发展性学校评价在我国实施的个案研究

通过四所个案学校的实践历程发现,发展性学校评价在我国的实施具有一定的可行性,但仍存在一些问题和不足。具体表现在:政府督导室的支持和外部评价组的权威性有助于发展性学校评价的实施,但大部分学校自身参评的动力并不是很强;大多数学校均能组成自评小组,开发自评工具,进行自我评价,并形成了内容相对丰富的自评报告,但自评人员的参与面较窄,自评报告的"迎评化"色彩较浓,大多数教师和校长亦缺乏相应的评价知识和技能;外部评价组的专业性和投入度有力地保障了外评的效果,但也存在着评价时间较短、评价过程过于紧凑、评价队伍的构成不够多元等问题。     

DETERMINING THE QUALITY OF COMPETENCE ASSESSMENT PROGRAMS: A SELF-EVALUATION PROCEDURE

As assessment methods are changing, the way to determine their quality needs to be changed accordingly. This article argues for the use Competence Assessment Programs (CAPs), combinations of traditional tests and new assessment methods which involve both formative and summative assessments. To assist schools in evaluating their CAPs, a self-evaluation procedure was developed, based on 12 quality criteria for CAPs developed in earlier studies. A self-evaluation was chosen as it is increasingly used as an alternative to external evaluation. The CAP self-evaluation is carried out by a group of functionaries from the same school and comprises individual self-evaluations and a group interview. The CAP is rated on the 12 quality criteria and a piece of evidence is asked for to support these ratings. In this study, three functionaries from eight schools (N = 24) evaluated their CAP using the self-evaluation procedure. Results show that the group interview was very important as different perspectives on the CAP are assembled here into an overall picture of the CAP's quality. Schools seem to use mainly personal experiences to support their ratings and need to be supported in the process of carrying out a self-evaluation.     

Improving the quality of education through self-evaluation in Dutch secondary schools

In countries with a governance structure in which responsibility for the quality of education is shared between government and school boards, the past decades school self-evaluation has been stimulated as a way to encourage continuous quality improvement. However, working on the goals of quality assurance and school improvement at the same time is a challenge in general. To make a valuable contribution to both goals, the self-evaluation effort has to be of sufficient quality itself. In this article, we present a research-based framework for school self-evaluation (SSE) composed of both content and process factors that allows to evaluate the quality of self-evaluation in schools. We then used this model to evaluate the experiences in a comprehensive self-evaluation project that has been designed and used to help Dutch secondary schools promote the quality of student care. Our sample encompassed 79 Dutch secondary schools involved in this project. The findings show that the quality of SSE depends on the quality of the instruments (content) and process factors. However, to make a valuable contribution to school improvement and thereby the quality of education in The Netherlands more attention is needed for a balance between internal and external supervision and the role of school managers in the process of SSE.For future research more insight is needed in the challenges of meeting the content and process conditions of school self-evaluations, the governance and supervision issue at the level of schoolboards, the competence of change management in schools and the effects of SSE on the quality of education.     

The utilisation of a school self‐evaluation instrument

School quality care has become important in many Western countries. Expectations are high, but little is known about the nature and extent of the use of self‐evaluation instruments within schools. From this longitudinal study into the use of a Dutch school self‐evaluation instrument, it became clear that schools vary in the extent to which they are able to make use of self‐evaluation results. A minority of schools in this study were able to use the self‐evaluation results for developing measures at the school and classroom level to improve the quality of education. Potential causes for the findings and alternatives for promoting the utilisation of school self‐evaluation instruments are discussed.     

Looking for a balance between internal and external evaluation of school quality: evaluation of the SVI model

This article describes the results of a study into the utility of the SVI model, a model in which internal and external evaluation are balanced. The model consists of three phases: school self‐evaluation, visitation and inspection. Under the guidance of school consultants, 27 Dutch primary schools have built up two years of experience with the SVI model. The results show that the school leaders developed a positive attitude towards school self‐evaluation and visitation. They found that both self‐evaluation and visitation have improved their insight into the quality of the school. However, a content analysis of the school self‐evaluation reports shows that the school self‐evaluations are often of low quality. For example, it appeared that most of the self‐evaluation reports do not provide answers to questions the schools have formulated at the beginning of the self‐evaluation. Moreover, the teams of critical friends and the inspectors concluded that the school self‐evaluations do have many shortcomings. Based on these results, we conclude that school self‐evaluation is a very difficult task for most schools. It is therefore crucial that schools receive external support and that they build up experience with school self‐evaluations over a period of years.     

