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Schools’ strengths and areas for improvement: perspectives from external evaluation reports
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Orientador(es)
Resumo(s)
In the context of schools’ growing autonomy, external evaluation mechanisms, including
External Evaluation of Schools (EES), are increasingly central to educational policies.
This paper is based on the documentary analysis of all reports of the third cycle
of EES in Portugal (77 reports), focusing on two of the sections of those reports—
the strengths and areas for improvement identified in them. The analysis intends to
uncover the areas EES is currently stressing as relevant to assess schools’ quality
and identify tendencies across years of implementation and territorial areas (TAs).
The results identify some impacts from the TAs, highlighting the effects of the agents
interpreting and implementing the policies. Some areas are highlighted as critical—such
as the impact of self-evaluation, management, curriculum management, supervision and
accompaniment of teaching practices, evaluation, pedagogical practices, or the analysis
and improvement of the results. These areas are aligned with broader educational
policy priorities.
Descrição
Palavras-chave
External evaluation of schools School improvement Documentary analysis Strengths Improvement opportunities School autonomy
Contexto Educativo
Citação
Seabra, F., Henriques, S., Mouraz, A., Abelha, M. & Tavares, A. (2022). Schools’ strengths and areas for improvement: perspectives from external evaluation reports. Frontiers in Education, 7, 868481. https://doi.org/10.3389/feduc.2022.868481 E-ISSN 2504284X
Editora
Frontiers