Self-evaluation of educational quality

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SELF-EVALUATION OF EDUCATIONAL
QUALITY
Elena Duro-Education Specialist
UNICEF Argentina
LEGAL FRAMEWORK: NATIONAL EDUCATION LAW 26.206
SECTION 94:
“The Ministry of Education will lead the development and implementation of an
ongoing and periodic education system information and evaluation policy that will
inform decision-making in order to improve the quality of education, social justice,
resource allocation, transparency and social participation”.
SECTION 96:
“The information and evaluation policy will be agreed within the Federal
Education Council. The provinces will participate in the development and
implementation of the education system periodic evaluation and information system,
ensuring that it matches the needs of their own community in the search for educational
equality.
It will likewise, support and facilitate the self-evaluation of education units
with the participation of teachers and other members of the education
community”.
INSTRUMENT FOR EDUCATION QUALITY SELF-ASSESSMENT





Scheduled and systematic self reflection activity on the actions developed, based on reliable
information, with the purpose of arriving at well-founded and reportable value judgments on a
consensus basis.
Rigorous and effective method to recommend improvement actions.
Promoting an active participation of teachers and principals, families and students.
Collective knowledge generation stemming from practice.
Evaluation Culture of the Education Community.
OBJECTIVES:
SCHOOL
-Contributing to the improvement of
education quality
-Generating self-evaluation culture and
procedures
-Promoting leadership by the actors
involved
EDUCATION SYSTEM
-Promoting self-evaluation policies
-Promoting a change in decisions to include the
demands from schools
-Supporting external evaluation systems with
participatory institutional self-evaluations to
increase institutional quality, policies and evaluation
culture.
EDUCATION QUALITY
inclusive
and
quality
education
system
succeeds
having all
children and
AnAn
inclusive
and
quality
education
system
succeeds
in in
including
al children
enrolled
in school,
completing
school
meeting the
desired
adolescents
in school,
complete
theirpathways,
school trajectories,
meeting
the desired
theoretical
theoreticalage
ageand
andachieving
obtainingadequate
adequatelearning
learningoutcomes.
results
A school is a quality school if…
•
•
•
•
•
•
•
•
•
•
•
It succeeds in having everybody learn what they have to learn.
It has pertinent and updated teaching objectives.
It implements strategies to prevent failure and drop-out.
It promotes student access, retention and graduation in accordance with the learning
objectives
Does not discriminate and works within diversity.
Takes into account the unequal situation of students, families and the communities in
which they live and promotes special support for those who require it.
Promotes and enables a comprehensive development
Generates a positive and respectful school environment.
Develops an environment that is protective of children rights.
Has sufficient human and material resources in accordance with the needs.
Promotes the participation of the members of the education community
METHODOLOGYSYSTEMATIZATIONMET
AEVALUATION
Methodological
strategy
Evaluation of
processes
resulting from an
evaluation
Metaevaluation
School/
province
Systematization
Reflexioncontext
-processes-results
THREE DIMENSIONS OF EDUCATION QUALITY
•STUDENT ACHIEVEMENTS AND PATHWAYS.
•TEACHER PROFILES AND PERFORMANCE.
I. INSTITUTIONAL CAPACITIES AND PERFORMANCE.
IACE VARIABLES
I. PATHWAYS:
Learning outcomes in the areas of:
- Language, math, other.
‒Value acquisition.
‒Study Attitudes.
Behavior of students in the last 5 years:
‒Absenteeism/repetition/student dropout.
II. TEACHER PERFORMANCE:
‒In connection with the school’s targets and teaching objectives.
‒Works within diversity, in accordance with the individual times and interests of the students.
‒Works with students with different capacities.
‒Use of ICTs in its teaching strategies.
‒Capacities to develop monitoring and evaluation criteria and instruments
‒Attendance to ongoing training activities.
‒Non discriminatory.
‒ Capacities to detect and refer cases of violation of the rights of children.
- Absenteeism/presentism.
IACE VARIABLES
III. INSTITUTIONAL CAPACITIES:
‒Existence of a shared institutional Mission.
‒Leadership and decision-making style.
‒Sufficient teaching and non-teaching staff.
‒Communication and information on school management.
‒School environment: type and quality of relations.
‒Teacher participation/involvement.
‒Student and families participation/involvement.
‒Promotion of a protective environment of the rights of children.
‒Articulations (within the education system itself and with local institutions
or social organizations.
‒Adequacy of infrastructure and equipment.
IACE PRIMARY 5 BASIC EXERCISES AND SURVEYS
5 EJERCICIOS BÁSICOS Y ENCUESTA5
5 Basic Exercises and Surveys
 Basic Exercises
1: School data for the last five years.
2: The school’s mission.
3. The meaning of education quality in the school.
4: Assessment of education quality dimensions and
variables.
5: Education Quality Improvement Management Plan.
 Survey of Student Relatives:
‒ Questionnaires completed by the relatives.
‒ Computer data processing (to obtain tabulations and
graphs as output).
Optional Exercises

The education project and pedagogic planning.

Conflicts in school.

Violence in school.

Educational inclusion and diversity focus.

Links with the families

Links with community social organizations.

School as a protective environment of the rights of children.
IACE SECONDARY 10 SELF- ADMINISTERERD INSTRUMENTS
IACE SECONDARY INSTRUMENTS
1.Schedule of activities
2. Tabulated to load school data for the last five complete school-years.
3. Questionnaire for school principals, area coordinators and teachers.
4. Questionnaire for support staff.
5. Questionnaire for students.
6. Questionnaire for relatives .
7. Guidelines on group dynamics: discussions and agreements based on the
completed questionnaires’ output data, issue identification/prioritization,
determination of action lines for their solution.
8. Format of the School’s Education Quality Improvement Action Plan.
9. Guidelines for agreements on Improvement Action Plans
10. Format to systematize the school’s self-evaluation process.
BUENOS AIRES, TUCUMÁN, CHACO, SALTA, MISIONES, JUJUY:
IMPACTO ALCANZADO
URBAN & RURAL SCHOOLS
Level
Aggregate
Schools
Estimated
Teachers
Estimated
Students
Primary
970
17,515
237,300
Secondary
130
5,750
62,900
TOTAL
1100
23,265
300,200
APPLICATION EFFECTS ACCORDING TO THE
STAKEHOLDERS
•Enabled awareness on the reality of the school.
•Focused attention on the school’s most critical nodes.
•Prioritized pedagogic issues, and the search of a solution.
•Contributed to thinking about changing teacher practices..
•Promoted a review of the teaching-learning strategies and teacher-student
relation.
•Reflection on classroom practice, awareness of strengths and weaknesses
and identification of issues related to education quality.
.
APPLICATION EFFECTS ACCORDING TO THE
STAKEHOLDERS
•Gave rise to debate and consensus
•Generated new links with the families.
•Succeeded in strengthening knowledge, communication and links across teachers,
teachers and students and with the environment. Improved institutional environment.
•Leading to immediate action through a consensus-based participatory Improvement
Plan.
•Generated community links to promote protective environments.
•Improved pedagogic practices and respect for diversity.
•Generated partnerships across schools (urban and rural environment).
•Improved children’s achievements.
THANK YOU !
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