School self-assessment and improvement: in a logic of engagement

• Autor(a) principal: Oliveira, António Manuel Branco
• Data de Publicação: 2016
• 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.2016.3424

This article problematises the evaluation of schools, specifically the self-assessment, explaining concepts and perspectives and making known a self-assessment implementation process in a grouping schools. The approach is founded in the concept of self-assessment as improvement process that enables the school to learn with herself and values a concept of self-assessment as part of a school effective gradual improvement cycle. It’s concluded that the training under-taken by the self-assessment team, in the context of laying the foundations for the implementation of self-assessment, it favored understanding self-assessment as a continuous and systematic process improvement sustained on a school effective gradual improvement cycle, it promoted the appropriation of a engagement and shared responsibility logic and to the elaboration of the grouping schools self-assessment model.