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Evaluation of Schools for Quality I mprovement

Evaluation of Schools for Quality I mprovement. Vitor Alaiz UNIVERSIDADE CATÓLICA PORTUGUESA FACULDADE DE EDUCAÇÃO E PSICOLOGIA. School Development in Central Asia. Torino , 7-8 MAY 2009. Portuguese Educational system. Portuguese Educational System.

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Evaluation of Schools for Quality I mprovement

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  1. EvaluationofSchools for QualityImprovement VitorAlaiz UNIVERSIDADE CATÓLICA PORTUGUESA FACULDADE DE EDUCAÇÃO E PSICOLOGIA SchoolDevelopmentin Central Asia Torino, 7-8 MAY 2009

  2. PortugueseEducationalsystem

  3. PortugueseEducationalSystem

  4. Pluralisticwaysto qualityassurance

  5. Schoolsmake …

  6. School Quality School effectiveness School improvement Quality assurance

  7. SCHOOL QUALITY INDICATORS SYSTEMS EXTERNAL EVALUATION INTERNAL EVALUATION External Tests, surveys Team visits EFQM ISO 9000 Contingencial Models International National Local

  8. AVES Program: whatisit? MODEL • Externalevaluation • thatsupportsinternalevaluation processes Multidimensional evaluation: Qualitative + quantitativedimensions • Networkofschools, • consideringthecontextofeachone ProgramaAVES Avaliação de Escolas com Ensino Secundário

  9. CIPP model Stufflebeam CONTEXT PRODUCT PROCESS INPUT

  10. Multidimensionality

  11. TOOLS ACADEMIC TESTS QUESTIONAIRES eachyear> 200 000 80000 tests 120000 questionaires ProgramaAVES Avaliação de Escolas com Ensino Secundário

  12. “Fluxogram” ofProgramAVES Report 1 Port, Math, Hist, NatSc Tests Report 2 Values, Attitudes, CognSkils Data (statistical treatment) … Report 3 ValueAdded Questionaires Report 3 SchoolClimate

  13. Reports: academic performance

  14. Reports: graphicwiththecontext

  15. Reports: OCV (values, attitudesandcognitiveskils)

  16. Report: valueadded Média deversus resultados à entrada resultados à saída 3º Ciclo

  17. Reports: schoolclimate Figura 1: VA do 3º Ciclo do Ensino Básico

  18. Whyschoolclimate? • “School’s climate, as a variable, is far more directly responsible for pupils’ success than their social, economic and racial background.“ (Brookover et al. (1979) cf. Lima, 2008: 113)

  19. Whyschoolclimate? • “Cultureshapesschool’scapacity for changeandimprovement.” (Sarason, 1996; Stoll, 1999b; StollandEarl, 2003: 495) • “Grosin’sresearch (1995) inSweedenidentified positive links betweenschoolclimateandstudent’smathematicprogress, readingcomprehensionandbehaviour” (Hopkins, 2003: 518)

  20. Schoolclimate • Definition: • theway as organizationalcultureisperceivedbythemembersofoneorganization(Gonzalez Galan, 2004).

  21. Methodology • Questionnaire • Items: 40 • Scale: Likertscale, 5 leves (totalydesagree, …) • Subjects: 2500teachers • Schools: 27general schools (HS)+ 11VET schools • Data: • Statisticaltreatement : averagesofeach item in: eachschool + eachschoolofeachtype + allschools • Statisticaltests: significanceofaveragedifference

  22. Questionnaire: matrix 1

  23. Questionnaire: matrix 2

  24. Resources Itemsaggregatedin 8 constructs Leadership Internal discipline (behaviour) Personalrelationships Social system Satisfactionlevel Job climate Perceivedeffectiveness

  25. Questionnaire: items (example) • The school facilities encourage teaching and learning • The school has a well defined educational direction • The level of discipline at the school allows for the good functioning of lessons • Teachers feel that their work is appreciated by pupils • Teachers are unhappy with colleague interaction within the school • Teachers participate with professionalism in school activity • Teachers are confident with the results of their work • Teachers have autonomy in their teaching role

  26. Report: example Legenda:

  27. Report: example Legenda:

  28. Study:

  29. SchoolClimate

  30. Conclusion School climate of a set of VET schools may have been better than the one of a lot general schools

  31. GoodQualityEvaluation Communicate Evaluation Plan Evaluation UTILITY FEASIBILITY ACCURACY PROPRIETY Treat information Colect information THE JOINT COMMITTEE ON STANDARDS FOR EDUCATIONAL EVALUATION

  32. Thankyou! VitorAlaiz UNIVERSIDADE CATÓLICA PORTUGUESA FACULDADE DE EDUCAÇÃO E PSICOLOGIA vitoralaiz@gmail.com SchoolDevelopmentin Central Asia Torino, 7-8 MAY 2009

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