Past findings concerning whether and how feedback from external evaluations benefit the improvement of schools are inconsistent and sometimes even conflicting, which highlights the contextual nature of such evaluations and underscores the importance of exploring them in diverse contexts. Considering that broad international debate, we investigated the use and impact of feedback from external evaluations in compulsory schools in Iceland, particularly as perceived by principals and teachers in six such schools. The research questions guiding the study was “How and to what extent do schools use the feedback presented in external evaluation reports?” and “To what extent do schools sustain the changes made after using the feedback from external evaluations instrumentally?” The framework used for analysing the evaluation feedback use was based on Rossi et al. (2004) and Aderet-German and Ben-Peretz (2020) and distinguishes between instrumental, conceptual, strategic and reinforcement-oriented use.

To map the perceived use and long-term impact of the feedback, a qualitative research design was adopted to examine changes in the schools made during a 4–6-year period following external evaluations by conducting semi-structured interviews with principals and teachers, along with a document analysis of evaluation reports, improvement plans and progress reports. Six schools were selected to participate in the research based on the evaluation judgement, school size and geographical location. Six principals and eight teachers were interviewed. In analysing the interview transcripts and documentation a thematic approach (Braun & Clarke, 2006) was followed.

The findings reveal that feedback from external evaluations has been used in a variety of ways, as the data revealed clear examples of instrumental, conceptual, persuasive and reinforcement-oriented use. Instrumental use could be seen in relation to (1) leadership and management: primarily respecting professional collaboration amongst staff members and the instructional leadership of school leaders; (2) learning and teaching: mainly regarding differentiated strategies for instruction, democratic participation of the student and the use of assessments to improve students’ learning, and (3) internal evaluation: mostly concerning evaluation plans and methods, stakeholder participation and improvement plans. Instrumental use varied between the schools, and they did not all made major changes in all three areas. Conceptual use was also evident at the schools, and in that context the usefulness of obtaining an external view of the school’s function and getting help in identifying where improvements were needed was highlighted. In some cases, the evaluation feedback led to productive discussions and reflections among the professionals and for a three newly appointed principals it gave a useful instructions. Persuasive use of the evaluations feedback was identified in three interviews in the context of supporting changes that the interviewee wanted to bring about. Likewise, reinforcement-oriented use was analysed in three interviews at schools that had received positive evaluation feedback which they experienced as empowering. The findings also showed that both teachers and principals had a positive attitude towards the external evaluation and had generally experienced the evaluation feedback as useful and that it had contributed to changes in practices in the schools. The improvement actions presented in the schools’ improvement plans were generally implemented or continue to be implemented in some way, and the changes made have mostly been sustained.

Aderet-German, T., & Ben-Peretz, M. (2020). Using data on school strengths and weaknesses for school improvement. Studies in Educational Evaluation, 64, Article 100831. https://doi.org/10.1016/j.stueduc.2019.100831 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A systematic approach (7th ed.). Sage.