Schools’ strengths and areas for improvement: perspectives from external evaluation reports

Detalhes bibliográficos
Autor(a) principal: Seabra, Filipa
Data de Publicação: 2022
Outros Autores: Henriques, Susana, Mouraz, Ana, Abelha, Marta, Tavares, Ana
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.2/11890
Resumo: In the context of schools’ growing autonomy, external evaluation mechanisms, including External Evaluation of Schools (EES), are increasingly central to educational policies. This paper is based on the documentary analysis of all reports of the third cycle of EES in Portugal (77 reports), focusing on two of the sections of those reports— the strengths and areas for improvement identified in them. The analysis intends to uncover the areas EES is currently stressing as relevant to assess schools’ quality and identify tendencies across years of implementation and territorial areas (TAs). The results identify some impacts from the TAs, highlighting the effects of the agents interpreting and implementing the policies. Some areas are highlighted as critical—such as the impact of self-evaluation, management, curriculum management, supervision and accompaniment of teaching practices, evaluation, pedagogical practices, or the analysis and improvement of the results. These areas are aligned with broader educational policy priorities.
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spelling Schools’ strengths and areas for improvement: perspectives from external evaluation reportsExternal evaluation of schoolsSchool improvementDocumentary analysisStrengthsImprovement opportunitiesSchool autonomyODS::04:Educação de QualidadeIn the context of schools’ growing autonomy, external evaluation mechanisms, including External Evaluation of Schools (EES), are increasingly central to educational policies. This paper is based on the documentary analysis of all reports of the third cycle of EES in Portugal (77 reports), focusing on two of the sections of those reports— the strengths and areas for improvement identified in them. The analysis intends to uncover the areas EES is currently stressing as relevant to assess schools’ quality and identify tendencies across years of implementation and territorial areas (TAs). The results identify some impacts from the TAs, highlighting the effects of the agents interpreting and implementing the policies. Some areas are highlighted as critical—such as the impact of self-evaluation, management, curriculum management, supervision and accompaniment of teaching practices, evaluation, pedagogical practices, or the analysis and improvement of the results. These areas are aligned with broader educational policy priorities.This manuscript was funded by national funds through the FCT—Fundação para a Ciência e a Tecnologia, I.P., in the scope of project PTDC/CED-EDG/30410/2017, and of the projects UIDB/04372/2020 and UIDP/04372/2020.FrontiersRepositório AbertoSeabra, FilipaHenriques, SusanaMouraz, AnaAbelha, MartaTavares, Ana2022-04-18T14:37:40Z2022-04-112022-04-11T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.2/11890engSeabra, F., Henriques, S., Mouraz, A., Abelha, M. & Tavares, A. (2022). Schools’ strengths and areas for improvement: perspectives from external evaluation reports. Frontiers in Education, 7, 868481. https://doi.org/10.3389/feduc.2022.868481 E-ISSN 2504284Xhttps://doi.org/10.3389/feduc.2022.8684812504284Xinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-16T15:40:45Zoai:repositorioaberto.uab.pt:10400.2/11890Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:51:14.099332Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Schools’ strengths and areas for improvement: perspectives from external evaluation reports
title Schools’ strengths and areas for improvement: perspectives from external evaluation reports
spellingShingle Schools’ strengths and areas for improvement: perspectives from external evaluation reports
Seabra, Filipa
External evaluation of schools
School improvement
Documentary analysis
Strengths
Improvement opportunities
School autonomy
ODS::04:Educação de Qualidade
title_short Schools’ strengths and areas for improvement: perspectives from external evaluation reports
title_full Schools’ strengths and areas for improvement: perspectives from external evaluation reports
title_fullStr Schools’ strengths and areas for improvement: perspectives from external evaluation reports
title_full_unstemmed Schools’ strengths and areas for improvement: perspectives from external evaluation reports
title_sort Schools’ strengths and areas for improvement: perspectives from external evaluation reports
author Seabra, Filipa
author_facet Seabra, Filipa
Henriques, Susana
Mouraz, Ana
Abelha, Marta
Tavares, Ana
author_role author
author2 Henriques, Susana
Mouraz, Ana
Abelha, Marta
Tavares, Ana
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Repositório Aberto
dc.contributor.author.fl_str_mv Seabra, Filipa
Henriques, Susana
Mouraz, Ana
Abelha, Marta
Tavares, Ana
dc.subject.por.fl_str_mv External evaluation of schools
School improvement
Documentary analysis
Strengths
Improvement opportunities
School autonomy
ODS::04:Educação de Qualidade
topic External evaluation of schools
School improvement
Documentary analysis
Strengths
Improvement opportunities
School autonomy
ODS::04:Educação de Qualidade
description In the context of schools’ growing autonomy, external evaluation mechanisms, including External Evaluation of Schools (EES), are increasingly central to educational policies. This paper is based on the documentary analysis of all reports of the third cycle of EES in Portugal (77 reports), focusing on two of the sections of those reports— the strengths and areas for improvement identified in them. The analysis intends to uncover the areas EES is currently stressing as relevant to assess schools’ quality and identify tendencies across years of implementation and territorial areas (TAs). The results identify some impacts from the TAs, highlighting the effects of the agents interpreting and implementing the policies. Some areas are highlighted as critical—such as the impact of self-evaluation, management, curriculum management, supervision and accompaniment of teaching practices, evaluation, pedagogical practices, or the analysis and improvement of the results. These areas are aligned with broader educational policy priorities.
publishDate 2022
dc.date.none.fl_str_mv 2022-04-18T14:37:40Z
2022-04-11
2022-04-11T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.2/11890
url http://hdl.handle.net/10400.2/11890
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Seabra, F., Henriques, S., Mouraz, A., Abelha, M. & Tavares, A. (2022). Schools’ strengths and areas for improvement: perspectives from external evaluation reports. Frontiers in Education, 7, 868481. https://doi.org/10.3389/feduc.2022.868481 E-ISSN 2504284X
https://doi.org/10.3389/feduc.2022.868481
2504284X
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers
publisher.none.fl_str_mv Frontiers
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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