Looking for a balance between internal and external evaluation of school quality

Evaluation of the SVI model

Dados Bibliográficos

ID11488267
AutoresHenk Blok (Amsterdam University of Applied Sciences, autor correspondente), Peter Sleegers (Amsterdam University of Applied Sciences), Sjoerd Karsten (Amsterdam University of Applied Sciences)
Ano2008
Volume23
Fascículo4
Páginas379-395
Data de publicação2008-07-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Education Policy (JOURNAL)
Identificadores do periódicoISSN: 0268-0939 • E-ISSN: 1464-5106
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02680930801923773
OpenAlexW2117943661
IdiomaEN
Citações recebidas15
Referências citadas12

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

Balance (ability · Management · Mathematics education · Medical education · Pedagogy · Quality (philosophy · Self evaluation · Task (project management · Applied Psychology · Educational Assessment and Improvement · Evaluation and Performance Assessment · Medicine · Psychology · Teacher Education and Leadership Studies