The effects of the use of a school self-evaluation instrument

School quality care has become important in many Western countries. A number of self-evaluation instruments have been developed in response. The goal of these instruments is improving the quality of education. One such system, ZEBO, was developed for performing quality assessment in Dutch primary schools. The use of this self-evaluation instrument was studied in 79 primary schools in The Netherlands over a period of 5 years. The results of the multilevel analyses with repeated measures show that the use of the self-evaluation results had no effect on pupil achievement scores (so far). However, it did have other effects, for example, an impact on the professional development of teachers.

[1]  Carol H. Weiss,et al.  Have We Learned Anything New About the Use of Evaluation? , 1998 .

[2]  Maria A. Hendriks,et al.  ZEBO. Instrument voor zelfevaluatie in het basisonderwijs , 2003 .

[3]  C. Achilles,et al.  Evaluation: A Systematic Approach , 1980 .

[4]  R. Rumberger.  Hierarchical linear models: Applications and data analysis methods: and. Newbury Park, CA: Sage, 1992. (ISBN 0-8039-4627-9), pp. xvi + 265. Price: U.S. $45.00 (cloth) , 1997 .

[5]  G. Vulliamy,et al.  External Inspection or School Self‐evaluation? A Comparative Analysis of Policy and Practice in Primary Schools in England and Finland , 1998 .

[6]  Peter C Smith,et al.  On the unintended consequences of publishing performance data in the public sector , 1995 .

[7]  Kim Schildkamp,et al.  The utilisation of a self-evaluation instrument for primary education , 2007 .

[8]  Roel Bosker,et al.  Multilevel analysis : an introduction to basic and advanced multilevel modeling , 1999 .

[9]  Gregory J. Palardy.  Differential school effects among low, middle, and high social class composition schools: a multiple group, multilevel latent growth curve analysis , 2008 .

[10]  Vormgeven aan schoolbeleid: effectieve-scholenonderzoek als inspiratiebron voor de zelfevaluatie van scholen , 2005 .

[11]  Publishing Information on Individual Schools? , 2005 .

[12]  Anthony S. Bryk,et al.  Hierarchical Linear Models: Applications and Data Analysis Methods , 1992 .

[13]  A. M. Zulkifli.  School effectiveness and school improvement in Malaysia. In: Third Millennium Schools: A World of Difference in Effectiveness and Improvement. Editors: T. Townsend, P. Clarke and M. Ainscow. Lisse, The Netherlands: Swets and Zeitlinger Publishers. , 1999 .

[14]  R. Bosker,et al.  Educational Leadership and Student Achievement: The Elusive Search for an Association , 2003 .

[15]  K. Schildkamp,et al.  Cognitive development in Dutch primary education, the impact of individual background and classroom composition , 2009 .

[16]  D. Reynolds,et al.  School Improvement for Schools Facing Challenging Circumstances: A review of research and practice , 2001 .

[17]  Adrie J. Visscher,et al.  School Performance Feedback Systems: Conceptualisation, Analysis, and Reflection , 2003 .

[18]  Arend J. Visscher,et al.  A framework for stydying school performance feedback systems , 2002 .

[19]  Melanie Catharina Margaretha Ehren,et al.  Toezicht en schoolverbetering , 2006 .

[20]  R. Bosker,et al.  Using school effectiveness as a knowledge base for self-evaluation in Dutch schools: the ZEBO-project , 2002 .

[21]  Jaap Scheerens,et al.  The Foundations of Educational Effectiveness , 1997 .

[22]  L. Kyriakides,et al.  School self-evaluation and school improvement: A critique of values and procedures , 2004 .

[23]  Ross Turner,et al.  Performance feedback to schools of students’ year 12 assessments : the VCE Data Project , 2002 .

[24]  Adrie J. Visscher,et al.  School improvement through performance feedback , 2002 .