A comparison of the governing of primary and secondary schools in England

In England, governing bodies continue to be responsible for the conduct of publicly funded schools. This article compares the governing of publicly funded primary schools (for 5–11 year olds) and secondary schools (for 11–18 year olds). The research analysed policy documents and the governing of 16 primary and 14 secondary schools. The main governance mode for both primary schools and secondary schools is hierarchical and similar in nature, and the governing bodies of primary and secondary schools use broadly similar governing instruments. However, they differ in significant ways. In primary schools, governing is smaller in scale and less complex. Primary school governing is closer to the school and children, and the images held by governors of the system to be governed are better developed in primary schools. Functional knowledge was more useful in primary school governing, and the use of informal meetings as instruments of governance was more widespread in primary school governing. The findings and their implications need to be taken into account in the analysis of and policy making for school governing.     

美国国家质量奖学校质量标准对我国的启示

制定学校质量标准是促进教育质量提高、学校标准化建设和学校改进的重要手段。美国国家质量奖学校质量标准关注结果和过程的策划、设计与事实,重视评估学校发展目标的实现程度及服务对象的满意程度。美国国家质量奖学校质量标准对我国的启示在于:应制定具有广泛适应性的国家学校质量标准框架,推进《教育质量法》的颁布,重视学校的自评,并关注家长、学生和利益相关者的满意度。     

权力下放、绩效责任与学校自我评估

权力下放与校本管理运动赋予了学校一定的自主权,但权力和责任必须相称.享有一定自主权力的学校,必须承担起学校发展成败和教育品质高低的责任.但有了权力,又具备绩效责任意识的学校并不必然就是一个不断提升自我能力而创造未来的组织,它还必须拥有自我评估、自我完善的机制与能力.赋权、问责与增能的有机结合才是学校转变为学习型组织和实现可持续发展的动力和途径.     

Aligning professional development,school self-evaluation and principals’ performance standards: a UAE case study

The Abu Dhabi Education Council (ADEC) has introduced professional development (PD) plans and professional standards for school administrators. This was initiated to galvanise the ongoing school reforms. In addition, the Irtiqaa Framework, a school self-evaluation programme that contributes to the broad agenda of school reforms and changes, is currently implemented in public schools throughout the entire Emirate of Abu Dhabi. This study explores school administrators’ experiences of the PD offered in their schools, querying how aligned they are with the school self-evaluation and principal’s performance standards. The research employed a qualitative case-study approach. Semi-structured interviews were used as tools for data collection and they were conceptualised within the framework of the administrators’ performance standards and school-self-evaluation-Irtiqaa documents provided by ADEC. Researchers conducted semi-structured interviews with 14 school administrators, including principals, vice principals, and academic principals that represent six cycle-1 public schools. Findings and recommendations presented highlight the areas of improvement needed for more effective professional development that is not only in synchrony with school demands in times of change, but also in alignment with professional requirements that enhance effective school self-evaluation.     

Quality of school life and attitudes to Irish in the Irish-medium and English-medium primary school

This research reports pupils’ perceptions of their quality of school life in primary schools in Northern Ireland, investigated through development and use of a culturally adapted instrument with both experimental (Irish-medium) and control (English-medium) groups. A related issue examined via a second culturally adapted instrument was the pupils’ attitudes towards the Irish language. Findings show that there is a significant difference in the perception/attitude profiles of both groups. However, the magnitude of the effects is small, with both sets of pupils being positively disposed overall towards their quality of school life. This is a noteworthy finding when the comparative under-resourcing of Irish-medium schools is taken into account. Findings also reveal that Irish-medium pupils have highly instrumental views of schooling. The research developed robust and culturally compatible instruments which offer a useful starting point for an examination of school effectiveness in the Irish-medium sector.     

