Journal articles on the topic 'School Evaluation'
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Sousa, Anabela Barros Pinto, and Manuela Terrasêca. "Processos de autoavaliação de escolas ou avaliação interna do sistema?" education policy analysis archives 23 (November 21, 2015): 115. http://dx.doi.org/10.14507/epaa.v23.2085.
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Evaluation, in the current context of education policy, is an instrument of regulation of action. In Portugal, public schools evaluation focuses on the dimensions of self-evaluation and external evaluation, the articulation of both being normatively imposed and also encouraged in various evaluation, benchmarking, and monitoring initiatives. Based on document analysis of background documents and reports of evaluation of schools initiatives, this article presents the various concepts of school self-evaluation in those documents and reflects on the "self" dimension of this self-evaluation in Portuguese public schools as an exercise of autonomy and accountability. Since 2002, the guidelines for self-evaluating schools are known. Although the administrations continue to say that it is not intended to induce the process, models and tools for evaluating schools, particularly the External Evaluation of Schools (EES), have been carrying a soft orientation / regulation, since they call for the school to produce a discourse built around the analysis of dimensions that they impose. This "new form of governance", assuming itself as a form of regulation of this action, can become a form of self-evaluation as a discourse, more or less standardized, which is a part of (self)-evaluationt of the system, rather than a process of construction of negotiated and shared references in school. We aim to characterize this self-evaluation, from the EES's conceptual framework analysis, and study the dimensions in which it is applied, as well as to clarify its place in the evolution of the EES model.
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Cobbinah, Joseph E., and Emma Sarah Eshun. "School Self-Evaluation and the Nature of Support System for Basic Schools in Ghana." SAGE Open 11, no. 2 (April 2021): 215824402110227. http://dx.doi.org/10.1177/21582440211022732.
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Studies have suggested that the effective use of school self-evaluation is one of the best ways of improving schools. Several countries use school self-evaluation as an accountability measure and quality assurance framework to improve schools’ and students’ academic performance. This article examines teachers’ understanding of school self-evaluation, the usage of school self-evaluation, and the nature of support systems that may be available to basic schools in Ghana. Interview data were gathered from teachers and headteachers to ascertain their perspectives on the application of school self-evaluation and any support systems that may be available in schools. The results show that schools have their own ways of evaluating performance, and school self-evaluation is not used as a tool to evaluate the school’s performance. It became evident that teachers do not have in-depth knowledge about school self-evaluation. The teachers agreed that authorities must organize training workshops for them to enhance their understanding and usage of school self-evaluation to improve performance in their schools.
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KURUM, Gul, and Sakir CINKIR. "An Authentic Look at Evaluation in Education: A School Self- Evaluation Model Supporting School Development." Eurasian Journal of Educational Research 19, no. 83 (October 1, 2019): 1–34. http://dx.doi.org/10.14689/ejer.2019.83.12.
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Muhammad Akram, Farrukh Munir, and Ahmad Bilal. "Effect of Teacher Performance Evaluation on School Effectiveness." sjesr 4, no. 1 (March 17, 2021): 431–39. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(431-439).
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This study was conducted to measure the effect of teacher performance evaluation on school effectiveness in public high schools in Pakistan. Teacher evaluation is a formal and systematic process of evaluating teacher performance that plays an important role in enhancing school effectiveness. School effectiveness is a process that ensures that a particular school has effectively maintained a safe and orderly environment, implemented an instructional framework and curriculum that focuses on enhancing student learning, where the school monitoring system is highly responding, and where a competency-based system is in practice that ensures increased student achievement. A correlational research design was used to conduct this study. Using multistage sampling techniques, data were collected from 580 secondary school teachers in district Okara. Self-Assessment Instrument for Teacher Evaluation (α=.88) and School Effectiveness Questionnaire ((α=.86) were used for data collection. The Pearson correlation coefficient showed that teacher evaluation scores and school effectiveness were significantly correlated with each other (r=.69). As teacher performance evaluation scores increased, the score on school effectiveness also increased. Multiple linear regression analysis revealed that teacher performance evaluation score significantly predicted 46% of variance in school effectiveness. Further, female teachers were better on teacher performance evaluation score and school effectiveness. Teachers in urban schools showed higher scores on teacher performance evaluation scores and school effectiveness as compared to rural school teachers.
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Silva, Itamar Mendes da. "Self-evaluation and democratic management in school." Ensaio: Avaliação e Políticas Públicas em Educação 18, no. 66 (March 2010): 49–64. http://dx.doi.org/10.1590/s0104-40362010000100004.
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The purpose of this text is to discuss the Evaluation of Basic School and its interfaces with School Management, as well as the possible repercussions of this practice in decisions and actions in the institution quotidian. It presents the results of an investigation that focused on process of evaluation that count on the participation of fathers in four schools of Child Education and Initial Years of Fundamental Education in a medium sized city located in the metropolitan region of São Paulo. The analysis was concentrated in documents of evaluations carried out by the institutions themselves - secondary data. The study based conclusions that the process of evaluation in spot compounds the context of a Democratic Management in initial stage of construction, which expresses the contradictions between the proposals of the education system and the interests and needs of schools, but that constitutes an important piece for the promotion of a school where fathers/ mothers and school board search for a joining action.
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Hewitt, Michael P. "Self-Evaluation Accuracy among High School and Middle School Instrumentalists." Journal of Research in Music Education 53, no. 2 (July 2005): 148–61. http://dx.doi.org/10.1177/002242940505300205.
