Using Effectiveness Data for School Improvement

Kelly, Anthony; Downey, Christopher

doi:10.4324/9780203834367

Cited by 7 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Centre for Multilevel Modelling, School of Education, University of Bristol,35 Berkeley Square,Bristol BS8 1JA, England has been at the forefront of this move to test-based school accountability (West, 2010). Successive governments over the last 25 years have introduced new and supposedly improved school performance measures that purport to measure what is happening in schools (Kelly & Downey, 2010a;. These measures are also used to promote parental choice via their high-profile publication in 'school league tables' (Leckie & Goldstein, 2009).…”

Section: Introductionmentioning

confidence: 99%

The importance of adjusting for pupil background in school value‐added models: A study of Progress 8 and school accountability in England

Leckie

Goldstein

2019

British Educational Res J

View full text Add to dashboard Cite

In the UK, USA and elsewhere, school accountability systems increasingly compare schools using value‐added measures of school performance derived from pupil scores in high‐stakes standardised tests. Rather than naïvely comparing school average scores, which largely reflect school intake differences in prior attainment, these measures attempt to compare the average progress or improvement pupils make during a year or phase of schooling. Schools, however, also differ in terms of their pupil demographic and socioeconomic characteristics and these factors also predict why some schools subsequently score higher than others. Many therefore argue that value‐added measures unadjusted for pupil background are biased in favour of schools with more ‘educationally advantaged’ intakes. But others worry that adjusting for pupil background entrenches socioeconomic inequities and excuses low‐performing schools. In this article we explore these theoretical arguments and their practical importance in the context of the ‘Progress 8’ secondary school accountability system in England, which has chosen to ignore pupil background. We reveal how the reported low or high performance of many schools changes dramatically once adjustments are made for pupil background, and these changes also affect the reported differential performances of regions and of different school types. We conclude that accountability systems which choose to ignore pupil background are likely to reward and punish the wrong schools and this will likely have detrimental effects on pupil learning. These findings, especially when coupled with more general concerns surrounding high‐stakes testing and school value‐added models, raise serious doubts about their use in school accountability systems.

show abstract

Section: Introductionmentioning

confidence: 99%

The importance of adjusting for pupil background in school value‐added models: A study of Progress 8 and school accountability in England

Leckie

Goldstein

2019

British Educational Res J

View full text Add to dashboard Cite

show abstract

“…In particular, the distinction needs to be made between schools’ engagement with the high profile ‘compliance data’ of national tests and accountability measures (which is concerned primarily with the aggregated level of the institution), as compared to schools’ own ‘shadow’ generation and processing of ‘useful data’ (which is focused primarily individual students and teachers). This ‘useful’ data often took the form of what Kelly and Downey () refer to as ‘own data’—i.e. generated by the school itself.…”

Section: Discussionmentioning

confidence: 99%

Exploring the role of digital data in contemporary schools and schooling—‘200,000 lines in an Excel spreadsheet’

Selwyn

Henderson

Chao

2015

British Educational Res J

View full text Add to dashboard Cite

The generation, processing and circulation of data in digital form is now an integral aspect of contemporary schooling. Based upon empirical study of two secondary school settings in Australia, this paper considers the different forms of digitally-based 'data work' engaged in by school leaders, managers, administrators and teachers. In particular, three distinct aspects of school data work are explored: (i) the distinction between official 'mandated' data requirements from external government agencies, and the unofficial efforts to generate and work with 'useful' data; (ii) the highly mediated nature of digital data work within schools; (iii) the ways in which digital data lead to compromised knowledge and 'work arounds'. These findings, it is argued, illustrate the embedding of digital data within secondary schools as a technology of (self)control in ways that tend to reinforce dominant cultures of school administration and management. As such, the paper considers how the restrictive forms of data governance currently at large within school systems might be problematized and acted against.

show abstract

“…A diferencia de hace unas décadas, en estos momentos las investigaciones que caracterizan a este enfoque entran en las aulas y se centran en aspectos metodológicos, de gestión del proceso, de la interacción que se da entre los sujetos, considerando al alumnado y profesorado como ejes centrales del sistema educativo (Kelly y Downey, 2011). Sin embargo, como afirman Hernández-Castilla, Murillo y Martínez-Garrido (2014, p. 104) perviven aún ciertas reticencias hacia esta línea de investigación, algunas de ellas justificadas y bien fundamentadas, y otras cargadas de prejuicios y desconocimientos.…”

