institutional Assessment, Institutional Self-Assessment, Quality of Education.</span></p>

scholarly journals Budaya Mutu Dalam Pelayanan Pendidikan

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Muhammad Basri
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
School Evaluation ◽  
The Public ◽  
School Based ◽  
Process Output ◽  
Fair Wages ◽  
Quality In Education

Educational services in schools is part of the community and the public school. Service quality is a product and or services in accordance with established quality standards and customer satisfaction. Quality in education include the quality of input, process, output, and outcome. Input-grade education when it is ready to proceed otherwise. The process of quality education to create an atmosphere where learning is active, innovative, creative, effective, dan fun. Output otherwise qualified if the learning outcomes of academic and non academic students achieving at least equal to the minimum completeness criteria specified. Outcome graduates expressed significantly faster when absorbed in the world of work, fair wages, all parties acknowledge and satisfied with the intelligence, skill, personality. Government's efforts to service and quality of education is the use of School-Based Management (SBM) is accompanied by the determination of output criteria, processes, and educational input at school. Expected Output school student achievement / school both academic and non academic generated meets the specified criteria. (2) process, ie, among others: the effectiveness of teaching and learning process, schools have the teamwork of a compact, intelligent and dynamic, the school has the authority (autonomy), school evaluation and continuous improvement, (3) input, ie, among other : the school has: policies, goals, and quality objectives are clear, available resources, feasible, and highly dedicated.Pelayanan pendidikan di sekolah adalah bagian dari masyarakat dan sekolah umum. Kualitas layanan adalah produk dan atau jasa sesuai dengan standar kualitas yang ditetapkan dan kepuasan pelanggan. Kualitas dalam pendidikan termasuk kualitas input, proses, output, dan hasil. Input-kelas pendidikan bila sudah siap untuk melanjutkan sebaliknya. Proses pendidikan yang berkualitas untuk menciptakan suasana di mana pembelajaran aktif, inovatif, kreatif, efektif, menyenangkan Dan. Keluaran dinyatakan memenuhi syarat jika hasil belajar siswa akademik dan non akademik mencapai paling tidak sama dengan kriteria kelengkapan minimal yang ditetapkan. Lulusan Hasil mengungkapkan secara signifikan lebih cepat ketika diserap di dunia kerja, upah yang adil, semua pihak mengakui dan puas dengan, keterampilan kepribadian kecerdasan,. Upaya Pemerintah untuk pelayanan dan kualitas pendidikan adalah penggunaan Manajemen Berbasis Sekolah (MBS) disertai dengan penentuan kriteria output, proses, dan input pendidikan di sekolah. Keluaran sekolah diharapkan prestasi siswa / sekolah dihasilkan akademik baik akademis dan non memenuhi kriteria yang ditentukan. (2) proses, yaitu, antara lain: efektivitas proses belajar mengajar, sekolah memiliki teamwork yang kompak, cerdas dan dinamis, sekolah memiliki kewenangan (otonomi), evaluasi sekolah dan perbaikan terus-menerus, (3) input, yaitu, antara lain: sekolah memiliki: kebijakan, tujuan, dan sasaran mutu yang jelas, sumber daya yang tersedia, layak, dan berdedikasi tinggi.

scholarly journals Critical and formative evaluation in secondary education students.

PARADIGMA ◽  
2021 ◽  
Vol 42 (2) ◽  
pp. 279-298
Author(s):  
Luz Aide Figueroa Zapata ◽  
Luz Marina LLanos Díaz
Keyword(s):  
Formative Evaluation ◽  
Assessment System ◽  
Assessment Process ◽  
Research Strategies ◽  
Education Students ◽  
Motivation For Learning ◽  
Qualitative Descriptive ◽  
Evaluation Policies ◽  
Teaching Learning ◽  
Descriptive Method

This study describes the approaches that a private educative institution has about teaching, learning and assessment process. Its curriculum includes a rigorous document with evaluation policies, the SIEE (Institutional Assessment System) is offering a formative evaluation, critical thinking and analytical formation on students. The research was directed finding what kind of assessment is done, student`s considerations about assessment, and motivation for learning. A qualitative descriptive method was used (Hernández et all, 2010). And the analyses includes descriptive statistics, questionnaires, open interviews, observation protocols, and literature analysis. The paper concludes that some teachers are not involved in the contextual dynamics of learning, nor do they take into account the interests of students. So, this leads to warning that today's teachers must be updated and conduct teaching through dynamic and motivational research strategies. In this case, the proposed transformative pedagogical model and critical formative assessment will have sense on students and therefore, in our society. 

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