Examining School Development Assessment Practices in Terms of Some Countries

Year 2023, , 1157 - 1186, 10.05.2023

Elif Daşcı Sönmez , Tuba Gokmenoglu

https://doi.org/10.37669/milliegitim.1107430

Abstract

Every school has its own dynamics, needs, and characteristics. Therefore, it is impossible to talk about a school development model and assessment approach that will adapt to every school. Since one size does not fit all, numerous procedures and processes are inevitable. The present review study was designed to compare and contrast the evaluation objectives and practices of school improvement in the countries (United Kingdom (England), Japan, Germany, Italy, and France) where the student population density was similar to our country, ranked in the top 30 in the world rankings of real Gross Domestic Product per capita, and in PISA 2015 and 2018, at least one of the fields of science, mathematics, and reading was at or above the average of Organisation for Economic Co-operation and Development (OECD) countries. Findings are reported under the categories of purpose, kind, data collection method, team, and impact of the assessment. The results obtained reveal that the external and internal evaluations of schools should be designed in a way that contributes to the development of schools in every sense.

Keywords

School development, evaluation of school development, educational planning, supervision, assessment and evaluation

Okul Gelişimi Değerlendirme Uygulamalarının İncelenmesi

Abstract

Her okulun kendine özgü dinamikleri, ihtiyaçları ve özellikleri mevcuttur. Bu nedenle, her okula uyum gösterecek bir okul gelişim modelinden ve değerlendirme yaklaşımından söz etmek mümkün değildir. Okulların gelişimine uygun değerlendirmelerin çok sayıda çeşitlendiği düşünüldüğünde farklı ülkelerde farklı uygulamaların olması kaçınılmazdır. Doküman incelemesi deseninde tasarlanan bu çalışmada, öğrenci nüfus yoğunluğu ülkemiz ile benzer olan, kişi başına düşen reel Gayri Safi Yurtiçi Hasılanın dünya sıralamasında ilk 30’da yer almış ve PISA 2015 ve 2018 sınavında fen bilimleri, matematik ve okuma alanlarının en az birinde Ekonomik Kalkınma ve İşbirliği Örgütü (OECD) ülkeleri ortalaması ya da üzerinde bir performans göstermiş ülkelerin (Birleşik Krallık (İngiltere), Japonya, Almanya, İtalya ve Fransa) okul gelişimi değerlendirme amaçları ve uygulamaları karşılaştırmalı olarak incelenmiştir. Bulgular, değerlendirmenin amacı, değerlendirme türü, veri toplama yöntemi, değerlendirme ekibi ve değerlendirme sonuçlarının etkisi kategorileri altında raporlanmıştır. Elde edilen sonuçlar, okulların dış ve iç değerlendirmelerinin, okulların her anlamda gelişimine katkıda bulunacak şekilde tasarlanması gerektiğini ortaya koymaktadır.

Keywords

Okul gelişimi, okul gelişimin değerlendirilmesi, eğitim planlaması, denetim, ölçme ve değerlendirme

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