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The purposes of this study were to examine (a) whether grade-level differences exist on self-evaluation tendencies over time, (b) if grade-level differences and evaluator differences exist, alone and in combination, on music performance evaluation, (c) if relationships exist between student self-evaluation and expert evaluations of music performance by grade level, and (d) whether differences exist between grade level and music performance subarea (tone, intonation, melody, etc.) on self-evaluation accuracy. Middle ( N=92) and high school ( N=51) instrumentalists participating in two summer music programs self-evaluated their performances during rehearsals, while expert evaluators judged an individual final performance. Results indicated differences between grade levels on performance self-evaluation as the week progressed for some subareas. High school students were more accurate in their self-evaluations than were middle school musicians for all subareas except melody and rhythm. Middle school students' scores showed greater correlation with experts than did those of high school musicians. Both groups were most accurate in their evaluation of melody and least accurate in evaluation of technique/articulation. January 3, 2005 May 11, 2005.
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Silva, Eliabe Bezerra de Oliveira. "Evaluation of School Learning: The Pedagogical Alignment of Evaluation Practices." Amadeus International Multidisciplinary Journal 1, no. 2 (March 13, 2017): 17. http://dx.doi.org/10.14295/aimj.v1i2.10.
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This article deals with the relation between evaluation of school performance and other types of evaluation. The purpose of this paper is not to propose internal school evaluation as the central axis in the teaching-learning process, considering the ethical, political, pedagogical and social aspects throughout the evaluation process. The method was the direct observation of the evaluation routines, in state schools of Juazeiro do Norte-Ceará. Bibliographic research was also used to interpret the content. The arguments were constructed in order to renew the discussion on the subject, making possible new relations. The results led us to believe that the pedagogical alignment of school evaluation with other types of evaluation is an essential tool within a systemic view of education. There are interchangeable relations between these evaluations, with implications in the relations among the social actors, in a quest for social equity. Therefore, the bases of school evaluation tend to change, starting from an ethical and political stance, that begin at the local level, within the school. All forms of evaluation, internal and eternal, should contribute to consolidate the circle of communication between the social actors involved in schooling and to "feed" an information network in order to support more effective public education policies.
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McBride, Nyanda. "Health Promotion Evaluation and Research in Schools: Issues for Consideration." Australian Journal of Primary Health 5, no. 4 (1999): 37. http://dx.doi.org/10.1071/py99049.
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Schools offer an attractive means for health promotion practitioners interested in improving the health of young people and therefore schools play a critical role as a setting for health promotion and public health program implementation. As a consequence schools are also settings in which evaluation and research is undertaken. This paper will discuss some broad issues that the literature suggests are important considerations for evaluation and research undertaken in school settings and discusses some of the practical implications of these considerations. Evaluation of school health promotion requires a balance between systematic, regulated research design and the variable, uncontrolled environment inherent in naturalistic settings. A clear understanding about the nature of the school setting, coupled with an evaluation targeted at the appropriate research phase and incorporating lessons learnt from previous interventions are various issues that need to be considered in well planned evaluations. A planning approach that takes into consideration the evaluation issues raised in this paper will help to ensure that appropriate and useful interventions and evaluations are developed, which also play an important role in contributing to the development of the field as a whole.
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Baharudin, Parid, and Opik Taupik Kurahman. "The Evaluation of Students' Religious Development at School." Al-Tadzkiyyah: Jurnal Pendidikan Islam 13, no. 1 (May 27, 2022): 99–114. http://dx.doi.org/10.24042/atjpi.v13i1.8222.
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This research aims to identify and analyze the fundamental concepts of evaluation in the development of student diversity in schools. The evaluation of the religious development program reveals how far students' religious development has progressed at school. This study utilized a qualitative approach with library research, in which data is collected from readings and then analyzed and concluded about the issues discussed. According to the findings, evaluating students' religious development in schools is carried out by assessing and measuring religious development programs in schools, both curricular and extracurricular. So it can be cConcluded, assessing and measuring students' religious development in schools focuses on assessing religiosity (spiritual), attitudes, and knowledge skills.
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Martišauskienė, Elvyda, and Snieguolė Vaičekauskienė. "Relationships at School: External Evaluation Angle." Pedagogika 121, no. 1 (April 22, 2016): 83–100. http://dx.doi.org/10.15823/p.2016.06.
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A humane relationships at school develop favourable micro-climate for learning, promote good student behaviour, learning motivation and provides the right conditions for becoming a mature personality. For this research external evaluation data from schools of general education collected by the National Agency for School Evaluation in 2012 was used. This paper analyses students’, parents’ and external evaluators’ approaches and discusses the relationships in the modern school – situation and expression; highlights the most important trends in the relationships, relevant to all members of the school community; raises actual educational problems.
Sociologists and educationists recognize that the nature of the relationships depends on a person’s self-determination, which is based on their perceived motives, beliefs, values and attitudes. Study data also shows that good relationships are influenced by the teacher’s personality and competencies: strictness, properly organized educational process with emotional basis and respect for the student; the school context: social, economic, cultural, educational school environment and prevailing micro-climate. The study also highlights the fact that students and their parents differently rate relationships at school: prevailing relationships at school usually satisfies parents and are evaluated positively, however, students believe that the school can achieve better (especially at 5–8 grades lessons).
Schools focus on moral community relations, but still occur simulation, activities and behaviour that encourage alienation. External evaluation data shows that high student performance, achievements, knowledge is often considered to be the most important, however education of moral values, humane relationships – less significant thing. In schools of general education dominate business like and interpersonal relationships. Transcendental school community relations (the ability to go deep into yourself and others, rely on the phenomenon of conscience, overstep yourself) are aspirational so far.
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Siphamandla Ryan Mathaba, Richard, and Nirmala Dorasamy. "School-based evaluation to improve learner performance." Environmental Economics 7, no. 1 (March 24, 2016): 60–66. http://dx.doi.org/10.21511/ee.07(1).2016.08.
