How can institutional assessment contribute to improving school?
DOI:
https://doi.org/10.18222/eae.v0ix.3812Keywords:
Instistutional Assessment, Self-Assessment, Educational Improvement, Professional DevelopmentAbstract
To guarantee the right to a good education to everyone everywhere, it is necessary to rely on external devices that make it possible to know how much of it is ensured, so that schools have mastery of the levels of education offered. The main question is how to do this so that, instead of looking at competition among schools or at providing criteria for choice by clients, internal improvement with appropriate resources is enhanced. This paper is a current review of accountability, linked to institutional self-assessment as a process to build school capabilities. The responsibility or accountability has as its primary purpose training for improvement, while at the same time ensuring essential learning for all.Downloads
References
AFONSO, Almerindo J. Nem tudo o que conta é mensurável ou comparável. Crítica à accountability baseada em testes estandardizados e rankings escolares. Revista Lusófona de Educação, v. 13, n. 1, p. 13-29, 2009. Disponível em <http://revistas.ulusofona.pt/index.php/rleducacao/article/view/545/44>. Acesso em: 15 fev. 2016.
AFONSO, Almerindo, J. Para uma conceitualização alternativa de accountability em educação. Educação & Sociedade, v. 33, n. 119, p. 471-484, 2012. Disponível em: <http://www.scielo.br/pdf/es/v33n119/a08v33n119. pdf>. Acesso em: 12 mar. 2012.
BARRENECHEA, Ignacio. Evaluaciones estandarizadas: seis reflexiones críticas. Archivos Analíticos de Políticas Educativas, v. 18, n. 8, abr. 2010. Disponível em: <http://epaa.asu.edu/ojs/article/view/751>. Acesso em: 10 mar. 2015.
BOLAM, Ray; McMAHON, Agnes; STOLL, Louise; THOMAS, Sally; WALLACE, Micke. Creating and sustaining effective professional learning communities. London: Department for Education and Skills and University of Bristol, 2005. (Research Report n. 637). Disponível em: <http://dera.ioe.ac.uk/5622/1/ RR637.pdf>. Acesso em: 5 mar. 2010.
BOLÍVAR, Antonio. Los centros educativos como organizaciones que aprenden. Promesa y realidades. Madrid: La Muralla, 2000.
BOLÍVAR, Antonio. Como melhorar as escolas? Estratégias e dinámicas de melhoria das práticas educativas. Porto: Edic. ASA, 2003a.
BOLÍVAR, Antonio. Si quiere mejorar las escuelas, preocúpese por capacitarlas. El papel del rendimiento de cuentas por estándares en la mejora. Profesorado. Revista de Currículum y Formación del Profesorado, v. 7, n. 1-2, p. 75-89, 2003b. Disponível em <http://recyt.fecyt.es/index.php/profesorado/ article/view/42263>. Acesso em: 10 ago. 2011.
BOLÍVAR, Antonio. El centro escolar en el desarrollo del currículum: una revisión de las políticas de mejora. Alternativas: Espacio Pedagógico, v. 19, n. 39, p. 157-178, 2005. Disponível em <http://www.rinace.net/bliblio/ BolivarSanLuis(Argentina).doc>. Acesso em: 15 mar. 2016.
BOLÍVAR, Antonio. Evaluación institucional: entre el rendimiento de cuentas y la mejora interna. Revista Gestâo em Açâo, v. 9, n. 1, p. 37-60, 2006. Disponível em <http://www.gestaoemacao.ufba.br/revistas/ga%20912006-Abolivar.pdf>. Acesso em: 12 mar. 2012.
BOLÍVAR, Antonio. Evaluación de la práctica docente. Una revisión desde
España. Revista Iberoamericana de Evaluación Educativa (RIEE), v. 1, n. 2, p. 57-74, 2008a. Disponível em: <http://www.rinace.net/riee/numeros/vol1-num2/art4. pdf>. Acesso em: 13 abr. 2015.
BOLÍVAR, Antonio. A capacitação como um meio para reforçar a autonomia das escolas. In: AZEVEDO, José María (Coord.). Schools facing up to new challenges [As escolas face a novos desafios]. Lisboa: Inspecçâo Geral da Educaçâo, 2008b. p. 113-145.
BOLÍVAR, Antonio. La autoevaluación en la construcción de capacidades de mejora de la escuela como Comunidad de Aprendizaje Profesional. Revista Portuguesa de Investigação Educacional, n. 14, p. 9-40, 2014.
BOLÍVAR, Antonio. Construir localmente la capacidad de mejora: liderazgo pedagógico y Comunidad Profesional. In: BARRÓN, Concepción (Ed.). CONFERENCIAS MAGISTRALES DEL CONGRESO NACIONAL DE INVESTIGACIÓN EDUCATIVA, 13., 2015, Chihuahua, México. Anais... México: COMIE, 2016. p. 139-177.
BONAMI, Michel. Évaluation interne et évaluation externe: concurrence ou complémentarité. Cahiers de Recherche du GIRSEF, n. 38 (avril), 2005. Disponível em: < http://www.girsef.ucl.ac.be>. Acesso em: 20 dic. 2015.
