26 SES 14 B, The Role of Evaluative Judgement and Leadership in Evidence-Oriented School Development and Improvement
Assessing cognitive and non-cognitive outcomes has become a corner stone in the processes of quality development in a school system. In Austria, regular centralized assessments of students’ competencies form the basis for quality development in schools in the primary and lower secondary sector. Hereby, the most vital part is professional, cooperative work in improving and developing the quality of schools and teaching. How processes like this can work in schools has been described in form of reference frameworks (Helmke, 2004; for Austria: Wiesner, Schreiner & Breit, 2015). The core parts of the model for quality development in schools can be supported by empirical evidence (Schreiner, Wiesner, Breit & George, 2018). The local school authorities play an important role in this process building the bridge between school administration and the schools and find themselves in a double role between support, accountability and pressure (MacBeath, 1999). In order to fulfil this role in the context of evidence-oriented school development also school supervisors need to have evaluative judgement (Boud, Ajjawi, Dawson, & Tai, 2018). To elaborate on this, problem-centered group interviews with members of the local school authorities were undertaken. They were conducted as part of a workshop with almost the entire school supervision. For this contribution, 14 group discussions of about one-hour length each including in total more than 50 individual participants are available according to the logic of the convenience sample (which comprises about a third of all Austria school inspectors. The analysis focus lies on the content (Meuser & Nagel, 2005) and is based on content-related topics and statements scattered through the group discussions (Strauss & Corbin, 1996). On the basis of these interviews this contribution elaborates function, role, and responsibility of the local school authorities in the process of evidence-oriented quality development in schools as well as the needs that arise from these. Drawing together evidence from these group interviews, accompanying research, working groups etc. shows a strong need for possibilities to actively work with the school data. In addition, support in identifying successful strategies for analyzing data of schools within a region, for interpreting results and for using this kind of evidence within their role in the quality development process is required. Taking these needs into consideration, a tool for analyzing school data and a corresponding workshop concept for members of the local school authorities are presented.
Boud, D., Ajjawi, R., Dawson, P. & Tai, J. (Eds.). (2018). Developing Evaluative Judgement in Higher Education. Assessment for Knowing and Producing Quality Work. Abindgdon & New York: Routledge. Helmke, A. (2004). Von der Evaluation zur Innovation: Pädagogische Nutzbarmachung von Vergleichsarbeiten in der Grundschule. Seminar, 2, 90–112. Kemethofer, D., Wiesner, C., George, A. C., Schreiner, C. & Breit, S. (2018). Die Schulaufsicht als zentraler Akteur einer evidenzbasierten Feedbackkultur. Die Bewertung der Ergebnisrückmeldungen aus Bildungsstandardüberprüfungen durch die Schulaufsicht. In S. Schwab et al. (Hrsg.), Von der Wissenschaft in die Praxis? Zum Verhältnis von Forschung und Praxis in der Bildungsforschung (S. 51–64). Münster: Waxmann. MacBeath, J. (1999). Schools must speak for themselves. The case for school self-evaluation. London: Routledge. Schreiner, C., Breit, S., Wiesner, C., & George, A. C. (2018). Reflection and Proflection in Schools: What are schools really doing with data? Innovative Contributions to School and Classroom Development. European Educational Research Association (EERA), European Conference on Educational Research (ECER), 05.09.2018 (Speech). Bolzano. Wiesner, C., Schreiner, C., Breit, S., Kemethofer, D., George, A. C. & Angerer, S. (2016). Die Bedeutsamkeit der professionellen Reflexion und Rückmeldekultur für eine evidenzorientierte Schulentwicklung durch Bildungsstandardüberprüfungen. Journal für Schulentwicklung, 4, 18–26.
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