Teachers’ views of the impact of school evaluation and external inspection processes

Abstract

The research explores the views of teachers about how their teaching is evaluated by others. The tensions between evaluations motivated by the drive to improve practice (school self-evaluation) and evaluation related to external accountability (external evaluation – inspection) are considered, linked to findings and ideas reported in the literature. The study was undertaken using interviews (which included reflection on critical incidents during inspection) and incorporated the use of drawings as a research tool. Much of the data gathering and analysis were undertaken by five Third-Year undergraduate Education Studies students working under the direction and tutorage of the author (Hopkins). The findings validated those reported in the literature about the negative experiences of external evaluation (inspection) and point towards ways in which these might be reduced. The use of drawings alongside semistructured interviews proved to be a particularly powerful means of eliciting teachers’ thinking and feeling. The involvement of undergraduates as co-researchers provided them with a rich and authentic opportunity to gain insights into the professional world of teachers which they were preparing to join.

A bone of contention: teacher evaluation system in Greece

“…These findings are in line with empirical work illustrating that teachers regard the external evaluation systems as irrelevant to improving their work and enhancing their professional development (Hopkins et al, 2016;Hult and Edström, 2016).…”

“…A number of studies reveal a link between external evaluation and teacher stress (Hopkins et al, 2016;Matsopoulos et al, 2018) whereas others argue that the poor communication and collaboration between the government and the trade unions ultimately has a negative effect on the implementation of educational policy (Fuller et al, 2000, p.128).…”

“…quality improvement teaching and summative regarding its functions, for instance evaluating results, the performance of teachers, and other efficiency concerns (OLME3, OLME4, DOE2, DOE3, DOE4, DOE5). In other words, the evaluation context "should incorporate a multiple lens perspective which includes the school's own self-evaluation" (Hopkins et al, 2016). e.g.…”

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

“…Research shows, however, that inspections often cause a drop in student academic outcomes, especially in the year of inspection (Scanlon, 1999;Gaertner & Pant, 2011;Gaertner et al, 2014;Hopkins et al, 2016). The same studies also reveal that inspections have either a negative effect on student performance or none at all.…”

Elementary educator job satisfaction in the age of accountability

“…Teacher evaluation systems continue the bureaucratically established factory model for the reproduction of a consistent product, undermining teacher self-efficacy to meet expected student outcomes and increasing teacher stress (Au, 2011;Hopkins et al, 2016). Students' failure to meet proficiency measures allows for potential sanctions against teachers whose students do not meet the set standards, creating a state of uncertainty for teachers, increasing pressure for conformity, and prioritizing the production of consistent student outcomes (Craig, 2012).…”