External evaluation of schools: from school performance to teachers’ perceptions on the effects during the third evaluation cycle

• Autor(a) principal: Barreira, Carlos Folgado
• Data de Publicação: 2023
• Outros Autores: Vaz-Rebelo, Maria Piedade, Bidarra, Maria da Graça Amaro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v15i3.31876

Following the changes in the third cycle of the External School Evaluation (ESE), it is important to know the performance of schools already assessed, as well as the effects of this process on teachers’ perceptions. A desk study was conducted focusing on the analysis of the classifications in the domains of the reference framework in 148 reports of schools evaluated in the 3rd cycle of the ESE, available on the IGEC website until 2022, and a survey of teachers by questionnaire. The survey involved 45 teachers from seven school clusters and one school not grouped in the Central Region, who attended a training activity within the scope of this evaluation cycle. Socio-demographic data were gathered and responses to a scale with 31 items on the effects of the ESE on School, Curriculum, Classroom, Self-evaluation, Community, and favorable and unfavorable arguments regarding the ESE process were collected. The results, based on descriptive statistics, point to an identical pattern of ratings for public and private and cooperative education. The predominance of Good level stands out, followed by Very Good for the domains Results and Provision of the Educational Service, these levels being reversed in the case of Leadership and Management, while in the domain of Self-Assessment, Good, the most frequent rating, is followed by Sufficient. The ratings Insufficient and Excellent are not very frequent. The perception of the effects of the ESE is positive in all dimensions, particularly in Self-Assessment, even though the frequency of indecision indicates some reserve in adhering to the ESE, which is more pronounced in the perception of the effects on the Classroom and Curriculum. The arguments produced about the ESE reveal mostly critical aspects.