School improvement through performance feedback / edited by Adrie J. Visscher and Robert Coe.

Format:

Book

Contributor:

Visscher, Adrie J., 1956-

Coe, Robert J.

Series:

Contexts of learning ; 10.

Contexts of learning ; 10

Language:

English

Subjects (All):

School improvement programs.

Physical Description:

xix, 261 pages : illustrations ; 25 cm.

Place of Publication:

Lisse, Netherlands ; Exton, PA : Swets & Zeitlinger, [2002]

Contents:

The School Performance Feedback Concept xi

The Origins of School Performance Feedback Systems xii

Part 1 Theoretical Introduction

Chapter 1 Evidence on the Role and Impact of Performance Feedback in Schools 3

1.1.1 A Complex Picture 4

1.1.2 Towards a Conceptualisation of 'Feedback' 5

1.1.3 Development of Theory 7

1.1.4 Contexts for Performance 10

1.2 Relevant Research on Feedback Effects 11

1.2.1 Research on Feedback to Learners 11

1.2.2 Research on Feedback in Organisational Settings 12

1.2.3 Specific Research on Feedback to Teachers/Schools 13

1.3.1 Summary of Evidence about Feedback Effects 17

1.3.2 Implications for Practice 20

Chapter 2 A Typology of Indicators 27

2.2 Rationale for a Typology of Indicators 28

2.3 A Typology of Indicators for Education 29

2.4 Cross-classifications and Links 32

2.5 Unit of Analysis

Another Dimension 33

2.6 There's Many a Slip Twixt Cup and Lip 33

2.7 Time 34

2.8 Innovations or Inventions 34

2.9 Indicators and Evidence-based Practice and Policies 35

2.10 The Need for an 'Evidence-based' Kitemark 36

2.11 Indicators are not enough

Experiments are needed, urgently 37

Chapter 3 A Framework for Studying School Performance Feedback Systems 41

3.2 The Factors that Matter 42

Part 2 Evidence on School Performance Feedback

Chapter 4 The ABC+ Model for School Diagnosis, Feedback, and Improvement 75

4.2 Country (and State) Specific History and Context 76

4.2.1 An Overview of Education Accountability in the USA 76

4.2.2 Education Accountability in Louisiana: Tracking the National Model 78

4.2.3 Achieving Outcomes through a Focus on Process: The ABC+ Model 80

4.3 Evolution and Features of The ABC+ Model 82

4.3.1 Development of the ABC+ Model 82

4.3.2 A Description of the ABC+ Diagnostic and Feedback System 83

4.3.3 General Considerations Regarding the Feedback System 87

4.3.4 Assumptions of the ABC+ Model 89

4.4 Goals and Descriptions of the Research Process used in Three Applications of the ABC+ Model 90

4.4.1 Goals and Description of the SEAP-process 91

4.4.2 Goals and Description of the SAM Process 94

4.4.3 Goals and Description of the East Baton Rouge Title I Project 97

4.5 Features of Three Applications of the ABC+ Model 98

4.5.1 Performance Dimensions Covered 98

4.5.2 Features of the SEAP Analysis Model 98

4.5.3 Features of SAM 100

4.5.4 Features of the EBR Title I Project 101

4.6 Case Studies from One Application of the ABC+ Model: the EBR Title I Project 102

4.7 Feedback Given, Assistance Offered, and Effects from Three Applications of the ABC+ Model 104

4.8 Recommendations 109

Chapter 5 Using School Effectiveness as a Knowledge Base for Self-evaluation in Dutch Schools: the ZEBO-project 115

5.2 The Dutch Context 117

5.3 The Development and Rationale of the ZEBO Project 119

5.4 ZEBO-PI: Content, Procedures, Feedback and Support 122

5.4.1 Content of ZEBO-PI 122

5.4.2 Procedure 127

5.4.3 Feedback and Support 127

5.5 The Use of Feedback 130

5.5.1 Content and Clearness of the School Report, Recognisability of the Results 132

5.5.2 Content and Clearness of the Classroom Report, Recognisability of the Results 132

5.5.3 Validation of Results 133

5.5.4 Dissemination and Discussion of the Results 133

5.5.5 Comparing with Results of Other Evaluations 134

5.5.6 Using ZEBO-PI for Improvement 134

5.5.7 Support 135

5.5.8 Conditions for Successful Self-evaluation 135

5.5.9 Suggestions for Improvement and extending ZEBO-PI Instruments 136

5.6 Lessons Learnt and Recommendations for Self-evaluation and School Improvement 136

Chapter 6 Jolts and Reactions: Two Decades of Feeding Back Information on Schools' Performance 143

6.2 The Case Study LEAs 145

6.3 The Current Performance Frameworks 146

6.4 The Development of More Sophisticated Value-added Frameworks for Comparison and Interpretation 148

6.5 Challenging Self-Images 149

6.6 Types of Support Offered to Schools 150

6.7 Characteristics of Usage in Schools 152

6.8 Case Studies of Schools 153

6.8.1 Attending to Some Basics 153

6.8.2 Building for a Broader Agenda 156

6.9 Cultures for the Use of Information about Performance 157

6.10 Direct Impact on Performance 159

Chapter 7 Performance Feedback to Schools of Students' Year 12 Assessments: The VCE Data Project 163

7.2 History and Context 164

7.3 Project Description, Goals and Parties Involved 167

7.3.1 Basic Premise of Improvement 168

7.3.2 Context and Rationale for the Project 169

7.3.3 'Value-added' and 'Ability'-adjusted Measures 171

7.3.4 Responses to and Management of the Information 178

7.4 Lessons Learnt From the Project 181

Chapter 8 Performance Indicators in Primary Schools 191

8.2 Historical Context 192

8.3 Project Goals 193

8.4 Project Rationale 194

8.5 Historical Development 195

8.6 Features of the Project 197

8.6.1 Data Collected 197

8.6.2 Outcome Indicators 198

8.6.3 Performance Standards Used 199

8.6.4 Units and Methods of Analysis 199

8.6.5 Data Collection, Analysis and Distribution 200

8.6.6 Presentation of Feedback 201

8.6.7 Confidentiality 206

8.7 Support for Schools 207

8.8 The Use of Data by Schools 208

8.9 The Relationship between PIPS and its Users 210

8.10 Empirical Evidence for a Positive Impact 212

8.11 Challenges 216

Chapter 9 Drawing up the Balance Sheet for School Performance Feedback Systems 221

9.2 Application of the Visscher Framework 222

9.2.1 Some General Conclusions on the Comparison with the Framework 242

9.4 Directions for Future Research 250.

Notes:

Includes bibliographical references and index.

ISBN:

9026519338

OCLC:

50993762