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The article focuses on the periods of program and school evaluation in particular. The article traces school evaluation through various periods. These periods are: Age of originality (1444-1700), Age of reform (Prior 1900), Efficiency and testing (1900-1930), Tylerian period (1930-1945), Age of innocence (1946-1957), Age of development (1958-1972), Age of professionalism (1973-1983) and Age of expansion and integration (1984-2000). From these ages, the article is able to identify as to how Whole-school Evaluation in South Africa has been able to draw important lessons towards ensuring quality assurance in education
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ANDRONIC, Răzvan-Lucian, and Anca-Olga ANDRONIC. "EVALUATION AND SOCIAL INFLUENCE IN SCHOOL EDUCATION." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 2 (June 24, 2016): 505–8. http://dx.doi.org/10.19062/2247-3173.2016.18.2.2.
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Adamson, Ashley, Suzanne Spence, Lowri Reed, Ruth Conway, Alison Palmer, Eve Stewart, Jennifer McBratney, Lynne Carter, Shirley Beattie, and Michael Nelson. "School food standards in the UK: implementation and evaluation." Public Health Nutrition 16, no. 6 (April 11, 2013): 968–81. http://dx.doi.org/10.1017/s1368980013000621.
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AbstractObjectiveTo outline the evolution of school food standards and their implementation and evaluation in each of the four countries of the UK since 2000.DesignReview of relevant policies, surveys and evaluations, including country-specific surveys and regional evaluations.SettingUK: England, Wales, Scotland and Northern Ireland.SubjectsPrimary and secondary schools and schoolchildren.ResultsBy September 2013 standards will have been introduced in all primary and secondary schools in the UK. Evaluations have varied in their scope and timing, relating to government forward planning, appropriate baselines and funding. Where standards have been implemented, the quality and nutritional value of food provided have improved. Emerging evidence shows improved overall diet and nutrient intake by school-aged children as a result.ConclusionsThe re-introduction of school food standards in the UK has not been centrally coordinated, but by September 2013 will be compulsory across all four countries in the UK, except in England where academies are now exempt. Provision of improved school food has had a demonstrable impact on diet and nutrition beyond the school dining room and the school gate, benefiting children from all socio-economic groups. Improved school food and dining environments are associated with higher levels of school lunch take up. Implementation of school food standards requires investment. It is critical to policy development that the value of this investment is measured and protected using planned, appropriate, robust and timely evaluations. Where appropriate, evaluations should be carried out across government departments and between countries.
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Donaldson, Morgaen, and Madeline Mavrogordato. "Principals and teacher evaluation." Journal of Educational Administration 56, no. 6 (September 3, 2018): 586–601. http://dx.doi.org/10.1108/jea-08-2017-0100.
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Purpose The purpose of this paper is to examine how school leaders use high-stakes teacher evaluation to improve and, if necessary, remove low-performing teachers in their schools. It explores how cognitive, relational and organizational factors play a role in shaping the way school leaders implement teacher evaluation. Design/methodology/approach Using a database of in-depth interviews with 17 principals and assistant principals, this study uses cross-case comparisons to examine one district’s efforts to improve the performance of low-performing teachers through evaluation. Findings School leaders’ framing of teacher performance and their efforts to improve instruction reveal the cognitive, relational and organizational aspects of working with low-performing teachers and, if necessary, pursuing removal. Notably, this study found that cognitive and relational factors were important in school leaders’ teacher improvement efforts, but organizational factors were most salient when attempting to remove teachers. Research limitations/implications Because evaluating and developing teachers has become such an important aspect of school leaders’ day to day work, this study suggests that school leaders could benefit from more assistance from district personnel and that preparation programs should build in opportunities for aspiring leaders to learn more about their role as evaluators. Originality/value The success or failure of teacher evaluation systems largely hinges on school leaders, yet there is scant research on how school leaders make decisions to develop and remove low-performing teachers. This study sheds light on the central role school leaders play in implementing high-stakes teacher evaluation.
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Wroe, Annette, and Rob Halsall. "School Self-Evaluation." Research in Education 65, no. 1 (May 2001): 41–52. http://dx.doi.org/10.7227/rie.65.4.
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Lambert, Kenneth. "Response: School Evaluation." Educational Management & Administration 13, no. 1 (January 1985): 62. http://dx.doi.org/10.1177/174114328501300110.
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Southall, Vickie H., Janet B. Wright, Tia Campbell, Margaret K. Bassett, Julie A. Strunk, and Suzanne E. Trotter. "School Nurse Evaluation." NASN School Nurse 32, no. 2 (March 2017): 87–90. http://dx.doi.org/10.1177/1942602x16684848.
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Touil, N., A. Curie, M. P. Reymond, F. Subtil, S. Roche, S. Gaillard, B. Kassai, and V. Des Portes. "Role of multidimensional evaluations in the support of school trajectories of children with mild to moderate intellectual disability." European Psychiatry 64, S1 (April 2021): S125—S126. http://dx.doi.org/10.1192/j.eurpsy.2021.352.
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IntroductionThere is a lack of objective evaluation with validated tools in school children with intellectual disability (ID). Standardized and validated tools, allowing children evaluations and follow-up, exist but are poorly used. Our action-study wishes to develop evaluation practices to better adapt to the specific needs of children with ID.ObjectivesWe evaluated the multidimensional profiles (cognitive, adaptative and behavioral) of children with ID attending regular or adapted school system.MethodsSchool children, aged 5 to 13 years old, with mild to moderate ID were enrolled in this French cohort study. The multidimensional evaluation consisted of a school evaluation grid proposed by the French educational system, a scale of school needs (GEVA-sco), an intellectual assessment (WISC IV), a behavior adaptative scale (Vineland II) and a behavior rating scale (the French Nisonger Child Behavior Rating Form (Nisonger CBRF)). The results of this multidimensional assessment were analyzed.ResultsBetween November 2014 and June 2016, 121 children were enrolled, 3 children were lost to follow-up. Analysis was performed on 118 children. Seventy one (60.2 %) were male. Fifty-two (44.1%) were aged 6 to 9 years. Sixty-eight (57.6%) children were in regular schools and 50 (42.4%) in adapted schools. Children in regular schools had a higher mean IQ score (57.5) than children in adapted schools (43.5). The adaptative behavior profile of children in regular school is less severe than in children in adapted schools.ConclusionsMultidimensional evaluations allow optimizing and personalizing support. Evaluation of adaptative behavior is more informative than cognitive profile which does not differentiate between children skillsDisclosureNo significant relationships.
