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Abstract(s)
Numa sociedade marcada por valores neoliberais e inscrita na globalização e na ideologia da inovação, promover uma cultura de avaliação proporcionará condições para que as escolas se afirmem como sistemas orgânicos capazes de criar e recriar estratégicas sistémicas de transformação e responsividade à mudança social. Um sistema de accountability afirma-se como uma ferramenta de suporte de culturas de escola focadas na melhoria contínua e na promoção da qualidade da educação. Neste contexto, este artigo apresenta um estudo empírico realizado em Portugal reportado à ação da avaliação externa desenvolvida entre 2018 e 2021. Sustentado numa análise documental de 60 relatórios de avaliação externa, o estudo combinou métodos qualitativos e quantitativos para compreender se existe um efeito entre as forças e áreas de melhoria e a avaliação atribuída pela Inspeção. Os resultados sugerem que uma robusta visão estratégica e a ação de lideranças mobilizadoras são preditores transversais dos vários domínios de avaliação das escolas, ainda que registem articulações débeis. Foram ainda identificados preditores indexados a domínios específicos de avaliação: resultados académicos; autoavaliação focada no ensino-aprendizagem; aprofundamento de práticas de autoavaliação e metodologias ativas de ensino-aprendizagem em relação ao domínio dos resultados; metodologias ativas de ensino-aprendizagem e resultados académicos em relação ao domínio da prestação de serviço público; compromisso com a inclusão em relação ao domínio da liderança e gestão. Não obstante, estas correlações apresentam, por vezes, níveis de consistência problemáticos. Não foram encontradas relações entre a avaliação de escola e os fatores implicando a inovação. Assim, esta surge como uma dimensão marginal da realidade escolar e de impacto irrelevante na avaliação das escolas
In a society marked by neoliberal values inscribed in globalization and the ideology of innovation, promoting a culture of evaluation will create conditions for schools to act as organic systems capable of creating systemic transformation strategies and responsiveness to social change. An accountability system asserts itself as a tool to support school cultures focused on continuous improvement and promoting the quality of education. This article presents an empirical study carried out in Portugal related to the external evaluation action developed between 2018 and 2021. Based on the analysis of 60 external evaluation reports, the study combined qualitative and quantitative methods to understand whether there is an effect between the strengths and improvement areas and the evaluation assigned by the Inspectorate. The results suggest that a robust strategic vision and the action of mobilizing leaders are cross-cutting predictors of the various domains of the schools’ evaluation, even if they register weak articulations. Predictors indexed to specific evaluation domains were also identified: academic results, self-evaluation focused on teaching-learning, deepening of self-evaluation practices, and active teaching-learning methodologies concerning the outcomes domain; active teaching-learning methodologies and academic outcomes concerning the public service domain; commitment to inclusion concerning the leadership and management domain. However, these correlations sometimes have problematic levels of consistency. No relationships were found between school evaluation and innovation. Thus, innovation emerges as a marginal dimension of the school reality and is irrelevant in terms of impact on the evaluation of schools.
In a society marked by neoliberal values inscribed in globalization and the ideology of innovation, promoting a culture of evaluation will create conditions for schools to act as organic systems capable of creating systemic transformation strategies and responsiveness to social change. An accountability system asserts itself as a tool to support school cultures focused on continuous improvement and promoting the quality of education. This article presents an empirical study carried out in Portugal related to the external evaluation action developed between 2018 and 2021. Based on the analysis of 60 external evaluation reports, the study combined qualitative and quantitative methods to understand whether there is an effect between the strengths and improvement areas and the evaluation assigned by the Inspectorate. The results suggest that a robust strategic vision and the action of mobilizing leaders are cross-cutting predictors of the various domains of the schools’ evaluation, even if they register weak articulations. Predictors indexed to specific evaluation domains were also identified: academic results, self-evaluation focused on teaching-learning, deepening of self-evaluation practices, and active teaching-learning methodologies concerning the outcomes domain; active teaching-learning methodologies and academic outcomes concerning the public service domain; commitment to inclusion concerning the leadership and management domain. However, these correlations sometimes have problematic levels of consistency. No relationships were found between school evaluation and innovation. Thus, innovation emerges as a marginal dimension of the school reality and is irrelevant in terms of impact on the evaluation of schools.
Description
Keywords
Avaliação externa de escolas Accountability Liderança Autonomia External evaluation of schools Accountability Leadership Autonomy