以评促建:构建教师发展学校建设长效机制的路径——浙江省的经验与反思

科学有效的评价体系可为教师发展学校建设提供目标与动力,以评促建是构建教师发展学校建设长效机制的有效路径.浙江省通过政府部门、高校与中小学多元主体的协同合作,在标准化评价指标的指导下,以自评与他评相结合的方式,对教师发展学校的协同合作、组织管理、资源保障、课程建设几方面进行评价,在以评促建方面积累了诸多经验.但其中也逐渐暴露出一些问题,如第三方评价对评价结果客观性的消极影响、评价工具不够完善、评价内容不够全面、评价过程过于烦琐和不够深入等问题.未来可从完善第三方评价、改良评价工具、丰富评价内容、优化评价方式等方面着手,推动教师发展学校长效运行.     

School Teachers’ and Administrators’ Opinions about Disability Services,Quality of Schools,Total Quality Management and Quality Tools

ABSTRACT

The aim of this study is to determine primary school administrators’ and teachers’ opinions about the quality of their schools; the school administrators and teachers’ knowledge about Total Quality Management and quality tools and the quality tools used in primary schools. The research has been carried out with a qualitative approach and it is in the case study pattern. The participants consisted of 16 teachers and 4 school administrators working in primary schools in North Cyprus. The participants were chosen via maximum sampling method. The findings show that the current situation in schools contradicts with the basic principles of Total Quality Management. It was determined that school administrators were ignorant about Total Quality Management and none of the teachers and school administrators had previously heard the concept of quality tools. Teachers and school administrators mentioned disabled students as an issue. It seems like teachers have problems in behaving in the right way towards these students. They do not know how to improve these students’ talents because they are not educated on the subject. Via tools of quality teachers and school administrators may find reasons and solutions for issues like people with disabilities and plan events to promote disability awareness.     

English language education in formal and cram school contexts: an analysis of listening strategy and learning style

Formal English language education in Taiwan now starts at Year 3 in primary school, with an emphasis on communicative proficiency. In addition to formal education, attending English cram schools after regular school has become a common phenomenon for Taiwanese students. The main purpose of gaining additional reinforcement in English cram schools is to help pupils enhance their academic performance. However, how pupils use strategies to approach their learning, how they prefer to develop their listening skills, and their relation to different learning environments, say, formal and cram schools, are still unclear. The aim of the present study is to investigate how far formal and cram school English education and the degree of English listening comprehension influences different aspects of listening strategy use and learning styles. The research involved a questionnaire survey of 526 Year 6 primary school pupils. The analysis of the questionnaire was conducted through multivariate analysis of variance and chi-square tests of independence. Results showed that there was a close link between English listening comprehension, learning in English cram schools, certain types of strategy use, and learning styles. Pupils who preferred to learn English in cram schools reported better English listening comprehension and developed better cognitive strategies.     

From inspection to quality: Ways in which school inspection influences change in schools

Inspection is employed by most European education systems as an instrument for controlling and promoting the quality of schools. Yet there is little research knowledge about how inspection drives the improvement of schools. The study reports on surveys to principals in primary and secondary education in six European countries to attempt to clarify how school inspection impacts on the improvement of schools. Based on an analysis of principals’ perceptions the evidence suggests that inspection primarily drives change indirectly, through encouraging certain developmental processes, rather than through more direct coercive methods. Inspectorates that set clear expectations and standards have an impact on the increased utilization of self-evaluation and on developing the capacity of schools to improve in a variety of ways.     

Staff Working Parties: A Policy for Increased Productivity

This article presents findings of research into the quality control (QC) of schools from 2001–2006. In 2001 several targets for QC were set and the progress of 939 primary schools is presented. Furthermore, using cluster analysis, schools are classified into four QC-types that differ in their focus on school (self) evaluation and school improvement. Accordingly, the progress of those four types of quality control from 2001 to 2006 is shown. Next, regression analyses have been conducted to find predictors of school progress in QC. Finally, attitudes of schools towards external quality control will be discussed.     

