The importance of the concept of self-evaluation in the changing landscape of education policy

McNamara, Gerry; O’Hara, Joe

doi:10.1016/j.stueduc.2008.08.001

Cited by 59 publications

(48 citation statements)

References 10 publications

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“…SSE is considered as an attempt involving various changes made by the schools in order to ensure a better teaching and learning environment, improve students' academic achievement and also strengthen the schools' ability to implement those changes (Hopkins, 2005). It encompasses of changes done towards the schools' policy, structures, norms, concepts, habits and patterns of work (Lander & Eckholm, 2005;Vanhoof et al, 2011;McNamara & O'Hara, 2008). In fact, it requires the schools to play an active and autonomous role while involving themselves in the processes of improvement and building capacity (Bubb et al, 2007).…”

Section: Definitionmentioning

confidence: 99%

A Glimpse Into School Self-Evaluation in Malaysia: Are We Doing The Right Things? Or Are We Doing the Things Right?

Hamzah¹,

Tahir²

2013

ASS

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The focus of this paper is on the policy and implementation of School Self-Evaluation (SSE) conducted in Malaysian schools. It begins by having an overall look on what school evaluation is including its definition, purposes, link to external evaluation and also instruments which are used throughout the world. It then traces the history of SSE in Malaysia. Next, it discusses the policy underlining the SSE as dictated by the Ministry of Education Malaysia. This paper further explores the reality behind the implementation of this form of internal evaluation whilst linking it with school inspection conducted by the Inspection Body under the Ministry of Education Malaysia. By doing so, it will also try to capture some of the SSE concepts which embody its implementation. Then, it analyses the manner of how SSE is done by highlighting some important issues that need to be dealt with accordingly by the relevant authorities. Finally, it concludes by discussing the future of SSE in Malaysia.

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Section: Definitionmentioning

confidence: 99%

A Glimpse Into School Self-Evaluation in Malaysia: Are We Doing The Right Things? Or Are We Doing the Things Right?

Hamzah¹,

Tahir²

2013

ASS

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“…This national trend seems only to reinforce local obsessions over high-stakes testing (Ngware et al, 2010). Other scholars argue, however, that examination rankings alone are limited in their scope of measuring educational outcomes in terms of quality (McNamara & O'Hara, 2008). In the Kenyan context, for example, when a pupil misses the passing mark of 250 points, his/her educational career ends at the age of 12 or 13 (Ngware et al, 2010).…”

Section: Evaluating Educational Quality In Kenyamentioning

confidence: 99%

Understanding Local Realities of Quality Education in Kenya: Pupil, Parent and Teacher Perspectives

Cunningham

2012

Research in Comparative and International Education

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In 2003, UNICEF-Kenya and the Kenyan Ministry of Education introduced the 'ChildFriendly Schools' initiative to encourage educational policy makers and practitioners to look for alternative ways to measure the quality of primary schools beyond pupils' test scores. In 2009, Kenyan government officials distributed the Child Friendly Schools Monitoring Toolkit (CMT) across all public primary schools, promoting it as an exercise in school self-evaluation for measuring educational quality. Senior education officials developed the CMT with 50 indicators for local stakeholders' use when measuring a school's level of child-friendliness. This study investigates the relevance of these 50 indicators to local perspectives of quality education. The study's findings suggest that the CMT's 50 indicators represent only 68% of what pupils, parents and teachers describe as factors that negatively or positively contribute to levels of child-friendliness in their schools. Using an interpretative phenomenological approach for data analysis, 33 'new' indicators for child-friendliness emerge from the participants' responses. The study compares and synthesizes these new categories with the 50 original CMT indicators by creating an 'Enhanced Child Friendly Schools Monitoring Toolkit' (ECMT) for implementation in Kenyan primary schools. The revised ECMT indicators appear to capture 93% of what pupils, parents and teachers describe as factors influencing a school's level of child-friendliness. In the end, the study's findings call for a renewed dialogue between top-down and bottom-up perspectives of quality education in determining future criteria for measuring the levels of childfriendliness across Kenyan public primary schools.

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“…Aparecen como un medio de repaso y de fijación de conceptos, y podemos utilizarlos en los procesos individuales y/o colectivos de enseñanza-aprendizaje como instrumentos de auto o hetero evaluación (McNamara y O´Hara, 2008).…”

Section: Recursos Didácticos Desarrolladosunclassified

Experiencia educativa a lo largo de once años realizada en una asignatura práctica de parasitología en la Universidad de Alcalá

Pardo¹

2011

Rev_Eureka_ensen_divulg_cienc

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Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 8 (1), 125-134, 2011 EXPERIENCIAS, RECURSOS Y OTROS TRABAJOSEn este trabajo se relata la experiencia docente práctica llevada a cabo por una profesora de Parasitología a lo largo de once años, valorando el interés pedagógico que ha suscitado la incorporación de diferentes recursos didácticos a lo largo de los años, en relación tanto a las necesidades del alumnado como a las necesidades tecnológicas que se han impuesto en nuestra sociedad. Se valoran los beneficios de la utilización de crucigramas, sopas de letras con definiciones, así como DVD y pequeños videos en la enseñanza de la materia universitaria "Parasitología Sanitaria" con el fin de mejorar el proceso de enseñanza-aprendizaje de los alumnos de la Licenciatura de Farmacia de la Universidad de Alcalá.Palabras clave: recursos didácticos. parasitología. enseñanza práctica universitaria; valoración de los estudiantes. Assessment along eleven years of different teaching resources used in a practical subject of parasitology at the university of AlcalaThis paper describes the practical teaching experience conducted by a professor of parasitology over eleven years, valuing the pedagogical interest has raised the incorporation of different teaching resources over the years in relation to both the needs of students as technology requirements have been imposed on our society. Are valued, the benefits of using crossword puzzles with definitions and short videos on DVD and teaching a university discipline in order to improve the teaching-learning process of students in the Bachelor of Pharmacy University of Alcalá.

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The importance of the concept of self-evaluation in the changing landscape of education policy

Cited by 59 publications

References 10 publications

A Glimpse Into School Self-Evaluation in Malaysia: Are We Doing The Right Things? Or Are We Doing the Things Right?

A Glimpse Into School Self-Evaluation in Malaysia: Are We Doing The Right Things? Or Are We Doing the Things Right?

Understanding Local Realities of Quality Education in Kenya: Pupil, Parent and Teacher Perspectives

Experiencia educativa a lo largo de once años realizada en una asignatura práctica de parasitología en la Universidad de Alcalá

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