Eğitimde Kalite Geliştirme Sürecinde Okul Değerlendirmenin Rolü

Günümüzde yaşanan ekonomik, sosyal ve politik değişmeler eğitim sisteminin yeniden düşünülmesini gerektirmiştir. Bu noktada eğitimin temel taşı olan okulların amaçlarından biri de değişen çevreye uyum sağlamak olmuştur. Okullar çevreyle daha çok bütünleşmek zorunda kalmış, toplumun okuldan beklentilerinin önemi artmıştır. Dolayısıyla okulların amacının ne olması gerektiği bu amaçlara ulaşma derecesinin nasıl değerlendirileceği, okulların kalitesinin nasıl ölçüleceği tekrar düşünülmesi gereken konular arasına girmiştir. Geleneksel okul denetim modellerinde kontrol odaklı ve sadece öğretmene ve öğrencinin başarısına odaklı bir süreç izlenirken artık okulların özerkliğine dayalı ve okuldaki tüm paydaşları içine alan okul değerlendirme modellerine ihtiyaç duyulmaya başlanmıştır. Sonuç olarak okulların kalitesini artırmak için okul değerlendirme çalışmaları birçok ülkenin ortak çalışma konusu olmuştur. Başka bir deyişle eğitimin amaçlarının ne olduğu, bu amaçlara ulaşma derecesinin nasıl ölçüleceği ve beklenen amaçlara ulaşılıp ulaşılmadığının nasıl ölçüleceği yeniden düşünülmesi gereken konular olmuştur. Okul değerlendirme çalışmalarının okulların hesap verebilirliğini sağlama ve okulun başta öğrenme olmak üzere her alanda gelişmesini sağlamak için ortaya çıktığını söylemek mümkündür. Okul değerlendirme günümüzde okulların nerede olduklarını görmek ve nereye gitmek istediklerini ortaya çıkarmak açısından oldukça önemlidir. Ancak burada okulların nasıl değerlendirileceği sorunu ortaya çıkmaktadır. Alan yazın incelendiğinde ortaya çıkan değerlendirme türlerinin her ne kadar farklı yaklaşımları olsa da asıl amacın eğitimde kaliteyi geliştirmek olduğu açıkça görülmektedir. Bu çalışmada okul değerlendirmenin amaçları, okul değerlendirme ile eğitimde kalite geliştirme arasındaki ilişki ve okul değerlendirme türleri incelenmiştir.

Anahtar Kelimeler:

Kalite, okul değerlendirme, dışsal değerlendirme, içsel değerlendirme

Eğitimde Kalite Geliştirme Sürecinde Okul Değerlendirmenin Rolü

Nowadays, education system requires rethinking because of certain economic, social and political changes. At this point, one of the purposes of schools has become to get adapted to changing environment. Recently, schools had to be more integrated to the environment and the expectations of the society from schools got increased. Hence, what should be the purposes of schools, how to evaluate the degree of achievement of these purposes, how to measure the quality of schools have been some of the issues that must be reconsidered. In traditional school inspections, school evaluation models were focused on only the control and achievement of students and teachers but nowadays new evaluation models that involve all stakeholders and school autonomy are required. As a result, school evaluation studies have been the common subject in many countries to increase the quality of schools. In other words, the issues, such as what the objectives of education are and how to evaluate the degree of reaching these objectives or how to evaluate the expected outcomes that can be reached have become the issues that must be re-considered. It is possible to claim that, school evaluations studies started to come out to provide the accountability of schools and to have them improve in all areas particularly in learning. Today, school evalution is very important in terms of knowing where the schools stand and what the targets of them can be in future. However, the question of how to evaluate the schools meets us at this point. In literature, it can clearly be seen that, even if all present school evaluation models have different approches, the main purpose of all is to improve the quality of education. In this study, the purposes of school evaluation, the relationship between school evaluation and improving the quality of education and school evalution types are examined.

Keywords:

