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Examining School Development Assessment Practices in Terms of Some Countries

Year 2023, Volume: 52 Issue: 238, 1157 - 1186, 10.05.2023
https://doi.org/10.37669/milliegitim.1107430

Abstract

Every school has its own dynamics, needs, and characteristics. Therefore, it is impossible to talk about a school development model and assessment approach that will adapt to every school. Since one size does not fit all, numerous procedures and processes are inevitable. The present review study was designed to compare and contrast the evaluation objectives and practices of school improvement in the countries (United Kingdom (England), Japan, Germany, Italy, and France) where the student population density was similar to our country, ranked in the top 30 in the world rankings of real Gross Domestic Product per capita, and in PISA 2015 and 2018, at least one of the fields of science, mathematics, and reading was at or above the average of Organisation for Economic Co-operation and Development (OECD) countries. Findings are reported under the categories of purpose, kind, data collection method, team, and impact of the assessment. The results obtained reveal that the external and internal evaluations of schools should be designed in a way that contributes to the development of schools in every sense.

References

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  • MEB. (2015). Okul Öncesi Eğitim ve İlköğretim Kurumları Standartları Kılavuz Kitabı” ve “Okul Öncesi Eğitim ve İlköğretim Kurumları Standartları Veri Girişi Rehber Kitabı” yayımlanmıştır. https://tegm.meb.gov.tr/meb_iys_dosyalar/2015_04/09112933_kurumstandartlarklavuzkitap.pdf
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Okul Gelişimi Değerlendirme Uygulamalarının İncelenmesi

Year 2023, Volume: 52 Issue: 238, 1157 - 1186, 10.05.2023
https://doi.org/10.37669/milliegitim.1107430

Abstract

Her okulun kendine özgü dinamikleri, ihtiyaçları ve özellikleri mevcuttur. Bu nedenle, her okula uyum gösterecek bir okul gelişim modelinden ve değerlendirme yaklaşımından söz etmek mümkün değildir. Okulların gelişimine uygun değerlendirmelerin çok sayıda çeşitlendiği düşünüldüğünde farklı ülkelerde farklı uygulamaların olması kaçınılmazdır. Doküman incelemesi deseninde tasarlanan bu çalışmada, öğrenci nüfus yoğunluğu ülkemiz ile benzer olan, kişi başına düşen reel Gayri Safi Yurtiçi Hasılanın dünya sıralamasında ilk 30’da yer almış ve PISA 2015 ve 2018 sınavında fen bilimleri, matematik ve okuma alanlarının en az birinde Ekonomik Kalkınma ve İşbirliği Örgütü (OECD) ülkeleri ortalaması ya da üzerinde bir performans göstermiş ülkelerin (Birleşik Krallık (İngiltere), Japonya, Almanya, İtalya ve Fransa) okul gelişimi değerlendirme amaçları ve uygulamaları karşılaştırmalı olarak incelenmiştir. Bulgular, değerlendirmenin amacı, değerlendirme türü, veri toplama yöntemi, değerlendirme ekibi ve değerlendirme sonuçlarının etkisi kategorileri altında raporlanmıştır. Elde edilen sonuçlar, okulların dış ve iç değerlendirmelerinin, okulların her anlamda gelişimine katkıda bulunacak şekilde tasarlanması gerektiğini ortaya koymaktadır.