Section: Fundamentación Teóricaunclassified

“…Los puntos fuertes en los que destacan los docentes de la muestra son: las estrategias de evaluación, de gestión y la creación de un buen clima de aula. Dichos factores son considerados clave en el aumento de la eficacia en numerosos estudios a nivel internacional (Kelly y Downey, 2011;Martínez-Garrido y Murillo, 2016;Van de Grift, 2013) No ocurre lo mismo con los resultados obtenidos sobre el impacto de las características personales de los profesores, tales como su edad, en relación a su efectividad en la enseñanza, un dato que sería inusual en los estudios internacionales citados anteriormente.…”

Section: Conclusiones Y Discusiónunclassified

Aplicación del Sistema Internacional de Observación y Feedback Docente (istof-ii) en un Contexto Educativo No-Anglosajón

Iglesia-Mayol¹,

Ramon²

2018

reice

View full text Add to dashboard Cite

El objetivo de este estudio es identificar qué escuelas y qué docentes podemos considerar que son eficaces, basándonos en un instrumento de observación que evalúa la eficacia escolar y del docente. Con este propósito, se administró por primera vez en un contexto educativo no-anglosajón el Sistema Internacional de Observación y Feedback Docente (ISTOF-II). Se combinaron el uso de técnicas de investigación de carácter cualitativo (entrevistas al profesorado y directores de los centros seleccionados) y cuantitativo (protocolo de observación). Se observó a 21 profesionales impartir lengua (castellana, catalana e inglesa) y matemáticas, en 15 centros de educación primaria. Los resultados muestran asociaciones negativas entre la edad y experiencia del profesorado y sus prácticas, y entre el porcentaje de estudiantes de bajo nivel socioeconómico y la calidad de enseñanza que reciben. A su vez, el estudio evidencia que el ISTOF-II, un sistema de observación válido internacionalmente, resulta útil para mejorar la calidad de la educación. La discusión versa sobre la importancia de la identificación y difusión de prácticas y centros eficaces a partir de instrumentos que se compartan a nivel internacional.Descritores: Eficacia del docente; Aula; Escuelas; Observación; Instrumento de medida.The objective of this study is to identify which schools and which teachers can be considered effective, based on an observation tool that evaluates the effectiveness of the school and the teacher. The International System for Teacher Observation and Feedback (ISTOF-II) was used in a non-Anglo Saxon educational context for the first time. Research techniques were used that combine qualitative (interviews with teachers and head teachers in the selected schools) and quantitative (observation protocol) analysis. Twenty-one teachers were observed teaching languages (Spanish, Catalan and English) and mathematics in 15 primary schools. The results showed negative links between the age and experience of the teachers and their practices and between the percentage of students at a low socio-economic level and the quality of teaching they receive. The study proves that an internationally valid observation system, such as the ISTOF-II, is a useful tool in in identifying effective practices and schools. Discussion concerns the importance of identifying and spreading effective centers and practices through international systems of assessment.Keywords: Teacher effectiveness; Classrooms; Schools; Observation; Measuring instruments. B. De la Iglesia Mayol y M. R. Roselló Ramon 90 Fundamentación teórica¿Qué escuelas y qué docentes podemos considerar que son eficaces? El movimiento que intenta responder esta cuestión aglutina estudios cuyo objeto es la estimación de la magnitud de los efectos escolares y el análisis de sus propiedades científicas, y/o el estudio de los factores escolares, de aula y de contexto que caracterizan una escuela eficaz, sea cual sea el enfoque metodológico utilizado para conseguirlo (Murillo, 2005, p. 22).El campo de la eficacia ...

show abstract

Using Effectiveness Data for School Improvement

Cited by 7 publications

References 0 publications

The importance of adjusting for pupil background in school value‐added models: A study of Progress 8 and school accountability in England

The importance of adjusting for pupil background in school value‐added models: A study of Progress 8 and school accountability in England

Exploring the role of digital data in contemporary schools and schooling—‘200,000 lines in an Excel spreadsheet’

Aplicación del Sistema Internacional de Observación y Feedback Docente (istof-ii) en un Contexto Educativo No-Anglosajón

Contact Info

Product

Resources

About