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Raudenbush, Stephen W., and JDouglas Willms. "The Estimation of School Effects." Journal of Educational and Behavioral Statistics 20, no. 4 (December 1995): 307–35. http://dx.doi.org/10.3102/10769986020004307.
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The increasing public demand to hold schools accountable for their effects on student outcomes lends urgency to the task of clarifying statistical issues pertaining to studies of school effects. This article considers the specification and estimation of school effects, the variability of effects across schools, and the proportion of variation in student outcomes attributable to differences in school context and practice. We present a statistical model that defines two different types of school effect: one appropriate for parents choosing schools for their children, the second for agencies evaluating school practice. Studies of both types of effect are viewed as quasi-experiments posing formidable obstacles to valid causal inference. A multilevel decomposition of variance within and between schools has important and perhaps counterintuitive implications for school evaluation. The potential for unbiased estimation depends on the type of effect under consideration because the two types of school effect have markedly different data requirements. Commonly used estimators of each effect are shown to be biased and, in some cases, inconsistent. Analyses of survey data from Scotland illustrate the recommended techniques. We conclude with a brief discussion of the role of school evaluation in a broader agenda of research in support of school improvement.
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Casey, Marcus, Jeffrey C. Schiman, and Maciej Wachala. "Local Violence, Academic Performance, and School Accountability." AEA Papers and Proceedings 108 (May 1, 2018): 213–16. http://dx.doi.org/10.1257/pandp.20181109.
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Standardized test scores and value-added measures largely determine “grades” assigned to teachers and schools. Poor evaluations have severe implications: in some cases, entire schools may be closed or replaced by a charter. Although evaluation depends on within-school factors, random shocks external to the school environment may affect measured test performance and evaluations. In this article, we study a salient shock: violent crime. Our results suggest exposure to an additional violent event is associated with decreased test performance. These performance declines are consequential as the schools impacted by within-testing period violent crime are also less likely to meet accountability standards.
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Alam, Sarfaraz, and Sukhvinder Sukhvinder. "Analyzing Evaluation Process in Secondary School Geography of India." National Geographical Journal of India 66, no. 1 (March 31, 2020): 69–80. http://dx.doi.org/10.48008/ngji.1731.
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The process of evaluation of students is closely linked to their teaching-learning process in schools. However, the nature of evaluation techniques in a subject depends to an extent on grades at which it is taught as well as its philosophical and methodological orientation. In lower grades, for example, the focus is more on short and descriptive questions compared to higher grades where long and explanatory questions become important. The nature of school geography is different from other subjects for it focuses mainly on the spatial dimension of reality. For learning the spatial dimension of reality of the earth, maps and globes are the key teaching tools. While most techniques of evaluation in school geography are similar to other school subjects, it also uses certain techniques for evaluating students which are generally not popular in other subjects. This paper discusses use of various techniques of evaluation in school geography. It analyses how techniques of evaluation vary with grades. It identifies those techniques of evaluation that are unique to school geography. The study informs that mapping, map reading and fieldbased exercises are generally associated with geography.
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Astramovich, Randall L., J. Kelly Coker, and Wendy J. Hoskins. "Training School Counselors in Program Evaluation." Professional School Counseling 9, no. 1 (October 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900102.
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Today's school counselors are faced with demands to demonstrate the impact and effectiveness oftheir counseling programs. Twenty-eight school counselors from a large Southwestern school district participated in a program evaluation training workshop designed to help them develop evaluation skills necessary for demonstrating program accountability. The majority of participants expressed high levels of interest in evaluating their programs but believed they needed more training in evaluation procedures. The authors discuss implications and make suggestions for future training and research on program evaluation in school counseling.
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Brown, Sally. "School effectiveness research and the evaluation of schools." Evaluation & Research in Education 8, no. 1-2 (January 1994): 55–68. http://dx.doi.org/10.1080/09500799409533354.
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Liskayani, Liskayani, Muhammad Kristiawan, and Tobari Tobari. "Evaluasi Kinerja Kepala Sekolah Dasar Negeri di Kecamatan Air Kumbang Berdasarkan Beban Kerja Sesuai dengan Peraturan Pemerintah." JURNAL PENDIDIKAN DASAR NUSANTARA 4, no. 2 (August 2, 2019): 171. http://dx.doi.org/10.29407/jpdn.v4i2.13261.
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This study aimed at evaluating the performance of headmaster Public Elementary School in Air Kumbang based on workload in accordance with government regulations. The evaluation model used in this study is the CIPP Model (Context, Input, Process, Product). The data analysis technique used was qualitative approach. The techniques of collecting data were interviews, observation and documentation. The results obtained indicate that 1) context evaluation stated that the Headmaster Public Elementary School in Air Kumbang could focus more on his managerial duties as headmaster after the issuance of PP No. 19 of 2017, and it considered responsible for the needs of elementary schools in Air Kumbang; 2) the input evaluation stated that the performance of the Headmaster Public Elementary School in the Air Kumbang was good even though most of the Public Elementary Schools in the Air Kumbang still did not have adequate resources; 3) process evaluation stated that the Headmaster Public Elementary School in Air Kumbang can properly implement PP Number 19 of 2017; 4) product evaluation stated that there are performance results of the Headmaster Public Elementary School in Air Kumbang, were the increase in accreditation of several Public Elementary Schools in Air Kumbang. Thus it can be concluded that the performance of the Headmaster Public Elementary School in Air Kumbang has increased after the issuance of PP No. 19 of 2017.
