School self-evaluation for development: the case for and reflections on a training programme
School self-evaluation for development: the case for and reflections on a training programme
This paper explores the case for schools conducting their own self-evaluation to serve the dual purpose of professional development within schools and accountability demands from external sources. The paper is in three parts. The first outlines the argument and benefits for schools conducting their own case study evaluation of their curriculum policies and practices, indicating how this approach is both similar to and different from external case study of schools. The second describes a training programme designed and implemented by the author to support schools in conducting evaluations that are valid, credible and useful. The third presents the participants' and author's reflections on the training and its outcomes and, through an example from one of the schools involved, illustrates what school self-evaluation looks like grounded in the actual experience of undertaking the process. From the evidence presented, the paper concludes that educational professionals, with appropriate support and training, are more than equal to the task of conducting credible and valid case study school self-evaluations.
school self-evaluation, self-evaluation training, case study evaluation, process of school self-evaluation, professional development, accountability, utility, validity, credibility
235-249
Simons, Helen
3f029b50-c852-4ba6-9cbf-2a3b6e2a5c33
2011
Simons, Helen
3f029b50-c852-4ba6-9cbf-2a3b6e2a5c33
Simons, Helen
(2011)
School self-evaluation for development: the case for and reflections on a training programme.
Cultura y Educación, 23 (2), .
(doi:10.1174/113564011795944749).
Abstract
This paper explores the case for schools conducting their own self-evaluation to serve the dual purpose of professional development within schools and accountability demands from external sources. The paper is in three parts. The first outlines the argument and benefits for schools conducting their own case study evaluation of their curriculum policies and practices, indicating how this approach is both similar to and different from external case study of schools. The second describes a training programme designed and implemented by the author to support schools in conducting evaluations that are valid, credible and useful. The third presents the participants' and author's reflections on the training and its outcomes and, through an example from one of the schools involved, illustrates what school self-evaluation looks like grounded in the actual experience of undertaking the process. From the evidence presented, the paper concludes that educational professionals, with appropriate support and training, are more than equal to the task of conducting credible and valid case study school self-evaluations.
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Published date: 2011
Keywords:
school self-evaluation, self-evaluation training, case study evaluation, process of school self-evaluation, professional development, accountability, utility, validity, credibility
Organisations:
Southampton Education School
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Local EPrints ID: 388329
URI: http://eprints.soton.ac.uk/id/eprint/388329
ISSN: 1135-6405
PURE UUID: 7e2fbabf-611b-43eb-ab47-8fa3ba21688f
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Date deposited: 23 Feb 2016 16:47
Last modified: 14 Mar 2024 22:55
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