School Self-assessment Research Articles

학교자체평가와 학교자율 종합감사의 연계 방안 탐색

School evaluations are implemented to enhance the accountability of school’s teaching and learning while school audits are implemented to enhance the legitimacy of school administration and educational activities. So discussions are being raised about the possibility of linking 'school self-evaluation' and 'comprehensive school self-assessment'. This study aimed to inquire the possibility of linking school self-assessment and school autonomous comprehensive audit and to identify perceptions of its effectiveness. Regarding the possibility of linking both sides, considering conducting the school autonomous comprehensive audit and school self-evaluation simultaneously and writing a single result report, or conducting a school autonomous comprehensive audit after writing the school self-evaluation result report were recommended. It can have the effect of reducing faculty and staff workload, improving efficiency, and eliminating backlog in the audit cycle.

School Self Evaluation Concepts in The Context of Program Evaluation Mobile School

Evaluation of the driving school program is important in proving the success or failure of the program. The stages in the evaluation of driving schools consist of the initial program evaluation stage, the mid-program stage and the final program stage. Driving schools must prepare themselves to face the evaluation process according to the intended stages. Self-evaluation is one of the alternative choices that schools can make to assess the school's self-assessment in achieving the driving school program in order to take steps to change on an ongoing basis in order to achieve the goals of the driving school program as stipulated. This research is a descriptive research carried out using the library research method using content analysis (content analysis). Based on information obtained from the literature related to the concept of school self-evaluation, program evaluation and school performance according to the results of the analysis, school institutions through the concept of self-evaluation with an action research approach can be carried out through the stages of preparation, data collection, formulation of evaluation results, planning and implementing change plans . School self-evaluation with this approach can be carried out repeatedly so that significant changes can be made in order to realize improvements so that the results and impact of the driving school program can be felt.

Development and Initial Validation of a School Self-assessment Tool to Measure the Extent to Which Schools are Prepared to Prevent and Respond to Cyberbullying and Other Challenges to the School Social Environment

AbstractBullying, which includes cyberbullying and face-to-face bullying, is amongst the most pervasive threats to the wellbeing of children and young people. As social environments, schools are at the forefront of managing bullying behaviours. The rapidly changing and complex nature of bullying requires schools to put in place and maintain systems to prepare for and respond to such activities, and to continually test and refine these systems to ensure optimal performance. Despite this clear need, there is a lack of school level, self-assessment tools that enable schools to assess and measure their preparedness to deal with bullying and related disruptive activities. The aim of this paper was to describe the development, and reliability and validity testing, of such a tool—the School Self-Assessment Tool. The result is a 22-item, evidence-based, reliable, and validated instrument, situated within socio-ecological theory, and drawing on theories of behaviourism, social learning theory, prevention science, and systems change in the school climate literature. Schools may use the SSAT-22 in a number of ways depending on their needs, including to monitor progress, examine areas of strengths or challenges, and/or assist in collaborative efforts with other schools.

Implementing formative assessment in Malaysia: Teachers’ viewpoints

The paper aims to study the implementation of one of the dimensions of formative assessment i.e., assessment as learning. It has specifically attempted to investigate the practices of peer- and self-assessment among teachers in schools. Considering the recent growth in implementing formative assessment around the world; both in schools and higher learning institutions, this study aims to shed some light on the practices of it in schools, which can help policymakers adjust their policies in higher learning institutions. This study employed a quantitative method, in which a questionnaire is distributed among teachers in four states in the northern region of Malaysia. This paper offers insights into how teachers attempted to practise peer- and self-assessment in schools in the northern region of Malaysia. As this is a washback study, it not only reports the factors that were discovered, but it also attempts to report the factors mediating the washback. This study can be considered a contribution in terms of shaping the research into assessment as learning at its early stage.

Self-Evaluation Mechanism of Primary and Secondary School Based on Education Quality Improvement

Under the requirement of the reform of national education supervision system and mechanism, school self-assessment is an important part that cannot be ignored, and it is an important means to implement the reform of education evaluation and solve the chronic disease of “five only”. Self-assessment of primary and secondary schools diagnoses the status quo of school quality, corrects the direction of school development, stimulates the in-depth reform of schools, and further promotes the improvement of school education quality to provide value guidance. According to the four elements of assessment subject, content, method and result, the self-assessment mechanism of primary and secondary education quality is established, which includes multi-subject participation, comprehensive quality assessment, comprehensive method application and focusing on quality improvement.

