A National Developmental and Negotiated Approach to School and Curriculum Evaluation

by Mei Kuin Lai, Saville Kushner (Editor)

Overview

Current conventions in school evaluation focus on accountability, control and compliance. New Zealand offers a distinctive, systemic alternative to school self-evaluation, with developmental and negotiated approaches ingrained throughout the education system, from school inspection to major government schooling improvement initiatives. In New Zealand there is no national testing, other than a Ministry-sponsored (voluntary) formative assessment system designed for school and teacher self-evaluation. This is a form of professional and program evaluation where there is shared power and responsibility between evaluators and those being evaluated. Through a detailed national case study of New Zealand, together with commentaries from international specialists, this volume examines the successes and challenges of this approach to programme evaluation and its generalizability to other educational and professional review settings, and show how education systems can recover a balance between an achievement agenda and a focus on educational quality.

Product Details

ISBN-13:	9781781907047
Publisher:	Emerald Group Publishing Limited
Publication date:	10/31/2013
Series:	Advances in Program Evaluation , #14
Pages:	320
Product dimensions:	5.98(w) x 9.02(h) x 1.18(d)

Table of Contents

List of Contributors ix

Preface: Walking Backwards into the Future xi

Enhancing the Quality of Education Through School Self-Evaluation Helen Simons 1

Section 1 The New Zealand Case

Introduction to the New Zealand Case Mei Lai Saville Kushner 21

The New Zealand Educational Context: Evaluation and Self-Review in a Self-Managing System Helen S. Timperley 23

Asttle - A National Testing System for Formative Assessment: How the National Testing Policy Ended Up Helping Schools and Teachers Gavin T. L. Brown 39

A Thousand Flowers Blooming: The Implications of School Self-Review for Policy Developers Mei Lai 57

Evaluation in Effective Research-Practice Partnerships Stuart McNaughton Mei Lai Rebecca Jesson Aaron Wilson 73

Introduction to the Education Review Office Chapters Saville Kushner 89

Developing a Conceptual Framework for School Review Carol Mutch 91

Changing the Professional Culture of School Review: The Inside Story of Ero Steffan Brough Steve Tracey 109

Evaluation as a Double-Edged Sword: Building Schools' Evaluative Capability While Evaluating Their Efforts in Raising Achievement Judy M. Parr Helen S. Timperley 127

Leaders' Use of Classroom Evidence to Understand, Evaluate and Reform Schooling for Indigenous Students Mere Berryman 147

School Improvement through theory Engagement Viviane M. J. Robinson Helen S. Timperley 163

Looking Forward: Evaluation in New Zealand Education Lorna M. Earl 179

New Zealand Style School Review: A View from Outside Katherine E. Ryan Jennifer Timmer 195

Section 2 International Contrasts

An Introduction to International Contrasts Mei Lai Saville Kushner 209

School Self-Evaluation in the Longer Time Scale. Experiences from a Small Scandinavian State Ola Johan Sjøbakken Stephen Dobson 213

Data-Centered School Self-Evaluation in the Netherlands: Characteristics and Prerequisites Kim Schildkamp Adrie Visscher 233

Exploring the Possibilities and Methodological Challenges of Evaluation Practice: A Democratic Question Vol Klenowski Annette Woods 253

Judging and Explaining the Quality of School Self-Evaluations: Indicators and Findings on Meta-Evaluation from a Flemish Perspective Jan Vanhoof Peter Van Petegem 275

About the Editors 293

About the Authors 295