CARNOY, Martin; ELMORE, Richard; SISKIN, Leslie S. The new accountability: high schools and high-stakes testing. London: Routledge, 2003.
DARLING-HAMMOND, Linda. El derecho de aprender. Crear buenas escuelas para todos. Barcelona: Ariel, 2001.
DARLING-HAMMOND, Linda; SNYDER, Jon. Meaningful learning in a new paradigm for educational accountability: an introduction. Education Policy Analysis Archives, v. 23, n. 7, p. 1-9, 2015. Disponível em: <http://dx.doi. org/10.14507/epaa.v23.1982>. Acesso em: 12 feb. 2016.
DuFOUR, Richard; DuFOUR. Rebecca; EAKER, Robert; MANY, Thomas. Learning by doing: a handbook for professional learning communities at work. Bloomington, IN: Solution Tree, 2006.
ELMORE, Richard F. Salvar la brecha entre estándares y resultados. El imperativo para el desarrollo profesional en educación. Profesorado. Revista de Currículum y Formación del Profesorado, v. 7, n. 1-2, p. 9-48, 2003. Disponível em: <http://recyt.fecyt.es/index.php/profesorado/article/view/42258>. Acesso em: 13 abr. 2015.
FUHRMAN, Susan H. The new accountability. Philadelphia: Center for the Study of Teaching and Policy, 1999. Disponível em: <http://www.cpre.org/images/ stories/cpre_pdfs/rb27.pdf>. Acesso em: 13 abr. 2015.
FUHRMAN, Susan H.; ELMORE, Richard F. (Ed.). Redesigning accountability systems for education. Nueva York: Teachers College, 2004.
FULLAN, Michael; RINCON-GALLLARDO, Santiago; HARGREAVES, Andy. Professional capital as accountability. Education Policy Analysis Archives, v. 23, n. 15, 2015. Disponível em: <http://epaa.asu.edu/ojs/article/view/1998/1511>. Acesso em: 12 feb. 2016.
HOPKINS, David. Hacia una buena escuela. Experiencia y lecciones. Santiago de Chile: Fundación Chile, 2008.
LEITHWOOD, Kennet; EARL, Lona. Educational accountability effects: an international perspective. Peabody Journal of Education, v. 75, n. 4, p. 1-18, 2000.
MATEO, Joan. La evaluación educativa, su práctica y otras metáforas. Barcelona: ICE/Horsori, 2000.
NEVO, David. Evaluación basada en el centro. Un diálogo para la mejora educativa. Bilbao: Mensajero, 1997.
NEVO, David. Avaliação por diálogos: uma contribuição possível para o aprimoramento escolar. In: SEMINÁRIO INTERNACIONAL DE AVALIAÇÃO EDUCACIONAL, 1 a 3 dezembro de 1997, Rio de Janeiro. Anais... Brasília, DF: Inep, 1998. p. 89-97.
SAHLBERG, Pasi. Learning first: school accountability for a sustainable society. In: COUTURE, Jean-Claude; GARIEPY, Kennet D.; SPENCER, Brenda (Ed.) Educational accountability: professional voices from the field. Rotterdam: Sense Publishing, 2009. p. 1–22.
SAHLBERG, Pasi. Rethinking accountability for a knowledge society. Journal of Educational Change, v. 11, n. 1, p. 45-61, 2010.
SCHNEIDERI, Marilda P.; NARDII, Elton L. O Ideb e a construção de um modelo de accountability na educação básica brasileira. Revista Portuguesa de Educação, v. 27, n. 1, p. 7-28, 2014.
SIROTNIK, Kenneth. Promoting responsible accountabily in schools and education. Phi Delta Kappan, v. 83, n. 9, p. 662-673, 2002.
SIROTNIK, Kenneth. Holding accountability accountable. What ought to matter in public education. New York, London: Teachers College Press, 2005.
STOLL, Louise. Realising our potential: understanding and developing capacity for lasting improvement. International Journal of School Effectiveness and School Improvement, v. 10, n. 4, p. 503-532, 1999.
STOLL, Louise; LOUIS, Karen (Ed.). Professional learning communities: divergence, depth and dilemmas Maidenhead: Open University Press, 2007.
WHALAN, Frances. Collective responsibility. Redefining what falls between the cracks for school reform. Rotterdam: Sense Publisher, 2012.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in this journal agree to the following terms:
a. Authors retain the copyright and grant the journal the right to first publication, with the paper simultaneously licensed under the Creative Commons Attribution license that allows the sharing of the paper with acknowledgment of authorship and initial publication in this journal.
b. Authors are authorized to assume additional contracts separately, for non-exclusive distribution of the version of the paper published in this journal (for example publishing in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
c. Authors are allowed and encouraged to publish and distribute their paper on-line (for example in institutional repositories or on their personal page) at any moment before or during the editorial process, as this can generate productive changes, as well as increase the impact and citation of the published paper (See The Effect of Open Access).
