Abstract
This chapter describes how Inspectorates of Education operationalize different inspection goals (control, improvement, and liaison) in their inspection indicator frameworks. The chapter provides an overview and examples of the indicators used across a number of countries and how these are incorporated in inspection frameworks to evaluate and assess schools with the purpose of control, improvement and liaison. We elaborate on potential inspection frameworks to inspect and assess the processes and results of schooling (which includes making expert judgements and –value added- models to evaluate school output), and discuss their value and adequateness in the light of recent school effectiveness research. Evaluating the value and adequateness of inspection frameworks and measures is an important condition of valid inspections; a topic we will talk about in more detail in the Chap. 3.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
American Statistical Association. (2014). ASA statement on using value-added models for educational assessment. Alexandria: Author. https://www.amstat.org/policy/pdfs/ASA_VAM_Statement.pdf
Bosker, R. J., Guldemond, H. G., Hofman, R. H., & Hofman, W. H. A. (1989). De stabiliteit van schoolkwaliteit. In J. Scheerens & J. C. Verhoeven (Eds.), Schoolorganisatie, beleid en onderwijskwaliteit (pp. 39–53). Lisse: Swets & Zeitlinger.
Cotton, K. (1995). Effective schooling practices: A research synthesis, 1995 update. Portland: Northwest Regional Educational Laboratory.
Creemers, B. P. M., & Kyriakides, L. (2008). The dynamics of educational effectiveness. London/New York: Routledge.
De Grauwe, A. (2007). Module 7. Alternative models in reforming school supervision. http://www.unesco.org/iiep/PDF/TR_Mods/SUP_Mod7.pdf
De Volder, I. (2012). Externe schoolevaluaties in Europa. Een vergelijkend onderzoek. Antwerpen: Grant uitgevers.
Dijkstra, A. B., De la Motte, P. I., Ehren, M. C. M., & Eilard, A. (2014). Discussion. School inspections and school improvement in the social domain. The assessment of social outcomes of education. In A. B. Dijkstra & P. I. de la Motte (Eds.), Social outcomes of education; the assessment of social outcomes and school improvement through school inspections (pp. 189–215). Amsterdam: Amsterdam University Press.
Donaldson, M. L., & Johnson, S. M. (2010). The price of misassignment: The role of teaching assignments in teach for America teachers’ exit from low-income schools and the teaching profession. Educational Evaluation and Policy Analysis, 32(2), 299–323.
Eddy, S. D., Ehren, M., Bangpan, M., & Khatwa, M. (2014). Under what conditions do inspection, monitoring and assessment improve system efficiency, service delivery and learning outcomes for the poorest and most marginalised? A realist synthesis of school accountability in low- and middle-income countries. Protocol. London: EPPI-Centre, Social.
Ehren, M. C. M., & Dijkstra, A. B. (2014). Evaluating social outcomes through school inspections. In A. B. Dijkstra & P. I. de la Motte (Eds.), Social outcomes of education; the assessment of social outcomes and school improvement through school inspections (pp. 51–73). Amsterdam: Amsterdam University Press.
Ehren, M. C. M., Altrichter, H., McNamara, G., & O’Hara, J. (2013). Impact of school inspections on school improvement; describing assumptions on causal mechanisms in six European countries. Educational Assessment, Evaluation and Accountability, 25(1), 3–43. http://dx.doi.org/10.1007/s11092-012-9156-4
Gray, J., Jesson, D., Goldstein, H., Hedges, K., & Rasbash, J. (1995). A multi-level analysis of school improvement: Changes in school’s performance over time. School Effectiveness and School Improvement, 6, 97–114.
Hamilton, L. S., & Koretz, D. M. (2002). Tests and their use in test-based accountability systems. In L. S. Hamilton, B. M. Stecher, & S. P. Klein (Eds.), Making sense of test-based accountability in education. Santa Monica: Rand cooperation. http://www.rand.org/pubs/monograph_reports/MR1554/.
Hanushek, E. A. (1986). The economics of schooling: Production and efficiency in public schools. Journal of Economic Literature, 24(3), 1141–1177.
Hanushek, E. A. (1997). Assessing the effects of school resources on student performance: An update. Educational Evaluation and Policy Analysis, 19(2), 141–164.
Hattie, J. (2009). Visible learning. Abingdon: Routledge.
Hopkins, D., Stringfield, S., Harries, A., Stoll, L., & Mackay, T. (2014). School and system improvement. School Effectiveness and School Improvement, 25, 257–281.
Levine, D. K., & Lezotte, L. W. (1990). Unusually effective schools: A review and analysis of research and practice. Madison: National Centre for Effective Schools Research and Development.
