Schools’ strengths and areas for improvement: perspectives from external evaluation reports
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10071/25506 |
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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Schools’ strengths and areas for improvement: perspectives from external evaluation reportsExternal evaluation of schoolsSchool improvementDocumentary analysisStrengthsImprovement opportunitiesSchool autonomyIn 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.Frontiers Media S.A.2022-05-23T10:02:50Z2022-01-01T00:00:00Z20222022-05-23T10:45:18Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10071/25506eng2504-284X10.3389/feduc.2022.868481Seabra, F.Henriques, S.Mouraz, A.Abelha, M.Tavares, A.info: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:RCAAP2023-11-09T17:23:26Zoai:repositorio.iscte-iul.pt:10071/25506Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:10:44.219278Repositório 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, F. External evaluation of schools School improvement Documentary analysis Strengths Improvement opportunities School autonomy |
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, F. |
author_facet |
Seabra, F. Henriques, S. Mouraz, A. Abelha, M. Tavares, A. |
author_role |
author |
author2 |
Henriques, S. Mouraz, A. Abelha, M. Tavares, A. |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Seabra, F. Henriques, S. Mouraz, A. Abelha, M. Tavares, A. |
dc.subject.por.fl_str_mv |
External evaluation of schools School improvement Documentary analysis Strengths Improvement opportunities School autonomy |
topic |
External evaluation of schools School improvement Documentary analysis Strengths Improvement opportunities School autonomy |
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 |
2022-05-23T10:02:50Z 2022-01-01T00:00:00Z 2022 2022-05-23T10:45:18Z |
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/10071/25506 |
url |
http://hdl.handle.net/10071/25506 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2504-284X 10.3389/feduc.2022.868481 |
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 Media S.A. |
publisher.none.fl_str_mv |
Frontiers Media S.A. |
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 instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799134661245403136 |