11 SES 05 B, External and Internal Evaluation of Educational Effectiveness
Since 2006, Portuguese schools are subject of an external evaluation process performed under the responsibility of the General Inspection of Education and Science (GIES). This process follows a framework that is structured around three areas: (1) results (2) educational service provision, and (3) leadership and management. The result of schools external evaluation (SEE) is communicated to schools through a report that justify the classifications of each area and sets out the main strengths and aspects to improve.
The SEE process is justified by the aim of promoting the progress of students’ learning and outcomes, identifying schools’ strengths and areas needing to be improved. Thus, is important to understand if schools (and their educational agents) are creating conditions for students learning (Young, 2008) and if these are provided in the same way for all students (Leite, 2003).
It is also important to know if these practices are related to the evaluation processes experienced by schools. According to Afonso (2009), many of the innovations at curriculum level are directly related to external accountability measures. In other words, and as mentioned in the OECD report (Kärkkäinen, 2012:29), it must be remembered that «(...) schools can be affected by the results of national examinations or by external inspection - "the mandated formal process of external evaluation with the aim of holding schools accountable"».
Even though there is legislation establishing schools’ the evaluation system since 2002, in Portugal (Law No. 31/2002), encouraging the development of self-evaluation (SE) processes, it was only with the institutionalization of SEE processes (in 2006) that SE began to have expression.
However, what happened in Portugal is not very different from what happened in other countries, due to movement of decentralization and autonomy of educational institutions, as well as to the comparison of students’ final results, between schools. As stated in the recent OECD report (2013: 214): «in recent years, many schools have become more autonomous and decentralised organizations; also they have become more accountable to students, parents and the public at large For Their outcomes. The results from the OECD Programme for International Student Assessment (PISA) suggest that when autonomy and accountability are intelligently combined, they tend to be associated with better student performance». It was already with this intention that, in Portugal, in the middle 90’s, the ETPP (Educational Territories of Priority Intervention) were created, as an expression of scholar autonomy, directly related to accountability processes for schools. The main purpose was for schools to locally find ways to solve problems related to social inequality, school dropout and academic failure (Barbieri, 2003; Leite, Fernandes & Silva, 2013). Moreover, associated with this view, emerges the idea that school SE can be a strong support for promoting the desired educational improvement (Bolivar, 2013).
It is in this context that this communication problematic lies. The main goal is to study SE processes developed by primary and secondary education schools, aiming to produce knowledge about effects generated in the promotion of curricular justice and educational improvement. In our perspective, it is important to understand the conditions that contribute to the inclusion of distinct social groups, in a curricular and social justice perspective (Connell, 1995; Santomé, 2013), which are essential for the construction of democratic schools (Apple & Beane, 1995). In other words, it is important to know what are the influence of school evaluation policies (Macbeath, 2006) in the development of a curriculum that promotes the principle of a successful school with all and for all (Leite, 2002; Freire, 2007; Stoer & Magalhães, 2009).
AFONSO, Almerindo Janela (2009). Políticas avaliativas e accountability em educação — subsídios para um debate ibero-americano. Sísifo, 09, pp 57-70. APPLE, Michael & BEANE, James (1995.) Democratic schools. University of Michigan, Association for Supervision and Curriculum Development. BARBIERI, Helena (2003). Os TEIP, o projeto educativo e a emergência de 'perfis de território'. Educação, Sociedade & Culturas, 20, pp 43-75. BARDIN, Laurence (2007). L'Analyse De Contenu. Coleção: Quadrige. BOGDAN, Robert & BIKLEN, Sari (2003). Qualitative Research for Education: An introduction to Theories and Methods. New York: Pearson Education group. BOLIVAR, António (2003). Como melhorar as escolas. Estratégias e dinâmicas de melhoria das práticas educativas. Porto: Edições ASA. BRAUN, Virginia & CLARKE, Victoria (2013). Successful qualitative research. A practical guide for beginners. SAGE Publications, Inc. CONNELL, Raewyn (1995). Justiça, conhecimento e currículo na Educação contemporânea. In SILVA, Luiz Heron & AZEVEDO, José Clóvis (orgs.). Reestruturação Curricular. Teoria e prática no cotidiano da escola. Rio de Janeiro: Vozes. FREIRE, Paulo (1997). Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra. KÄRKKÄINEN, Kiira (2012). Bringing About Curriculum Innovations: Implicit Approaches in the OECD Area. OECD Education Working Papers, 82, OECD Publishing. KRIPPENDORFF, Klaus (2012). Content Analysis: An Introduction to Its Methodology. SAGE Publications, Inc. L’ÉCUYER, René (1990). Méthodologie de l’analyse développementale de contenu. Canadá: Presses de l’Úniversité. LEITE, Carlinda (2002). O currículo e o multiculturalismo no sistema educativo português. Lisboa: Fundação Calouste Gulbenkian. LEITE, Carlinda (2003). Para uma escola curricularmente inteligente. Porto: Ed. ASA. LEITE, Carlinda; FERNANDES, Preciosa; SILVA, Sofia Marques da (2013). O lugar da educação para a cidadania no sistema educativo português: perspetivas de docentes de uma escola TEIP. Educação, v. 36, 1, pp 35-43. MACBEATH, John (2006). School Inspection & Self-Evaluation: Working with the New Relationship. Taylor & Francis. OECD (2013). Education at a Glance 2013: OECD Indicators. OECD Publishing: http://dx.doi.org/10.1787/eag-2013-en. SANTOMÉ, Jurjo Torres (2013). Currículo escolar e justiça social: o Cavalo de Troia da Educação. Porto Alegre: Penso. STOER, Stephen & MAGALHÃES, António (2009). Education, knowledge and the network society. In DALE, Roger & ROBERTSON, Susan (ed.) Globalization and europeanisation in education. Oxford: Symposium Books. YOUNG, Michael (2008) Bringing Knowledge Back in: From Social Constructivism to Social Realism in the Sociology of Education. Routledge. VELOSO, Luísa; ABRANTES, Pedro; CRAVEIRO, Daniela (2011). A Avaliação Externa de escolas como processo social. Educação, Sociedade & Culturas, 33. Pp 69-88.
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