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A Proposed Process Model for Developing a School Self-Evaluation Framework

Yıl 2019, Cilt: 5 Sayı: 10, 144 - 163, 30.04.2019

Öz

Recently, quality of education has taken centre stage in education debates leading to the development of various instruments for its evaluation. This paper proposes a process model for developing a School Self-Evaluation (SSE) framework for use in monitoring and evaluating the quality of education in schools. We take the view that for effectiveness to be realised, schools should engage in SSE of their quality of education. Defining quality of education as fit for purpose, which applies to the entire characteristics of education (inputs, processes and outputs), we propose that it should be evaluated using relevant, consistent, practical and effective SSE frameworks. We explain that for effective SSE to take place, SSE frameworks should be in place. In elaborating the complexity of developing educational interventions, we highlight the need for a process model with procedural guidelines as a useful guide in developing SSE frameworks as an essential step towards providing a scientific base for evaluating education quality in schools. In conclusion, we recommend education systems to innovatively use the proposed process model to suit their local contexts in developing their SSE frameworks. 

Kaynakça

  • References
  • Bell, P. (2004) On the Theoretical Breadth of Design-Based Research in Education. Educational Psychologist, 39(4) 243-253.
  • Bereiter, C. (2002). Design Research for Sustained Innovation. Cognitive Studies, Bulletin of the Japanese Cognitive Science Society, 9(3), 321-327.
  • Carlson, B. (2009). School self-evaluation and the critical friend perspective. Educational Research and Review, 4:078-085.
  • Chapman, C. & Sammons, P. (2013). School self-evaluation for school improvement: What works and why? Berkshire: CfBT Education Trust.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed). Thousand Oaks, CA: Sage Publications.
  • De Vos, A. S.; Delport, C. S. L.; Fouché, C. B. & Strydom, H. (2011). Research at grass roots: A primer for the social science and human professions (7th ed). Pretoria: Van Schaik Publishers.
  • Department of Education and Skills, (2012). An introduction to school self-evaluation of teaching and learning in Post-Primary Schools: Inspectorate Guidelines for Schools. Dublin: Inspectorate Department of Education and Skills.
  • Department of Education and Skills, (2016). School Self-Evaluation guidelines 2016-2020 Primary. Dublin: Department of Education and Skills Department of Operations Education Division, (2004). Knowing our School. Floriana, Malta: Ministry of Education, Youth and Employment.
  • Design-Based Research Collective, (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
  • Estyn, (2014). A self-evaluation manual for primary schools 2014. Cardiff: Crown Copyright. European Council for National Association of Independent Schools, (2015). Self-Evaluation: A way off ensuring quality teaching. Copenhagen: Danmarks.
  • Gatawa, B. S. M. (1998). Quality-quantity dilemma in education: The Zimbabwean experience. Harare: College Press.
  • Garira, E. (2015). The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools. Unpublished PhD Thesis. Pretoria: University of Pretoria.
  • Jung, W. J.; Thomas, S. M.; Yang X. & Jianzhong, L. (2006). Developing school evaluation methods to improve the quality of schooling in China: a pilot 'value added study'. Assessment in Education: Principles, Policy & Practice, 13(2):135—154.
  • MacBeath, J. (2006). School inspection and self-evaluation: Working with a new relationship. New York: Routledge.
  • Ministries of Education, Sport and Culture & Higher and Tertiary Education, (2004). National report on the development of education. Presentation at the 48th Session of the International Conference on Education, 8-11 September, Geneva, Switzerland. Nieveen, N. (2009). Formative evaluation in educational design research. In T Plomp, & N Nieveen (eds.). An introduction to educational design research Enschede, Netherlands: SLO - Netherlands institute for curriculum development.
  • OECD, (2016). Improving School Leadership and Evaluation in Mexico: A State-level Perspective from Puebla. Paris: OECD.
  • OECD/UNESCO, (2016). Education in Thailand: An OECD-UNESCO Perspective, Reviews of National Policies for Education. Paris: OECD Publishing. OFSTED, (2012). The framework for school inspection. London: OFSTED.
  • Plomp, T. (2009). Educational Design Research: An introduction. In T Plomp & N Nieveen (eds). An Introduction to Educational Design Research. Enschede: SLO.
  • Shaala, S. (2015). Evaluation for Improvement: National Programme on school standards and evaluation. New Delhi: National University of Educational Planning and Administration.
  • South Africa Department of Education, (2002). The national policy on whole school evaluation. Government Gazette, Vol. 433, No. 22512 of July 2001. Pretoria.
  • The Scottish Office Education and Industry Department, (1996). How good is our school?: Self-evaluation using performance indicators. Edinburgh: HMSO. Turnbull, M. (2008). Self-evaluation: A means of raising achievement. Impossible to implement. Paper presented to Commonwealth Council for Educational Administration and Management (CCEAM) in South Africa, 8-12 September, 2008.
  • Ulrich, W. (1983). Critical heuristics of social planning: A new approach to practical philosophy. Bern, Switzerland: Haupt.
  • UNESCO, (2004). Education for all: The quality imperative. EFA global monitoring report 2005. UNESCO: Paris.