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Kusumaning Ayu, Poppy Putri, and Akhmad Mu’adin. "IMPLEMENTASI EVALUASI DIRI SEKOLAH." Al-Rabwah 16, no. 01 (June 8, 2022): 23–31. http://dx.doi.org/10.55799/jalr.v16i01.142.
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In the management of educational institutions, of course, the quality of educational institutions that meet the standards that have been set is needed. Measuring the quality of the course required evaluation. School self-evaluation is one of the evaluations that can be done independently by educational institutions. Based on this, the purpose of writing this article is to determine the implementation of school self-evaluation. The writing in this article uses a qualitative approach with the type of library research. Based on the results of the analysis, it was concluded that school self-evaluation is a process of implementing a self-assessment of educational institutions in order to see the strengths and weaknesses of the institution so that it can improve or improve quality. In essence, school self-evaluation is used to identify school achievements, find priority needs and improvements, as data for decision making, and improve the quality of education. Based on the results of the implementation of the School Self Evaluation, schools are able to produce complete and accurate data and evidence to make school work plans that are better, more competitive, and more progressive. After schools are able to formulate programs from their best work plans, they are implemented as much as possible so that the quality of education can be achieved in accordance with the eight national education standards, namely content standards, process standards, educators, and education personnel standards, financing standards, facilities and infrastructure standards, graduate competency standards, management standards, and assessment standards.
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Gallegos, Arnold. "Meta-evaluation of school evaluation models." Studies in Educational Evaluation 20, no. 1 (January 1994): 41–54. http://dx.doi.org/10.1016/s0191-491x(00)80004-8.
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McNamara, Gerry, Martin Brown, Sarah Gardezi, Joe O’Hara, Shivaun O’Brien, and Craig Skerritt. "Embedding Self-Evaluation in School Routines." SAGE Open 11, no. 4 (October 2021): 215824402110525. http://dx.doi.org/10.1177/21582440211052552.
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School self-evaluation (SSE) has emerged as a widely used approach to school evaluation in recent decades. This has occurred in the context of what is referred to as “New Public Management,” an element of which seeks to empower public institutions to make decisions locally about improving their processes and standards. Inspection regimes in many countries have developed legislative, methodological, and support mechanisms for schools to carry out SSE. This paper, by using the evolution of the SSE process in Irish education, analyses the efficacy of SSE by exploring teachers and school principals’ perceptions of both the challenges and supports concerning the integration of SSE in their schools. Results derived from this study suggest that respondents were, overall, fully aware of the support services available to them. However, support capacity challenges also emerged, in particular as it relates to data use and target setting. Importantly, it is argued that since there are striking resemblances between SSE as it has developed in Ireland and other systems, the challenges and solutions identified in this paper will have wide application in other contexts.
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Aminah, Siti. "Sistem Monitoring Siswa Pada SD Methodist-5 Kota Pagar Alam Berbasis Web." Jurnal Ilmiah Betrik 8, no. 03 (November 25, 2017): 145–55. http://dx.doi.org/10.36050/betrik.v8i03.75.
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Student Monitoring System is a method or system that aims to monitor the pattern of student development in school. Growing advances in information technology today, schools need to promote themselves through the school website so that people can access all school information easily, especially to monitor the development of children in school. System development method used in the design of Student Monitoring System is to use waterfall method or waterfall.With this student monitoring system, the guardian of student can know result of student learning evaluation which have been reached in school like student development which is result of evaluation of study of per-week and student value which is result of evaluation of study per-semester.So, it is expected that the guardians can be more easily in monitoring the development of their children in school so that the guardians can know the results of student learning evaluations that have been achieved in school.
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Gregorič, Matej, Larisa Pograjc, Alenka Pavlovec, Marjan Simčič, and Mojca Gabrijelčič Blenkuš. "School nutrition guidelines: overview of the implementation and evaluation." Public Health Nutrition 18, no. 9 (February 9, 2015): 1582–92. http://dx.doi.org/10.1017/s1368980014003310.
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AbstractObjectiveTo holistically evaluate the extent of implementation of dietary guidelines in schools and present various monitoring systems.DesignThe study comprises three methods: (i) a cross-sectional survey (process evaluation); (ii) an indicator-based evaluation (menu quality); and (iii) a 5 d weighed food record of school lunches (output evaluation).SettingSlovenian primary schools.SubjectsA total 234 food-service managers from 488 schools completed a self-administrated questionnaire for process evaluation; 177 out of 194 randomly selected schools provided menus for menu quality evaluation; and 120 school lunches from twenty-four schools were measured and nutritionally analysed for output evaluation.ResultsThe survey among food-service managers revealed high levels of implementation at almost all process evaluation areas of the guidelines. An even more successful implementation of these guidelines was found in relation to organization cultural issues as compared with technical issues. Differences found in some process evaluation areas were related to location, size and socio-economic characteristics of schools. Evaluation of school menu quality demonstrated that score values followed a normal distribution. Higher (better) nutrition scores were found in larger-sized schools and corresponding municipalities with higher socio-economic status. School lunches did not meet minimum recommendations for energy, carbohydrates or dietary fibre intake, nor for six vitamins and three (macro, micro and trace) elements.ConclusionsThe implementation of the guidelines was achieved differently at distinct levels. The presented multilevel evaluation suggests that different success in implementation might be attributed to different characteristics of individual schools. System changes might also be needed to support and improve implementation of the guidelines.
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Rao M, Veera Mohan, and Rameswarudu M. "Evaluation of Bronchial Obstruction in Health School Children." International Journal of Integrative Medical Sciences 4, no. 1 (February 28, 2017): 462–64. http://dx.doi.org/10.16965/ijims.2017.101.
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Waris Tasrim, Isnada, and Mahfud M Gamar. "Leadership Competencies: a School Leader Evaluation." Istawa : Jurnal Pendidikan Islam 7, no. 1 (April 21, 2022): 1–17. http://dx.doi.org/10.24269/ijpi.v7i1.5002.
