Accountability to Build School and System Improvement Capacity

Ehren, Melanie; Bachmann, Reinhard

doi:10.4324/9780429344855-5

Cited by 3 publications

(4 citation statements)

References 37 publications

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“…Those results align with past findings showing that internal evaluations rank amongst the weakest areas in the management of schools and that school personnel often have limited skills in and experience with performing meaningful evaluations (Blok et al, 2008;Brown et al, 2017). Thus, the third chief element that affects successful reform (Ehren & Baxter, 2021), the capacity to implement recommended improvements, seems to be partly lacking, which has limited the impact of the external evaluations (Ehren, Bachmann et al, 2021).…”

Section: Discussionsupporting

confidence: 89%

“…As such, accountability can contribute to building trust and capacity (Ehren & Baxter, 2021;Six, 2021). Evaluation feedback based on clear performance criteria is intended to hold schools accountable as well as to promote learning and thus develop schools' capacity to work towards improvement (Ehren et al, 2013;Ehren, Bachmann et al, 2021). To secure accountability, capacity has to be developed within schools so that they can incorporate the evaluation criteria and provide high-quality education (Ehren & Baxter, 2021;Fullan & Quinn, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Use and impact of external evaluation feedback in schools

Ólafsdóttir

Jónasson

Sigurðardóttir

2022

Studies in Educational Evaluation

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Use and impact of external evaluation feedback in schools

Ólafsdóttir

Jónasson

Sigurðardóttir

2022

Studies in Educational Evaluation

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“…As noted by Ehren and Bachmann (2020), trust between schools and external accountability agents is needed for performance monitoring to lever school and system-level capacity for high-quality education. Our findings show that, in the four schools observed, there was a high instructional capacity to respond to external assessment in ways that promoted student learning.…”

Section: Discussionmentioning

confidence: 99%

Responding to external accountability in high‐performing, high‐capacity public secondary schools in Chile

Montecinos

Cortez

Zett

et al. 2022

Euro J of Education

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The qualitative study on which this article reports explored how senior leaders, mathematics and Spanish language teachers (N = 72) in four high‐performing, high‐poverty, public secondary schools in Chile enact performance‐based accountability policies related to standardised assessments. These four public schools were selected because prior to when the study was conducted all were part of the Bicentennial Schools Programme led by the Ministry of Education from 2010 to 2014. The aim of the programme was to develop effective secondary schools to serve low‐income students. A thematic analysis of data produced through individual and group interviews and observations of departmental meetings shows that the enactment of performance‐based accountability involved two dimensions of learning‐centred leadership, distributed among senior leaders and department heads. An aim shared by parents, students, teachers and senior leaders was to ensure students' access to, and completion of, studies in higher education. Attaining good scores in national standardised SIMCE tests was key to meeting the vision. Collective trust among all actors and macro level trust in standardised testing served as a resource for strong collaboration to improve instruction and learning as well as teachers' collective efficacy. The discussion focuses on school‐level practices and policy‐level decisions that create conditions for the effective use of information produced from standardised assessments. A key point supported by our findings is that successful performance in external assessments is resourced by, and fosters, trust formation in schools.

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“…Especially where synthesis is required, the six-stage approach is beneficial for data collection processes and analysis. This phased-in approach grants the needed flexibility, intricacy and formulation for researchers to check systematically and transcribe fully from the qualitative data (Levatino, et al, 2023;Falabella, 2021;Ehren & Bachmann, 2020). Different researchers presented the precise, six-stage data collection and thematic analysis process as given in the table (Geletu & Mihiretie, 2023;Hamiltonet al,2013;Diamond, 2012).…”

Section: Table 1 Comparison Of Responsibility For 100% Attendance Of ...mentioning

confidence: 99%

Comparison to Perceptions of Teachers and Head Teachers about Accountability Measures for Public School Improvement in Punjab

Jabeen¹,

Ali²,

Batool³

2023

ojs

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Every government faces the pressure of quality and accountability as it has become an international agenda. Countries are shaping their policies according to the interest of stakeholders in globalization and international competition. They plan to establish high-performing school systems. Developed and developing countries are also struggling with this movement to ensure the quality and accountability of schools. Different accountability approaches are in practice. Mixed methods research design opted for using an interview protocol and sur\vey with 2220 participants from public elementary schools. A pragmatic approach selected for reliability, and validity was assured while using a triangulation design. Descriptive statistics and thematic analysis were performed for the analysis of data. It concluded that educational accountability is a challenging job. Data revealed an ambiguity in the roles and responsibilities of different stakeholders, teachers, head teachers, parents, students, and district administration. Assign duties may be clarified, and responsible persons may be considered answerable. Some policies are there, but these are in practice in a different sense. Implementation of policies may be authenticated. When students' achievement is considered the main drive of school effectiveness, and schools are rated accountable for results to nurture positive change. More than achievement in numbers alone is required for quality education, as this can easily be achieved through misreporting. For quality and improvement over time, some prime features like creativity and higher-order thinking skills are mandatory. In different situations, there may be other yardsticks to judge students' personality traits like teamwork, commitment, and emotional adjustment. School teachers and head teachers had recommended replacing test-based accountability with performance-based accountability to amplify student learning and success.

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Accountability to Build School and System Improvement Capacity

Cited by 3 publications

References 37 publications

Use and impact of external evaluation feedback in schools

Use and impact of external evaluation feedback in schools

Responding to external accountability in high‐performing, high‐capacity public secondary schools in Chile

Comparison to Perceptions of Teachers and Head Teachers about Accountability Measures for Public School Improvement in Punjab

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