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Innovation and external evaluation of non-higher education schools in Portugal: a study based on external evaluation reports
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Advisor(s)
Abstract(s)
answer the complex demands placed by current social dynamics. Responding to this fast-paced changing society, however, has to be a priority of educational systems.
Evaluation and accountability processes have been recognized as essential mechanisms in order to
validate innovation – both internally – centered on self-regulation and self-evaluation, - and externally –
towards the context and society the educational institution answers to. However, external evaluation
also carries a number of risks [3], which may lead schools away from innovation, and toward ‘safer’
choices in terms of a culture of performativity or an audit culture [4] [5] [6].
The current model of External School Evaluation of non-higher education schools in Portugal, which
was piloted in 2018, stresses innovative practices, as they are a requirement for schools to achieve the
maximum evaluation mention, and less directly since indicators related to innovative practices are
included in its referential.
Our communication is based on the documental analysis of the external evaluation reports produced in
the current cycle of evaluation and the previous reports on the schools evaluated in this cycle, focusing
on innovative practices and intending to answer the following questions: What kinds of practices are
deemed as innovative in external evaluation reports? Were there mentions to innovation in those
schools' previous reports? How are innovation practices promoted or hindered by the perspectives
present in these reports? Fifteen such reports were analyzed by the authors (higher education teachers
involved in a project concerned with external school evaluation funded by the Portuguese Foundation
for Science and Technology: FCT PTDC/CEDEDG/30410/2017). Results show that there are both
positive and negative remarks made about innovative practices in schools. Not all reports refer to
innovative practices. Aspects considered innovative are mostly related to the domain «provision of
educational service», and to a smaller extent, «leadership and management». Preliminary results show
that some «innovative» practices may be reinforced by the external school evaluation reports,
regardless of the overall assessment of the schools involved.
Description
This paper is supported by the Foundation for Science and Technology (Portugal), under the project
FCT PTDC/CEDEDG/30410/2017
Keywords
Innovation External school evaluation
Citation
Seabra, F., Henriques, Abelha, M. & Mouraz, A. (2020). Innovation and External Evaluation of non-higher education schools in Portugal: a study based on external evaluation reports. In. Proceedings of EDULEARN20 Conference, 6th-7th July 2020, 451-460. IATED. ISBN: 978-84-09-17979-4.
Publisher
IATED