A Proposed Process Model for Developing a School Self-Evaluation Framework

Yıl 2019, Cilt: 5 Sayı: 10, 144 - 163, 30.04.2019

Öz

Recently, quality of education has taken centre stage in education debates leading to the development of various instruments for its evaluation. This paper proposes a process model for developing a School Self-Evaluation (SSE) framework for use in evaluating quality of education in schools. We take the view that for effectiveness to be realised, schools should engage in SSE of their quality. Defining quality of education as fit for purpose, which applies to the entire characteristics of education (inputs, processes and outputs), we propose that it should be evaluated using relevant, consistent, practical and effective SSE frameworks. We explain that for effective SSE to take place, SSE frameworks should be in place. In elaborating the complexity of developing educational interventions, we highlight the need for a process model procedural guidelines as a useful guide in developing SSE frameworks as an essential step towards providing a scientific base base for evaluating education quality in schools. In conclusion, we recommend education systems to innovatively use the proposed process model to suit their local contexts in developing their SSE frameworks.   

Kaynakça

  • References
  • Bell, P. (2004) On the Theoretical Breadth of Design-Based Research in Education. Educational Psychologist, 39(4) 243-253.
  • Bereiter, C. (2002). Design Research for Sustained Innovation. Cognitive Studies, Bulletin of the Japanese Cognitive Science Society, 9(3), 321-327.
  • Carlson, B. (2009). School self-evaluation and the critical friend perspective. Educational Research and Review, 4:078-085.
  • Chapman, C. & Sammons, P. (2013). School self-evaluation for school improvement: What works and why? Berkshire: CfBT Education Trust.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed). Thousand Oaks, CA: Sage Publications.
  • De Vos, A. S.; Delport, C. S. L.; Fouché, C. B. & Strydom, H. (2011). Research at grass roots: A primer for the social science and human professions (7th ed). Pretoria: Van Schaik Publishers.
  • Department of Education and Skills, (2012). An introduction to school self-evaluation of teaching and learning in Post-Primary Schools: Inspectorate Guidelines for Schools. Dublin: Inspectorate Department of Education and Skills.
  • Department of Education and Skills, (2016). School Self-Evaluation guidelines 2016-2020 Primary. Dublin: Department of Education and Skills Department of Operations Education Division, (2004). Knowing our School. Floriana, Malta: Ministry of Education, Youth and Employment.
  • Design-Based Research Collective, (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
  • Estyn, (2014). A self-evaluation manual for primary schools 2014. Cardiff: Crown Copyright. European Council for National Association of Independent Schools, (2015). Self-Evaluation: A way off ensuring quality teaching. Copenhagen: Danmarks.
  • Gatawa, B. S. M. (1998). Quality-quantity dilemma in education: The Zimbabwean experience. Harare: College Press.
  • Garira, E. (2015). The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools. Unpublished PhD Thesis. Pretoria: University of Pretoria.
  • Jung, W. J.; Thomas, S. M.; Yang X. & Jianzhong, L. (2006). Developing school evaluation methods to improve the quality of schooling in China: a pilot 'value added study'. Assessment in Education: Principles, Policy & Practice, 13(2):135—154.
  • MacBeath, J. (2006). School inspection and self-evaluation: Working with a new relationship. New York: Routledge.
  • Ministries of Education, Sport and Culture & Higher and Tertiary Education, (2004). National report on the development of education. Presentation at the 48th Session of the International Conference on Education, 8-11 September, Geneva, Switzerland. Nieveen, N. (2009). Formative evaluation in educational design research. In T Plomp, & N Nieveen (eds.). An introduction to educational design research Enschede, Netherlands: SLO - Netherlands institute for curriculum development.
  • OECD, (2016). Improving School Leadership and Evaluation in Mexico: A State-level Perspective from Puebla. Paris: OECD.
  • OECD/UNESCO, (2016). Education in Thailand: An OECD-UNESCO Perspective, Reviews of National Policies for Education. Paris: OECD Publishing. OFSTED, (2012). The framework for school inspection. London: OFSTED.
  • Plomp, T. (2009). Educational Design Research: An introduction. In T Plomp & N Nieveen (eds). An Introduction to Educational Design Research. Enschede: SLO.
  • Shaala, S. (2015). Evaluation for Improvement: National Programme on school standards and evaluation. New Delhi: National University of Educational Planning and Administration.
  • South Africa Department of Education, (2002). The national policy on whole school evaluation. Government Gazette, Vol. 433, No. 22512 of July 2001. Pretoria.
  • The Scottish Office Education and Industry Department, (1996). How good is our school?: Self-evaluation using performance indicators. Edinburgh: HMSO. Turnbull, M. (2008). Self-evaluation: A means of raising achievement. Impossible to implement. Paper presented to Commonwealth Council for Educational Administration and Management (CCEAM) in South Africa, 8-12 September, 2008.
  • Ulrich, W. (1983). Critical heuristics of social planning: A new approach to practical philosophy. Bern, Switzerland: Haupt.
  • UNESCO, (2004). Education for all: The quality imperative. EFA global monitoring report 2005. UNESCO: Paris.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Elizabeth Garira

Yayımlanma Tarihi 30 Nisan 2019
Gönderilme Tarihi 5 Şubat 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 5 Sayı: 10

Kaynak Göster

APA Garira, E. (2019). A Proposed Process Model for Developing a School Self-Evaluation Framework. Uluslararası Beşeri Bilimler Ve Eğitim Dergisi, 5(10), 144-163.

Uluslararası Beşeri Bilimler ve Eğitim Dergisi 

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