Marzano, R. (2003). What works in schools. Translating research into action. Alexandria: Association for Supervision and Curriculum Development.
Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems keep getting better. London: McKinsey. Verfügabr unter: http://mckinseyonsociety.com/how-the-worlds-most-improved-school-systems-keep-getting-better/.
Muijs, D., Creemers, B., Kyriakides, L., Van der Werf, G., Timperley, H., & Earl, L. (2014). Teaching effectiveness. A state of the art review. School Effectiveness and School Improvement, 24, 231–256.
Popham, W. J. (2003). Test better, teach better. The instructional role of assessment. Alexandria: USAL ASCD.
Purkey, S. C., & Smith, M. S. (1983). Effective schools: A review. The Elementary School Journal, 83, 427–452.
Reynolds, D., Sammons, P., De Fraine, B., Townsend, T., Van Damme, J., Teddlie, C., & Stringfield, S. (2014). Educational Effectiveness Research (EER): A state of the art review. School Effectiveness and School Improvement, 25(2), 197–230.
Sammons, P., Hillman, J., & Mortimore, P. (1995). Key characteristics of effective schools: A review of school effectiveness research. London: OFSTED.
Scheerens, J. (1992). Effective schooling, research, theory and practice. London: Cassell.
Scheerens, J. (2007) Conceptual framework for the PISA 2009 background questionnaires. Internal report, University of Twente.
Scheerens, J. (2013). What is effective schooling? A review of current thought and practice. Washington, DC: Paper for the International Baccalaureate Organization.
Scheerens, J. (2014). School, teaching and system effectiveness: Some comments on three state of the art reviews. School Effectiveness and School Improvement, 25, 282–290.
Scheerens, J., & Creemers, B. P. M. (1989). Conceptualizing school effectiveness. Development in school effectiveness research. Special Issue of the International Journal of Educational Research, 13(7), 691–706.
Scheerens, J., Glas, C. A. W., & Thomas, S. M. (2003). Educational evaluation, assessment, and monitoring: A systemic approach. Lisse: Swets & Zeitlinger.
Scheerens, J., Luyten, H., Steen, R., & Luyten-de Thouars, Y. (2007). Review and meta-analyses of school and teaching effectiveness. Enschede: University of Twente, Department of Educational Organisation and Management.
Scheerens, J., Luyten, H., & van Ravens, J. (2011). Measuring educational quality by means of indicators. In Perspectives on educational quality (pp. 35–50). Dordrecht: Springer.
Scheerens, J., Luyten, H., Van den Bergh, S. M., & Glas, C. A. W. (2015). Exploration of direct and indirect associations of system level policy amenable variables and reading literacy performance. Educational Research and Evaluation. (im Erscheinen). Accepted for publication.
Seashore Louis, K., Leithwood, K., Wahlstrom, K. L., & Anderson, S. (2010). Learning from leadership: Investigating the links to improved student learning. Minneapolis: Center for Applied Research and Educational Improvement/University of Minnesota.
Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: the role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499.
Thomas, S. M., Peng, W. J., & Gray, J. (2010). Modeling patterns of improvement over time: Value added trends in English secondary schools. Oxford Review of Education, 33, 261–295.
Van Bruggen, J. C. (2010). Inspectorates of education in Europe: Some comparative remarks about their tasks and work. Standing International Conference of Inspectorates of Education in Europe (SICI). http://www.sici-inspectorates.eu/Members/Comparative-Analyses/Inspectorates-of-Education-in-Europe
Vermeer, N. & Van der Steeg, M. (2011). Onderwijsprestaties Nederland in Internationaal Perspectief. CPB Achtergronddocument bij CPB Policy Brief 05, 2011. Den Haag: CPB.
Visscher, A., & Ehren, M. (2011). De eenvoud en complexiteit van Opbrengstgericht Werken. http://www.rijksoverheid.nl/documenten-en-publicatiesrapporten/2011/07/13/de-eenvoud-en-complexiteit-van-opbrengstgericht-werken.html/
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Scheerens, J., Ehren, M.C.M. (2016). The Evidence Base for School Inspection Frameworks. In: C.M. Ehren, M. (eds) Methods and Modalities of Effective School Inspections. Accountability and Educational Improvement. Springer, Cham. https://doi.org/10.1007/978-3-319-31003-9_2
Download citation
DOI: https://doi.org/10.1007/978-3-319-31003-9_2
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-31001-5
Online ISBN: 978-3-319-31003-9
eBook Packages: EducationEducation (R0)