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Assessing the Unassessed or the Unassessible: Issues of school evaluation

Assessing the Unassessed or the Unassessible: Issues of school evaluation

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This is my presentation at the 34th IATEFL Conference in Liverpool England, Educational effectiveness can be defined as the effect a school has on its students’ development. Assessing the effectiveness of a school is not a straightforward issue because it touches upon many issues. Moreover, most of the data is hard to quantify.
Firstly, the aim behind the evaluation must be specified. If we believe that the outcomes of the evaluation will lead to the isolation of good practices, we accept that generalisations about schools can always be made. If we claim that evaluating schools will lead to the avoidance of wrong practices, then school assessment is directly related with change. Therefore, effective evaluation should mean assessing whether change has occurred.
Another issue is the importance of student assessment and whether its results can be presented as proof of school efficacy. Although, according to Educational Research schools that give their students ‘’added value’’ are those which make a difference, we have to examine whether this can be attributed to the school or whether students have been ‘’screened’’ to fit a certain profile. Finally, school assessment delves into classroom based issues (i.e. what effective teaching is, how high expectations can be linked with increased student performance), which very often impedes teaching by forcing teachers to teach in an accepted ‘’observer’’ mode. Sadly, teachers are often poorly supported for this.
This presentation aims to examine the theories behind school evaluation and to present an overview of the issues related with it. Secondly, it will point out the relationships between assessment, change and staff development.
This is my presentation at the 34th IATEFL Conference in Liverpool England, Educational effectiveness can be defined as the effect a school has on its students’ development. Assessing the effectiveness of a school is not a straightforward issue because it touches upon many issues. Moreover, most of the data is hard to quantify.
Firstly, the aim behind the evaluation must be specified. If we believe that the outcomes of the evaluation will lead to the isolation of good practices, we accept that generalisations about schools can always be made. If we claim that evaluating schools will lead to the avoidance of wrong practices, then school assessment is directly related with change. Therefore, effective evaluation should mean assessing whether change has occurred.
Another issue is the importance of student assessment and whether its results can be presented as proof of school efficacy. Although, according to Educational Research schools that give their students ‘’added value’’ are those which make a difference, we have to examine whether this can be attributed to the school or whether students have been ‘’screened’’ to fit a certain profile. Finally, school assessment delves into classroom based issues (i.e. what effective teaching is, how high expectations can be linked with increased student performance), which very often impedes teaching by forcing teachers to teach in an accepted ‘’observer’’ mode. Sadly, teachers are often poorly supported for this.
This presentation aims to examine the theories behind school evaluation and to present an overview of the issues related with it. Secondly, it will point out the relationships between assessment, change and staff development.

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Categories:Types, Speeches
Published by: Maria Araxi Sachpazian on Apr 11, 2013
Copyright:Attribution Non-commercial

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04/11/2013

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Maria-Araxi Sachpazian
BA Edu/ RSA dip/TEFL (hons)
Input on Education, Greece
Assessing theUnassessedor the
Unassessible:
Issues of School Evaluation
 
Why discuss school evaluation?
Picture taken from www.inanutshell.ca
 
Why assess?
To set certain standards
To change ineffective practices
To ensure continuing investment
on outcomes of teaching
To make sure that LTO stays on
course
For publicity or marketing purposes

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