Self-assessment and improvement: organizational assumptions

• Autor(a) principal: Melo, Rodrigo Eiró de Queiroz e
• Data de Publicação: 2014
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2014.3401

School autonomy is an organizational method inscribed in modern educational policies to improve students’ learning. School self-assessment is an instrument of that autonomy aimed at said improvement, but it’s impact on schools has not kept up to its promise of success. The causes of this fact lay less in the quality of the self-assessment procedures and more on the models of regulation of the educational system. These created an organizational context in which work coordination mechanisms are external to the organization and, therefore, improvement leys elsewhere. Self-assessment can only contribute to organizational improvement when the school is a mature learning organization that has internal mechanisms of work coordination. The paper ends with the presentation of a matrix to analyze and better understand the quality and efficiency of self-assessment processes.