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This study aimed at examining how teachers evaluate their principal’s leadership competencies in terms of principal-staff relation, organization, and building management, student relationship, curriculum and program development, community, and parent relation. This descriptive qualitative research was conducted at elementary and middle schools. The subjects were 30 teachers. The data were gathered using the Performance Evaluation of Education Leader. The data were analyzed qualitatively and descriptively reported. The findings revealed that the principals at the two schools show different results. The principal of elementary school effectively perform in principal-staff relations, students’ relationships, and community and parent relations. Meanwhile, the principal of middle school show effective performance not only in the above three-mentioned aspects but also in organization and building management as well as curriculum and program development.
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Hazzard, Eric L., Elizabeth Moreno, Deborah L. Beall, and Sheri Zidenberg-Cherr. "An evaluation of the California Instructional School Garden Program." Public Health Nutrition 15, no. 2 (August 2, 2011): 285–90. http://dx.doi.org/10.1017/s1368980011001248.
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AbstractObjectiveCalifornia Assembly Bill 1535 awarded $US 15 million to California public schools to promote, develop and sustain instructional school gardens through the California Instructional School Garden Program (CISGP). The present study was designed to assess the effectiveness of the CISGP at assisting schools in implementing, maintaining and sustaining an academic school garden programme, determine how schools utilized the funding they received and assess the impact of the California state budget crisis on the CISGP.DesignA mid-term evaluation was used to assess the degree to which schools achieved their instructional garden-related goals.SettingCalifornia.SubjectsOnly schools that applied for the CIGSP grant as part of a school district and also provided a contact email and had a unique contact person were included in the study (n 3103, 80·6 %).ResultsIn general, many schools reported not achieving their predicted goals with regard to the CISGP grant. Only 39·4 % of schools reported accomplishing all of their garden-related goals. Over one-third (37·8 %) of schools reported that their school gardens were negatively affected by the California budget deficit.ConclusionsThe difference between predicted and actual utilization of the CISGP grants may be due to a combination of the effects of budget shortfall and insufficiency of the grant award amount.
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Sharma, Bhaugeerutty Vinod. "Department Self-Esteem and Attitudes towards Student Evaluations of Teachers." Human Resource Research 1, no. 1 (June 5, 2017): 1. http://dx.doi.org/10.5296/hrr.v1i1.11351.
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Evaluation is an important part of education process at school. It plays a significant role in the development of school culture. This document deals with the terms connected with the evaluation process in teaching. It studied department self-esteem and attitudes towards student’s evaluations of teaching in Mauritian secondary schools. The aim was to examine their opinions and attitudes to evaluation. Furthermore, the researcher tried to identify variables which could be linked to positive or negative attitudes towards evaluation. After several years of teaching experiences the researcher has tried to connect educators’ attitudes towards evaluation in their classrooms, whereas other examined factors showed no significant differences in educators’ attitudes.
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Kordzadze, Maka. "Long-lasting Challenge With Public School Evaluation Policy in Georgia." Review of European Studies 12, no. 3 (August 18, 2020): 57. http://dx.doi.org/10.5539/res.v12n3p57.
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The aspiration of Georgia to become the EU member supported introduction of European guiding principles and systems in education policy, including, the systems of education quality assurance in the country. In 2005 – 2011, the evaluation mechanisms of educational institutions of all three levels – high, vocational and general educational institutions got gradually activated. However, evaluation of quality of only private general educational institutions started. As for public schools, the process got postponed four times. The last one is reported by 2026-2027. Almost 90 % of pupils in Georgia studies at public schools, therefore, it can be stated that, overall, the quality evaluation policy of schools in the country is facing serious challenges, which cannot be solved yet. The article discusses those problems of the policy of school quality evaluation, which prevent starting of evaluating public schools and relevant ways of solving them are offered.
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HURJUI, Elena. "EDUCATIONAL EVALUATION AND EVALUATION OF SCHOOL PERFORMANCES RESULTS - FROM THEORY TO EDUCATIONAL PRACTICE." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 20 (June 18, 2018): 397–402. http://dx.doi.org/10.19062/2247-3173.2018.20.53.
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Cohen-Azaria, Yael, and Sara Zamir. "School principals’ perceptions and requirements of school evaluators." Quality Assurance in Education 26, no. 4 (October 8, 2018): 489–501. http://dx.doi.org/10.1108/qae-01-2018-0006.
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Purpose The purpose of this paper is to examine the perceptions of school principals of the evaluator’s role and to learn about their requirements of school evaluators. Design/methodology/approach The current study is based on the qualitative paradigm of data collection and analysis. This paradigm provides a profound a description of the phenomenon in the context in which it takes place, based on the respondents’ perceptions and how they interpret their experiences. In the course of the study, the authors used semi-structured in-depth interviews. Findings Findings indicated that principals had regarded the role of the school evaluator mainly as that of an expert, a managerial partner and an implementer of school evaluation culture. Research limitations/implications The interviewers were the teachers who had been trained for the school evaluator’s position. Practical implications The “school evaluator” and the principals bear the complex task of evaluation on their shoulders, and their success in fulfilling it depends on their insights about how to delineate and implement the evaluator’s role. The paper outlines some crucial benchmarks for resolving the issue of role definitions between them. Social implications As a relatively new profession, derived from other professions and research areas, evaluation has no solid, historical occupational legacy in schools. This paper broadens the merit of school evaluator as the facilitator of quality assurance. Originality/value The increased responsibility placed on schools, the demand of accountability as well as transparency, have obliged the schools to broaden and deepen the internal evaluation activities. This paper reveals the essence of school evaluator’s role and suggests some key points for his/her valuable work.
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Geller, Alan, Linda Rutsch, Kristin Kenausis, and Zi Zhang. "Evaluation of the SunWise School Program." Journal of School Nursing 19, no. 2 (April 2003): 93–99. http://dx.doi.org/10.1177/10598405030190020601.