Quality, school evaluation, external evaluation, internal evaluation,

PDF

___

ALVİK, T. (1996), School Self-Evaluation: A Whole School Approach, CIDREE, Dundee.
BLOK, H., SLEEGERS, P. ve KARSTEN, S. (2008). Looking For A Balance Between Internal and External Evaluation Of Schoolquality: Evaluation of The SVI Model , Journal of Education Policy, . 23, 4, 379–395
CHAPMAN, C. (2005) Improving Schools Through External Intervention. London: Continuum.
Council of Europe (1996) Key Competencies for Europe. Report of the Symposium (Bern, March 27-30, 1996), DECS/SE/Sec-(96)-43 (Strasbourg, Council of Europe).
DARLİNG-HAMMOND, L. (1992). Teacher Professionalism. In: MC. Alkin (Ed.), Encyclopedia of Educational Research (6th ed.) (p. 1359-1366). New York: Macmillan.
DABROWSKİ, M & WİS´NİEWSKİ, J. (2011). Translating Key Competences into the School Curriculum: lessons from the Polish experience, European Journal of Education, 46, 3, 323 – 335.
European Commission, 2000. European Report on the Quality of Education, Italy
EHREN, M.C.M. and VİSSCHER, A.J. (2006). Towards a Theory on Impact of School Inspections. British Journal of Education Studies 54 (1) 51-75.
FAUBERT, V. (2009), “School Evaluation: Current Practices in OECD Countries and a Literature Review”, OECD Education Working Papers, No. 42, OECD Publishing
HARVEY, L. ve STENSAKER, B. (2008). Quality Culture: Understandings, Boundaries and Linkages, European Journal of Education, 43,4, 427 – 442.
HARRİS, A., ve BENNETT N (2001) School Effectiveness and School Improvement: Alternative Perspectives. London: Continuum.
GORDON, J., Rey, O., SİEWİOREK, A., VİVİTSOU, M., ve VON REİS SAARİ, J.(2012). KeyCoNet 2012 Literature Review: Key competence development in School Education in Europe
GRAUWE, A.D. (2002). School Self Evaluation and External Inspection: A Complex Couple, School Evaluation for Quality İmprovement, Meeting the Asian Network of Training and Research Institution in Educational Planning, 2-4 July, Kuala Lumpur, Malasia.
GRAUWE A.D. ve CARRON, G. (2002). Alternative Models in Reforming School Supervision, School Evaluation for Quality İmprovement, Meeting the Asian Network of Training and REsearch Institution in Educational Planning, 2-4 July, Kuala Lumpur, Malasia.
GRAUWE A.D. ve NAİDOO,J.P. (2002). Seminar Report: School Evaluation for Quality İmprovement: İssues and Challenges, School Evaluation for Quality İmprovement, Meeting the Asian Network of Training and REsearch Institution in Educational Planning, 2-4 July, Kuala Lumpur, Malasia.
GURR, D. (1999). From Supervision to Quality Assurance: The Case of the State of Victoria (Australia), Paris: IIEP / UNESCO.
KARA, C., TOPKAYA, Y., ŞİMŞEK,U. (2012). Aktif Vatandaşlık Eğitiminin Sosyal Bilgiler Programındaki Yeri, Journal of World of Turks, 4, 3, 147 -159
KOGAN, M. (1986). Education accountability : An Analytic Overwiew, London: Hutchinson.
LİVİNGSTON, K., ve MCCALL, J. (2005). Evaluation: Judgmental or Developmental? European Journal of Teacher Education 28, 2, 165–178.
MATHEWS, D. (2010). Improving Learning Through Whole-School Evaluation: Moving Towards A Model of İnternal Evaluation in Irish PostPrimary Schools, Education Doctorate; Faculty of Social Science, NUI Maynott.
MACBEATH, J.,BOYD, B., RAND, J. ve BELL, S. (1995). Schools Speak for Themselves. (www.teachers.org.uk/files/active/0/schools.pdf - 01.05.2013 tarihinde indirilmiştir).
MACBEATH, J. (1999). School Must Speak for Themselves. The Case for School Self-Evaluation. London and New York: Routledge
MACBEATH, J. ve MORTİMORE, P. (2001) Improving School Effectiveness. Buckinghamshire: OUP
MACBEATH J. ve MCGLYNN A (2002) Self-evaluation: What’s in it for Schools? London: Routledge/ Falmer.
MARTİN, M.O, MULLİS, I.V.S. ve FOY, P. (2008). TIMMS 2007 International Science Report: Findings from IEA’S Trends in International Mathematics and Science Study at the Fourth and Eight Grades, United States: Boston College
MCNAMARA, G. ve O’HARA, J. (2008a). The Importance of The Concept of Self-Evaluation in The Changing Landcape of Education Policy, Studies in Educational Evaluation 34, 173–179
MCNAMARA, G. ve O’HARA, J. (2008). Trusting Schools and Teachers: Developing Educational Professionalalism Through Self Evaluation, New York: Peter Lang Publications
NEVO, D. (2001). School Evaluation: External or Internal, Studies in Educational Evalution, 27, 95 – 106.
NEVO, D. (1995). School-based evaluation: A Dialogue for School Improvement. Oxford: Pergamon.
OECD (2005). School Factors Related to Quality and Equity: Results From PISA 2000. Paris: OECD.
OECD (2009). PISA 2009 Assesment Framework – Key Competencies in Reading, Mathematics and Science, Paris: OECD.
OFSTED (2004). A New Relationship With Schools [Online]. www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary &id=3666 [17.Nisan, 2013 tarihinde indirilmiştir].
REYNOLDS, D., BOLLEN, R., CREEMERS, B., HOPKİNS, D., STOLL, L. ve LAGERWEİJ, N. (1996). Making Good Schools. Linking School Effectiveness and School Improvement. London: Routledge.
Science Education in Europe (2011). European Commission Report, Brussels.
SHEWBRİDGE, C. (2013). School Evaluation: From Compliancy to Quality, Synergies for Better Learning an Internatıonal Perspectıve on Evaluatıon and Assessment, OECD Press.
Teaching Reading in Europe (2011). European Comission Report, Brussels.
YEUNG, S.Y.S (2011), “A School Evaluation Policy with a Dual Character: Evaluating The School Evaluation Policy in Hong Kong From the Perspective of Curriculum Leaders”, Educational Management, Administration and Leadership, 40,1,37 – 68.
http://www.irwellvalleyha.co.uk/ (15.04.2013 tarihinde ulaşılmıştır)