References

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  • Darling-Hammond, L. (1995). Authentic assessment in action. Teachers’ College Press.
  • Davies, D., ve Rudd, P. (2001). Evaluating school self-evaluation. National Foundation for Educational Research.
  • Davis, D.R., Ellett, C.D., ve Annunziata, J. (2002). Teacher evaluation, leadership and learning organizations. Journal of Personnel Evaluation in Education, 16(4), 287–301. https://doi.org/10.1023/A:1021791907098
  • Day, C., ve Leitch, R. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and Teacher Education, 17(4), 403-415. https://doi.org/10.1016/S0742-051X(01)00003-8
  • Ehlert, M., Koedel, C., Parsons, E., ve Podgursky, M. (2016). Selecting growth measures for use in school evaluation systems: Should proportionality matter? Educational Policy, 30(3), 465–500. https://doi.org/10.1177/0895904814557593
  • Eurydice. (2004). Evaluation of schools providing compulsory education in Europe. http://www.eurydice.org/portal/page/portal/Eurydice
  • Eurydice. (2015). Eğitimde kalite güvencesi: Avrupa’da okul değerlendirmesine ilişkin politikalar ve yaklaşımlar. Eurydice Raporu, Avrupa Birliği’nin Yayınlar Bürosu.
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  • Hanushek, E.A., ve Raymond, M. (2005). Does school accountability lead to improved student performance? Journal of Policy Analysis and Management, 24, 297–327.
  • Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. Cassell.
  • Harrington, H.J., ve Harrington, J. (1994). Total improvement management: The next generation in performance improvement. McGraw-Hill.
  • Hendriks, M.A., Doolaard, S., ve Bosker, R.J. (2002). Using school effectiveness as a knowledge base for self-evaluation in Dutch schools: The ZEBO-project. In A. Visscher & R. Coe (Eds.), School improvement through performance feedback (pp. 114-142). Lisse: Swets & Zeitlinger.
  • Hill, J. C. (1986). Curriculum evaluation for school improvement. C. C. Thomas.
  • Hopkins, E., Hendry, H., Garrod, F., McClare, S., Pettit, D., Smith, L., Burrell, H., ve Temple, J. (2016). Teachers’ views of the impact of school evaluation and external inspection processes. Improving Schools, 19(1), 52-61. https://doi.org/10.1177/1365480215627894
  • Hoy, W.K., ve Miskel, C.G. (2001). Educational administration: Theory, research, and practice. McGraw Hill Company. Husfeldt, V. (2011). The impact of school inspection – does it really work? State of research. Zeitschrift für Erziehungswissenschaft, 14, 259–282.
  • Lee, J.C., Ding, D., ve Song, H. (2008). School supervision and evaluation in China: the Shanghai perspective. Quality Assurance in Education, 16(2), 148-163.
  • Lens, W., ve Depreeuw, E. (1998). A closer look at motivation to study and fear of failure. Leuven University Press.
  • Macbeath, J. (2006). Finding a voice, finding self. Educational Review, 58(2), 195–207.
  • Mattei, P. (2009). Restructuring welfare organizations in Europe: from democracy to good management? Macmillan.
  • Matthews, P., ve Sammons, P. (2004). Improvement through inspection. Ofsted.
  • MDE. (2020). Michigan academic standards. https://www.michigan.gov/mde/0,4615,7-140-28753---,00.html
  • MEB. (2015). Okul Öncesi Eğitim ve İlköğretim Kurumları Standartları Kılavuz Kitabı” ve “Okul Öncesi Eğitim ve İlköğretim Kurumları Standartları Veri Girişi Rehber Kitabı” yayımlanmıştır. https://tegm.meb.gov.tr/meb_iys_dosyalar/2015_04/09112933_kurumstandartlarklavuzkitap.pdf
  • MEB. (2017). Teftiş Kurulu Başkanlığı: Görevlerimiz. https://tkb.meb.gov.tr/www/icerik_goruntule.php?KNO=107
  • MEB. (2019). Bakanlık maarif müfettişleri görev standartları. https://tkb.meb.gov.tr/meb_iys_dosyalar/2019_06/19145017_BakanlYk_Maarif_MuYfettisYleri_GoYrev_StandartlarY.pdf
  • MEXT. (2020). Improvement of school management. https://www.mext.go.jp/en/policy/education/elsec/title02/detail02/1373863.htm
  • Murphy, J., Hallinger, P., ve Heck, R.H. (2013). Leading via teacher evaluation: The case of the missing clothes? Educational Researcher, 42(6), 349–354. https://doi.org/10.3102/0013189X13499625
  • NCEE. (2015). Netherlands: Governance and accountability. https://ncee.org/netherlands-governance-and-accountability/
  • NCEE. (2020a). Germany: Governance and accountability. https://ncee.org/what-we-do/center-on-international-education-benchmarking/top-performing-countries/germany-overview/germany-governance/
  • NCEE. (2020b). Shanghai-China: Learning systems. https://ncee.org/what-we-do/center-on-international-education-benchmarking/top-performing-countries/shanghai-china/shanghai-china-instructional-systems/
  • NCEE. (2020c). Japan: Governance and accountability. https://ncee.org/what-we-do/center-on-international-education-benchmarking/top-performing-countries/japan-overview/japan-system-and-school-organization/
  • NCEE. (2021). Governance and accountability. https://ncee.org/9buildingblocks/governance-and-accountability/#Examples
  • Nevo, D. (2001). School evaluation: internal or external? Studies in Educational Evaluation, 27(2), 95-106. https://doi.org/10.1016/S0191-491X(01)00016-5
  • O’Day, J. (2002). Complexity, accountability, and school improvement. Harvard Educational Review 72(3), 293-329. https://doi.org/10.17763/haer.72.3.021q742t8182h238
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  • Ofsted. (2021). What Ofsted does. https://www.gov.uk/government/organisations/ofsted
  • Ontario Education Improvement Commission. (2000). School improvement planning: A handbook for principals, teachers and school councils. The Commission.
  • Opfer, V. D., Pedder, D. J., ve Lavicza, Z. (2011). The influence of school orientation to learning on teachers’ professional learning change. School Effectiveness and School Improvement, 22(2), 193-214. https://doi.org/10.1080/09243453.2011.572078
  • Ouston, J., ve Davies, J. (1998). Ofsted and afterwards? In P. Earley, (Ed.), School improvement after inspection? (pp. 13-24). Sage.
  • Ovando, M. ve Ramirez, A. (2007). Principals’ instructional leadership within a teacher performance appraisal system: Enhancing students’ academic success. Journal of Personnel Evaluation in Education, 20, 85–110.
  • Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
  • Peng, W. J., Thomas, S. M., Yang, X., ve Li, J. (2006). Developing school evaluation methods to improve the quality of schooling in China: a pilot ‘value added’ study. Assessment in Education, 13(2), 135-154.
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There are 79 citations in total.

Details

Primary Language Turkish
Journal Section Derleme Makalesi
Authors

Elif Daşcı Sönmez 0000-0002-6029-5934

Tuba Gokmenoglu 0000-0003-0710-4390

Publication Date May 10, 2023
Published in Issue Year 2023 Volume: 52 Issue: 238

Cite

APA Daşcı Sönmez, E., & Gokmenoglu, T. (2023). Okul Gelişimi Değerlendirme Uygulamalarının İncelenmesi. Milli Eğitim Dergisi, 52(238), 1157-1186. https://doi.org/10.37669/milliegitim.1107430