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Melanoma, the most fatal form of skin cancer, is rising at rates faster than all other preventable cancers in the United States. Childhood exposure to ultraviolet (UV) light increases the risk for skin cancer as an adult, therefore, starting positive sun protection habits early may be key to reducing the incidence of this disease. The Environmental Protection Agency’s SunWise School Program, a national environmental and health education program for sun safety of children in primary and secondary schools (Grades K–8), was evaluated. Pretests ( n =4,559) and posttests ( n =4,016) were completed by students from 85 schools in 35 states. Significant increases were noted for the three knowledge variables. Intentions to play in the shade increased from 70% to 76% ( p <0.001) with more modest changes in intentions to use sunscreen. Attitudes regarding the healthiness of a tan also decreased significantly. Brief, standardized sun protection education can be efficiently interwoven into existing school curricula and result in increases in knowledge and positive intentions for sun protection.
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Derricott, Ray, and David Hopkins. "Evaluation for School Development." British Journal of Educational Studies 39, no. 1 (February 1991): 93. http://dx.doi.org/10.2307/3120879.
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Holly, Peter, and David Hopkins. "Evaluation and School Improvement." Cambridge Journal of Education 18, no. 2 (January 1988): 221–45. http://dx.doi.org/10.1080/0305764880180208.
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Connell, David B., Ralph R. Turner, Elaine F. Mason, and Larry K. Olsen. "School health education evaluation." International Journal of Educational Research 10, no. 3 (January 1986): 245–345. http://dx.doi.org/10.1016/0883-0355(86)90004-2.
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Pettersson, Eva, Christina Svanberg, Gunnar Bylin, Ann Gardulf, and Gun Nordström. "Evaluation of Asthma School." Patient Education and Counseling 23 (June 1994): S59. http://dx.doi.org/10.1016/0738-3991(94)90236-4.
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Dimmitt, Carey. "Evaluation in School Counseling." Counseling Outcome Research and Evaluation 1, no. 1 (June 2010): 44–56. http://dx.doi.org/10.1177/2150137810361306.
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Andersson, Roland, and Avelino Samartin. "Evaluation of school plans." Journal of Urban Economics 21, no. 1 (January 1987): 45–58. http://dx.doi.org/10.1016/0094-1190(87)90021-0.
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., Akhriani. "PROGRAM EVALUATION OF THE FREE EDUCATION IN BALANGAN REGENCY." JISAE: Journal of Indonesian Student Assessment and Evaluation 3, no. 2 (November 7, 2017): 22–33. http://dx.doi.org/10.21009/jisae.v3i2.4384.
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The research is aimed to investigate and analyze the contexts, input, process, and product of the free education program in the regency of Balangan. The research is an evaluative study by employing a CIPP model of program evaluation by Daniel L. Stufflebeam.The data of the study is collected from various sources which include the Education Department, headmasters, teachers, school committees, parents, students, and schooldocuments. The data is collected by utilizing observation, interview, questionnaire, and documentation.The results of the program evaluation show that: 1) the component of context which include the needs, goals, foundations, and program targets have met the evaluation criteria; 2) the component of input which consists of program plan, program structure, program management, and availability of the finance have met the evaluation criteria however the aspect of manpower particularly in the announcement of the finance that the schools have received, the use of the budget, and the announcement of free education through banners have not met the evaluation criteria; 3) the component of process have not met the evaluation criteria particularly the aspect of check clearing which include the indicator of accuracy of financial revenue to the school account, and the involvement of the school committees in designing the RAPS. On the aspect of budget use is the school’s announcement on the plan of financial use in the early of academic year. Meanwhile, on the aspect of budget responsibility is the school’s announcement on the use of the BOS/BOSDA in the school announcement boards. On the aspect of monitoring, the BOS/BOSDA management in the regency has analyzed the results of the monitoring whereas on the aspect of supervision the BOS/BOSDA management in the regency has carried out supervision to schools; and 4) the component of product involves the decrease of the numbers of the drop out children have met the evaluation criteria because the free education program has caused a significant effect on the decrease of the numbers of drop outs in the regency of Balangan
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Fatchurahman, Mohammad, Muhammad Andi Setiawan, and Karyanti Karyanti. "Evaluation of the CSE-UCLA model on the performance of school counselor in Indonesia." Perspectives of Science and Education 56, no. 2 (May 1, 2022): 561–72. http://dx.doi.org/10.32744/pse.2022.2.33.
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The problem and the aim of the study. Evaluation is an attempt to review whether the program follows the objectives and achieves the expected goals. The evaluation of the UCLA CSE model was chosen because this model is very suitable for evaluating ongoing Education programs. This study aims to find out how the performance of counselors in schools using the UCLA SCE evaluation model. Research methods. This research is evaluation research with five stages: the assessment system, program planning, implementation program, Program Improvement, and Certification Program. The research subjects were 180 people divided into 150 students and 30 counselors from state high school 1 Palangkaraya, state high school 1 Kuala Kapuas, state high school 1 Sampit, state high school 1 Katingan, State Senior High School 1 Pangkalan Lada. The research instruments used in this study were interviews, questionnaires, observation, and documentation. This research instrument was used to obtain data related to the performance of counselors in Indonesian schools. Data analysis was carried out in-depth by analyzing the percentage of the questionnaire results that the research subject had filled in. Results. The results showed that the guidance and counseling services had been running in a good category. The analysis results show that the evaluation of the UCLA CSE model carried out shows that every aspect gets a score with good criteria. The assessment aspect gets a score (72.40), the planning program (69.20), program implementation (70.00), improvement program (70.16), and program certification 73.20 if. The average evaluation result is (70.99) good category. The research findings show that the results of the very good category have not been found, so school counselors need to improve the quality of service to achieve the very good category. Excellent service will help school counselors gain the trust of students and parents. Conclusion. Evaluation of the program using the UCLA CSE model conducted in several schools in Indonesia shows that the school's guidance and counseling service program has been running in a good category. Support from the system needs to be strengthened to recognize guidance and counseling in schools. School counselors need to socialize guidance and counseling services so that students become more confident and confident in the existence of guidance and counseling. The government also needs to provide a strategic position of guidance and counseling in the world of education so that the existence of school counselors is increasingly recognized and has an important role in the world of education.