Assessing Educating for Gross National Happiness Applying the Theory of Practice Architectures

Gross National Happiness (GNH) is a central policy, symbolic of Bhutan, which gave rise to Educating for GNH (EGNH). In Bhutan, the school Performance Management System is the sole instrument used by the Ministry of Education to evaluate the performance of schools. To test the utility of the Performance Management System in fulfilling the intended goals of EGNH, two of its key subcomponents—the School Self-Assessment and School Performance Scorecards—were assessed through the lens of the theory of practice architectures. The theory describes what comprises social practices and how they are shaped by the social, cultural and political contexts in which they occur. Content analysis was carried out using Leximancer text-mining software. The findings showed that the sayings and relatings and their corresponding cultural-discursive and social-political arrangements were not as evident in the School Self-Assessment indicators as the doings and material-economic arrangements. The findings also indicated that both the School Self-Assessment’s and the School Performance Scorecards’ indicators focus more on assessing leadership than teaching. The authors present several suggestions to ensure a closer alignment with the goals of EGNH, to demonstrate a balanced focus on assessing teaching and leadership, and to represent all practice architectures proportionately. Implications of this study should inform the policy and practices of Educating for GNH values in Bhutanese schools. The methods of the study could be adapted to examine educational practices beyond those of Bhutan.

Implementasi SPMI dalam Peningkatan Mutu Pendidikan di SD Istiqomah

In understanding the objectives of public training, regarding the public norms of training, school quality improvement is done in an efficient, arranged, quantifiable and maintainable way. With the goal that quality confirmation and satisfaction of schooling quality guidelines in essential training units can be completed more ensured and coordinated. This study plans to distinguish and depict the execution of the Interior Quality Confirmation Framework cycle in SD Istiqomah. In information assortment, the procedures utilized are: perception, meetings, and documentation studies. The consequences of this review demonstrate that, those executed through quality improvement exercises as per the phases of the SPMI cycle completed at Istiqomah Primary School include: one, school self-assessment in light of the training quality report card, second, quality improvement arranging through the foundation of a quality confirmation board of trustees and reanalyzing the outcomes. school self-assessment, third, use of value improvement, fourth, checking assessment and quality improvement results and fifth arrangement of value anticipating the approaching year. The execution of inner quality confirmation affects a more inventive growing experience, understudy accomplishment and school accomplishment. With the goal that eight public guidelines can be met as well as consumer loyalty both inside and outer schooling.

General Education Quality Assurance: The Extent of Quality Assurance Implementation from Inspection Approach in Ethiopia General Education

The purpose of this empirical study was to investigate the extent of quality assurance implementation from inspection approach and its contribution in quality enhancement and accountability. The study focused on areas of inspection policy frame work and strategies, the trend of external and internal inspection process at General education system. In the investigation qualitative approach used; the study conducted at Jimma Town in Oromiya regional state; in the study two schools purposely selected and 7 respondents have been participated in the study (one education office inspector; two, school principals; two, school department heads and two, teachers). Thematic analysis method was used to analyze the data that obtained from Interviews; observation, and document analysis. The study result shows that, in Ethiopia general education context inspection is one of the mechanisms designed to evaluate schools' performance related to input, process, and output. Based on the inspection result schools and concerned bodies are expected to work on school education quality enhancement and students learning outcome improvement. However, the finding of this study indicates that, the inspection strategy designed at MOE did not practically implement as it designed and it has a shortage of linkage to the operational practice. The main reasons are: miss understanding of practitioners on the objective of inspection; the inspection standards lack clarity and have ambiguities to evaluate schools practically; the strategy lack focus to support school management, teacher engagement, pupils, and parents. Also, in practice the external inspection process did not link to school self-evaluation or internal inspection; no mechanism or strategy lay responsibility and accountability on concerned bodies to improve or find a solution on identified problem based on the inspection report. For the effective implementation of the inspection mechanism, the strategic direction that developed at the center should be linked to operational practice and procedures at the district education office and school level; also, the mechanism for holding to responsibility and accountability from the top to school management and all concerned bodies should be designed. The inspection manuals and standards should be revised to evaluate effectively the overall system and tangible things in the schools. The external inspection system also should be linked to the internal inspection mechanism to strengthen school self-assessment practice and to support school improvement plan implementation.

The Influence of Self-Assessment on Cognitive Learning Outcomes of High School Students in the Topic of Linear Motion Kinematics

Linear motion kinematics is one of the fundamental prerequisites for further knowledge acquisition, but students often face difficulties in comprehending this topic, which consequently impacts their cognitive learning outcomes. This research aims to investigate the influence of self-assessment on the cognitive learning outcomes of high school students in the subject of linear motion kinematics. This study used a quantitative approach with a group post-test design. Sampling was conducted through random sampling, with 33 students from Class X IPA A assigned as the experimental group and 32 students from Class X IPA B as the control group. The research instruments include a multiple-choice test sheet consisting of 12 questions and a self-assessment sheet. Data analysis commenced with prerequisite testing, revealing non-normally distributed data, thus necessitating the application of the Mann-Whitney test for analysis. The research findings revealed a significant difference between the experimental and control groups regarding cognitive learning outcomes. The self-assessment conducted by some students is not entirely in line with their cognitive learning outcomes, as evidenced when students respond as very understanding in self-assessment but then, when working on confirmation questions with the same indicators, they provide less accurate answers. Therefore, it is important to enhance the implementation of self-assessment in schools. Furthermore, future researchers should consider developing self-assessment tools for other different physics topics.

