Feedback of performance indicators as a strategic instrument for school improvement

Jan Vanhoof and Peter Van Petegem
 

Abstract
 
This paper reports on an explorative study focussing on the use of performance indicators by Flemish schools. This study is set up as a starting point for future research investigating the link between the quality of (data-driven) self-evaluations by schools and school improvement. It focuses on the recent PISA (Programme for International Student Assessment) and TIMSS-R (Third International Mathematics and Science Study studies) studies that did provide all participating schools with information on their individual performances. Based on a semi-structured interview, five Flemish school leaders were questioned about their use of the school feedback they received after participating in the latest TIMSS-R and PISA studies.
The poster states that school leaders endorse the importance of having comparative information about their own results and functioning at their disposal. However, the actual use of the indicators in the TIMSS-R and PISA school reports turns out to be very limited. It is argued that this is primarily due to (1) school leaders' lack of background knowledge, to (2) their lack of know how in order to use the indicators for school improvement purposes and to (3) the fact that the relevance and usefulness of the school reports is perceived to be rather limited. indicators as a strategic instrument for school improvement.

Keywords
  school improvement - performance indicators - feedback - data-based

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Reference
  Vanhoof, J. and Van Petegem, P. (2005). Feedback of performance indicators as a strategic instrument for school improvement. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 3(1).
Retrieved month day, year, from http://www.ice.deusto.es/rinace/reice/vol3n1_e/VanhoofVanPetegem.pdf.

 

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