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Robertson-Kraft, Claire, and Rosaline S. Zhang. "Keeping Great Teachers: A Case Study on the Impact and Implementation of a Pilot Teacher Evaluation System." Educational Policy 32, no. 3 (March 18, 2016): 363–94. http://dx.doi.org/10.1177/0895904816637685.
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A growing body of research examines the impact of recent teacher evaluation systems; however, we have limited knowledge on how these systems influence teacher retention. This study uses a mixed-methods design to examine teacher retention patterns during the pilot year of an evaluation system in an urban school district in Texas. We used difference-in-differences analysis to examine the impact of the new system on school-level teacher turnover and administered a teacher survey ( N = 1,301) to investigate individual and school-level factors influencing retention. This quantitative analysis was supplemented with interview data from two case study schools. Results suggest that, overall, the new evaluation system did not have a significant effect on teacher retention, but there was significant variation at the individual and school level. This study has important implications for policymakers developing new evaluation systems and researchers interested in evaluating their impact on retention.
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Widiastuty, Hendrina, Sutarto Sutarto, and Haryo Aji Pambudi. "Evaluation Of Quality Management System Of ISO 9001:2008 In Vocational High Schools." Jurnal Penjaminan Mutu 5, no. 2 (September 11, 2019): 155. http://dx.doi.org/10.25078/jpm.v5i2.789.
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<p>This research aims at evaluating the implementation of Quality Management System (QMS) of ISO 9001: 2008 in State Vocational High School 1 Surakarta and State Vocational High School 6 Surakarta through the Kirkpatrick model. The sample selection used the purposive sampling method with 77 teachers/staffs from the two schools. The data were collected with questionnaires and documentation. The implementation of QMS of ISO 9001: 2008 in both schools based on the input variables can be categorized as “very good with the score of 95 points out of 100 points. The results of the 3-behavior level evaluation on the QMS of ISO 9001: 2008 Implementation showed that the area of a) HR; b) the infrastructure; and c) the education process control and services in the State Vocational High School 1 and 6 Surakarta fell in the category of "mostly achieved". The results of a level 4 evaluation indicated the result of the graduates’ quality in both schools can be categorized as good with the mean of 58.33. The QMS of ISO 9001: 2008 implementation proved to have a good effect on the school administration system in both schools where the granting of QMS of ISO 9001: 2008 certificates in line with the achievement of “A” school accreditation over the past 10 years.</p>
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Hewitt, Michael P. "Self-Efficacy, Self-Evaluation, and Music Performance of Secondary-Level Band Students." Journal of Research in Music Education 63, no. 3 (August 10, 2015): 298–313. http://dx.doi.org/10.1177/0022429415595611.
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In the present study, relationships between two components of self-regulation (self-efficacy and self-evaluation) and gender, school level, instrument family, and music performance were examined. Participants were 340 middle and high school band students who participated in one of two summer music camps or who were members of a private middle school band program. Students indicated their level of self-efficacy for playing a musical excerpt before performing it and then self-evaluated their performance immediately afterward. Findings suggest that there is a strong and positive relationship between self-efficacy and both music performance and self-evaluation. There was also a strong negative relationship between self-evaluation calibration bias and music performance, indicating that as music performance ability increased, students were more underconfident in their self-evaluations. Gender differences were found for self-evaluation calibration accuracy, as female students were more accurate than males at evaluating their performances. Middle school males were more inclined than females to overrate their self-efficacy and self-evaluation as compared to their actual music performance scores. These gender differences were reversed for high school students. There were no other statistically significant findings.
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Ikeda, Kotoe, and Mitsuru Ikeda. "Process of Changing School Principals’ Attitudes Toward Utilizing Empowerment Evaluation-Based School Evaluations." Japanese Journal of Educational Psychology 66, no. 2 (June 30, 2018): 162–80. http://dx.doi.org/10.5926/jjep.66.162.
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Valois, Robert F., Theresa C. Lewallen, Sean Slade, and Adriane N. Tasco. "The ASCD Healthy School Communities project: formative evaluation results." Health Education 115, no. 3/4 (June 1, 2015): 269–84. http://dx.doi.org/10.1108/he-04-2014-0050.
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Purpose – The purpose of this paper is to report the formative evaluation results from the Association for Supervision and Curriculum Development Healthy School Communities (HSC) pilot project. Design/methodology/approach – This study utilized 11 HSC pilot sites in the USA (eight sites) and Canada (three sites). The evaluation question was “What are the levers of change in a school community that allow for the initiation and implementation of best practice and policy for improving school health?” Pre- and post-site visits along with in-depth interviews with school teams, teachers, students, administrators, community stakeholders and other involved individuals, school site report reviews, Healthy School Report Card results and school improvement plans were used for evaluation purposes. Findings – This study identified nine levers of change: principal as leader of the HSC efforts; active and engaged leadership; distributive team leadership; effective use of data for continuous school improvement; integration of the HSC process with the school improvement process; ongoing and embedded professional development; authentic and mutually beneficial community collaborations; stakeholder support of the local HSC effort; and creation or modification of school policy related to HSC that increased the likelihood that school improvement via health promotion would be pursued and sustained. Research limitations/implications – Owing to the qualitative methods used in this study and the number of schools in the pilot project, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed evaluation question further. Practical implications – This study has implications for schools seeking to create sustainable, systemic integration of health and education for effective health-promoting schools and continuous school improvement. Originality/value – This study provides evidence that integration of health and education can become a sustainable and integral part of a school’s culture.