Family Volunteers as Alternative Future Resources: School Leaders’ Beliefs and Practices

Schools and community engagement are seen as effective factors for making schools a thoughtful place. This case- study employed mixed methodology to explore the phenomena of parent involvement and to know the exact characteristics of the leadership style in the school. This case study examined and described school leaders’ perspectives, attitudes and practices towards parents’ involvement in an Abu Dhabi primary school using a variety of data sources including, interviews, open-ended teachers’ questionnaires, school self-assessment surveys and mothers’ council self-assessment surveys. The findings revealed that the school leaders effectively employ multiple collaborative, shared and transformational leadership practices to improve parent/family volunteering. Teachers and parents have good communications. The mothers’ council and the administration enhanced many different parental activities. There are some barriers in parents ‘participation like language and the lack of the awareness of important role of parents in the school. The implications of this study revolve around the important roles the school leaders have in helping parents feel supported and encouraging family volunteering. The school leaders have to increase the encouragement of parents’ involvement in general and family volunteering in particular. This study is a calling for a shift from random acts of parents’ involvement to coherent, comprehensive, continuous, systematic and equitable family volunteering approach.

On the Formation of a Common Vision of the Use of Information and Communication Technologies in the Classroom

ABSTRACT The formation of a vision common to all participants in the educational process is considered as one of the indicators of a school’s development. The article presents data on how members of the school community form a common vision of the use of information and communication technologies in the educational process. This data was obtained during the piloting of the SELFIE school self-assessment tool. It was found that all groups of participants in the educational process agree that the use of information communication technologies is important and desirable for their school. However, most schools do not apply any focused efforts to develop a common vision that is shared by members of their school.

Experiential Learning and Educational Tools for Self-assessment in Schools

Abstract The school as a laboratory is the place where not only knowledge is processed, but also a set of training opportunities, to produce new knowledge and develop new skills; it therefore becomes a space for dialectical interaction, between theoretical and practical knowledge. Learning, within such a framework, becomes an active process, in which students build new ideas, and concepts based on their current / past knowledge. In the educational sphere, the concept of efficacy has assumed ever greater importance; therefore, there is a need to specify valid and reliable results indicators, capable of promoting the accountability process, to which the education system is subjected. This is also to be able to indicate the relationship between education processes and learning levels among students. In this direction, a useful tool can be represented by the self-assessment sections, capable of promoting reflection and / or revision of the goals achieved. In this regard, the conclusions of a study on Active Citizenship Education, promoted by the „Directorate-General for Culture and Education“ of the European Commission, which examined more than 100 projects in 33 countries, analyzing quality and governance factors, are used.

Recognition of the Structural-Health Factors Affecting the Development of the School Self-Assessment Pattern and Examining its Current Situation: A Mixed Approach

Recognition of the Structural-Health Factors Affecting the Development of the School Self-Assessment Pattern and Examining its Current Situation: A Mixed Approach

Autoevaluación institucional como estrategia de mejora para una escuela basada en derechos de los niños,niñas y adolescentes

The Self-Evaluation System is presented, implementing in the Model of Happy and Integral Schools (EFI) an educational area focused on the rights of children and adolescents based on three approaches: Rights, Equity and Participatory. Italso shows us the procedure for conducting the self-assessment in a participatory and contextualized way, and it will be concluded that the EFI school Self-Assessment System is an adequate strategy for the improvement of the school service, and how this evaluation system, which is unique and suitable for the context of Ventanilla district, can be replicated in other schools that also have as a student center.

Autovalutazione e rendicontazione sociale per migliorare la scuola: un'esperienza di formazione e di empowerment

The article deepens the link between self-evaluation and social accountability at school reporting the case study of the school Istituto Comprensivo Pegli of Genoa. This school realized an action-research with the aim to carry out schoolmade reading tests in order to evaluate students’ achievement and analyze their results for school self-assessment. This information, compared with school testing scores achieved during external assessments have been used for the development of social accountability processes through the definition of a model of school social balance. This experience has been realized in line with and embedded into the frame of the recent National System of Evaluation. The main aim of the article is to reflect on the value of teacher training experiences to improve teachers’ skills in evaluating and projecting, and to empower their capabilities to be ready to solve problems and to improve school processes.