Changes in Learning Environment during the Transition from Primary to Secondary School

The study used learning environment variables in investigating changes occurring as students transfer from primary to secondary school, including the role of student sex and school size pathway as influencing factors in changes in learning environment perceptions. The My Class Inventory (MCI) and Questionnaire on Teacher Interaction (QTI) were used in two data-gathering stages, one in the penultimate month of primary schooling and the other in the fourth month of secondary schooling. The sample comprised 1500 students from 47 feeder primary schools and 16 linked secondary schools. The primary schools ranged from very small isolated country schools to larger city schools with hundreds of students. Five different school size transition pathways were defined for analysis: small-to-medium, medium-to-medium, small-to-large, medium-to-large and ‘within-school’ (involving schools with a K-10 structure, but with separate primary and secondary school sites within the same campus). Although the classroom climate in secondary schools was perceived more favourably than in primary schools (especially in terms of less friction and competitiveness), the quality of teacher-student interaction was perceived to deteriorate on most dimensions assessed by the QTI (e.g. a reduction in teachers' leadership, helping/friendly, understanding and student responsibility/freedom behaviours). But changes in environment perceptions across transition varied with student sex and school size pathway. For example, perceptions of class satisfaction across transition deteriorated for girls, but improved for the boys. The findings have implications for administrators and teachers, particularly those with a role within the ‘middle school’ years. This revised version was published online in July 2006 with corrections to the Cover Date.     

我国不同类型中学教师职业成就感现状及比较分析——基于我国28省市自治区的实证研究

本研究对我国28个省市自治区的6073位中学教师的职业成就感状况及群体问的差异进行研究,结果显示：中学教师职业成就感普遍不高,职业成就感的获取主要来自外部评价,缺乏内在的自我评价。教师职业成就感在地区、学校类型、专业背景、工作条件等因素方面的差异有统计学意义。不同类型教师职业成就感来源存在显著差异,教师职业成就感不仅存在量的差异,还存在质的区别。     

Effectiveness of a school-based intervention to prevent child sexual abuse—Evaluation of the German IGEL program

BackgroundChild sexual abuse (CSA) is a problem with severe consequences for victimized children. A variety of interventions have been developed and implemented over the last decades to prevent CSA. However, most of them have not been systematically evaluated to determine their effectiveness. The IGEL program is a school-based intervention to prevent CSA in third-grade primary school children in Germany.MethodsThis study was conducted using a quasi-experimental design, in which almost 300 children and their parents from eight intervention and four control schools were surveyed three times (pretest, posttest, 3 months later). In order to measure outcomes, a questionnaire was developed based on validated instruments to assess the knowledge, courses of action and self-protective skills of the children. Furthermore, increased anxiety and generalized touch aversion were examined as potentially harmful side effects of the program.ResultsThe results clearly demonstrate increased CSA-related knowledge and courses of action in children from the intervention group compared to the control children. These effects were medium-sized and sustained for at least three months after the last session. No meaningful negative side effects were detected in the evaluation for either the children or parents.ConclusionThe outcome evaluation indicates that the IGEL program is an effective intervention in terms of knowledge about CSA and known courses of action, and may therefore contribute to the prevention of CSA in primary schools. Despite this positive core finding of the intermediate outcomes, some adaptations of the program to children with different cultural backgrounds were made prior to further dissemination.     

An examination of the predictive relationships of self-evaluation capacity and staff competency on strategic planning in Hong Kong aided secondary schools

This article aims to examine the predictive relationships of self-evaluation capacity and staff competency on the effect of strategic planning in aided secondary schools in Hong Kong. A quantitative questionnaire survey was compiled to collect data from principals of the participating schools. Confirmatory factor analysis and reliability tests were applied to confirm the constructed validity and reliability of the survey instrument. Multiple regression analysis was applied to explore the relationships among variables. The capacity of self-evaluation mechanisms and staff competency are identified as predictive factors for effective strategic planning. An effective quality assurance (QA) mechanism could support the sustainable development of school organization. School administrators could embed self-evaluation mechanisms into strategic planning and provide staff development to improve the QA systems in their schools.     

The influence of competences and support on school performance feedback use

Information‐rich environments are created to promote data use in schools for the purpose of self‐evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the relationship between data literacy competences, support given in interpreting the information, actual use of the feedback and potential school improvement effect. A randomised field experiment with 188 school principals from primary education was set up and a post‐test was used to investigate the effects of a support initiative. The results revealed that a minority of schools invested significantly in the interpretation and diagnosis of the school performance feedback (SPF), despite the fact that most of the respondents showed an interest in the SPF report. In addition, data competence support and the subsequent use of feedback were found to be limited.