La autoevaluación de centros en España para la atención a la diversidad desde una perspectiva inclusiva: ACADI

<p>Este trabajo presenta el proceso de diseño, depuración y validación del instrumento ACADI (Autoevaluación de Centros para la Atención a la Diversidad desde la Inclusión). Este instrumento, fundamentado en el modelo de la educación inclusiva, pretende el desarrollo de una atención eficaz a la diversidad del alumnado escolarizado en centros de Educación Infantil, Primaria y Secundaria. Tomando como referencia dicho sistema de indicadores, se diseñó un primer instrumento capaz de medirlo. A partir de este momento, iniciamos el proceso de validación del mismo que implicó dos grandes fases: el estudio de la validez de contenido a través de la participación de dieciocho jueces; y el análisis de la fiabilidad del instrumento mediante su pilotaje en centros educativos de la Región de Murcia. Los resultados de este estudio confirman que el instrumento diseñado es válido y fiable para la autoevaluación de centros, siendo capaz de generar procesos de reflexión colegiada que alumbren planes de mejora que contribuyan a la creación de contextos educativos cada vez más inclusivos.</p>

Teacherś and Teacher Educatorś Attitudes to Educational Changes: An Insight to the Czech Educational System

The paper is a presentation of an analytical-comparative insight into the contemporary Czech educational system from the perspective of educational changes via teacherś assessment and attitudes. This view is rooted mainly in the following aspects: a. permanent flexibility of the contemporary society, human being as well as schooling, b. heterogeneity of educational change and its reception, c. teachers (both prospective and in-service, as well as teacher educators) being key agents of the teaching- learning process representing a process of educational change.The paper follows the author‘s experience and results from/of: 1. teaching at, and innovating, teacher education study programmes, 2. quantitative research in the field of teacher as an innovative agent of education with further ongoing theoretical studies (2007 – 2010), 3. active participation in an applied research (2012) in the field of school self-assessment, which in the Czech Republic substitutes an educational change having been implemented since 2005, 2014 survey mapping teacherś subjective view of educational changes in the Czech Republic

Do national test scores and quality labels trigger school self-assessment and accountability? A critical analysis in the Chilean context

Using qualitative data from two Chilean public schools, I interrogate the expectation that standardised testing motivates staff to critically self-assess themselves and to be accountable for failing evaluations. The research findings bring new insights into looking at ways in which school members, especially head managers, strategically debate, highlight and obscure scores, classifications and ranking positions to generate narratives of institutional success, while defending themselves from negative outcomes. Members are both disciplined by state technologies, but are also actively committed to produce school identity narratives in creative ways as a manner to make sense of the school and maintain its value.

A goal orientation analysis of teachers’ motivations to participate in the school self-assessment processes of a quality assurance system in Chile

The current study examined the goal orientations that could be inferred from how teachers from six municipal schools in Chile described their understandings, emotions, and behaviors during their participation in the assessment phase of the School Management Quality Assurance System. Content analysis of focus group interview transcripts evidenced three school-level patterns of participation, associated with distinct goal orientations. Projective participation to judge the quality of the school’s practices was associated with a learning orientation (one school). Consultant participation to demonstrate competence to external inspectors was associated with a performance-approach orientation (one school). Simple participation to complete tasks imposed by administrators was associated with a performance-avoidance orientation (four schools). School-level differences highlighted teachers’ perceptions of the characteristics of their school’s culture associated with the adoption of these goal orientations. These included existing internal accountability practices, the social capital the school could leverage to implement self-assessment and use external feedback, and the existing structures for teacher participation in decision making. These factors may prove to be a useful guide for the development of induction strategies to support the use of school assessment in ways that foster, rather than diminish, teachers’ motivation.

The value of School Self‑ Assessment for Educational Process Quality Improvement

In Lithuania and in every developed country in the world, it is important to ensure the effectiveness, continuity and competitiveness of educational institutions in new markets. Educational process quality is defined as student’s edification and comprehensive development of student’s innate powers in compliance with the standards of education and school goals.
 In educational institutions quality must be ensured by school leaders and teachers as well as the whole school community. That is why it is important to establish an ongoing quality integrity system – self-assessment in schools. The e quality of educational process is assured by a continuous aspiration of perfection requiring to establish a regular and consistent evaluation system which can balance the state education policy, educational institution‘s goals and community needs.
 To ascertain self-assessment’s influence of educational process quality in Lithuanian comprehensive schools the following research tasks were raised:
 1) to describe the practice of self-assessment quality in Lithuanian comprehensive schools in 2008-2010;
 2) to distinguish the advantages of self-assessment that help to raise the quality of the educational process in schools.
 A survey was carried out in 2010–2011, to analyze how education quality in Lithuanian comprehensive schools is assessed and managed. Analysis of the survey data revealed that the quality of self-assessment and the usage of its results in comprehensive schools is far from perfect and does not completely meet the needs of students. The e survey confirms the necessity of closer cooperation among school leaders and community, for interaction helps to organize and manage expedient educational practice.