UCL Centre for Educational Evaluation and Accountability (www.educationalevaluation.net)
Accountability and school differential effects
Inspection systems consider how effective a school is in determined academic subjects, such as Maths and English. Yet, schools tend to be inconsistently effective when considering different outcomes, different cohorts over time, or when teaching specific groups of students (classified for example by ethnicity, previous attainment and SES). Some schools are particularly effective for promoting the progress of low-ability students, but not high-ability, or vice versa.
Should accountability systems consider the strengths and weaknesses of each school or expect the same standards for all? Is it enough to say ‘this school is effective’ or should be added ‘when teaching this student group or subjects’? As school effectiveness seem to be a relative rather than an absolute matter, how could this be better reflected in accountability systems?
3452
11/19/2018
UCL Centre for Educational Evaluation and Accountability (www.educationalevaluation.net)
Inspection systems consider how effective a school is in determined academic subjects, such as Maths and English. Yet, schools tend to be inconsistently effective when considering different outcomes, different cohorts over time, or when teaching specific groups of students (classified for example by ethnicity, previous attainment and SES). Some schools are particularly effective for promoting the progress of low-ability students, but not high-ability, or vice versa.
Should accountability systems consider the strengths and weaknesses of each school or expect the same standards for all? Is it enough to say ‘this school is effective’ or should be added ‘when teaching this student group or subjects’? As school effectiveness seem to be a relative rather than an absolute matter, how could this be better reflected in accountability systems? Should these differences be cherished or avoided?
230
11/16/2018
Do some schools narrow the gap? Differential school effectiveness revisited - Professor Steve Strand
UCL Centre for Educational Evaluation and Accountability (www.educationalevaluation.net)
Accountability and school differential effects
Inspection systems consider how effective a school is in determined academic subjects, such as Maths and English. Yet, schools tend to be inconsistently effective when considering different outcomes, different cohorts over time, or when teaching specific groups of students (classified for example by ethnicity, previous attainment and SES). Some schools are particularly effective for promoting the progress of low-ability students, but not high-ability, or vice versa.
Should accountability systems consider the strengths and weaknesses of each school or expect the same standards for all? Is it enough to say ‘this school is effective’ or should be added ‘when teaching this student group or subjects’? As school effectiveness seem to be a relative rather than an absolute matter, how could this be better reflected in accountability systems?
267
11/16/2018
Centre for Educational Evaluation and Accountability
The paradox of organisation (school) networks
Across the public services, networks are introduced as a new organisational form to improve service provision. The purpose of these new organisational forms is to ensure and guarantee educational quality and equity in a territory.
Examples are the Local Public Education Services (SLE) in Chile which are set up to organise networks of pedagogical and management support of schools.
This seminar will reflect on the increasing prevalence and unique value proposition of networks, discuss the tension between the increased benefits for end user and the decreased sovereignty for network members (e.g. schools), and talk about the role of evaluation and accountability in resolving this paradox.
Recorded 6th Sept 2018
305
9/12/2018
Centre for Educational Evaluation and Accountability
The paradox of organisation (school) networks
Across the public services, networks are introduced as a new organisational form to improve service provision. The purpose of these new organisational forms is to ensure and guarantee educational quality and equity in a territory.
Examples are the Local Public Education Services (SLE) in Chile which are set up to organise networks of pedagogical and management support of schools.
This seminar will reflect on the increasing prevalence and unique value proposition of networks, discuss the tension between the increased benefits for end user and the decreased sovereignty for network members (e.g. schools), and talk about the role of evaluation and accountability in resolving this paradox.
Recorded 6th Sept 2018
255
9/10/2018
Centre for Educational Evaluation and Accountability
The Paradox of Organisation (school) networks
Across the public services, networks are introduced as a new organisational form to improve service provision. The purpose of these new organisational forms is to ensure and guarantee educational quality and equity in a territory.
Examples are the Local Public Education Services (SLE) in Chile which are set up to organise networks of pedagogical and management support of schools.
This seminar will reflect on the increasing prevalence and unique value proposition of networks, discuss the tension between the increased benefits for end user and the decreased sovereignty for network members (e.g. schools), and talk about the role of evaluation and accountability in resolving this paradox.
Recorded 6th Sept 2018
454
9/7/2018
UCL Centre for Educational Evaluation and Accountability (www.educationalevaluation.net)
Trust and control:
How can regulators build trust in relationships dominated by control?
For many people inspection and accountability are about control and often control based on distrust, looking for errors that need to be corrected. In this perspective there is no room for trust in accountability and inspection relationships. Yet, trust is important in these relationships if accountability and inspection are to lead to behavioural change in schools and improved learning outcomes. So how can we overcome this dilemma? This seminar will address the intricate relation between trust and accountability. Three speakers will address the topic from various viewpoints, discussing how to define and measure trust in education systems, how regulators can build trust into relationships that are dominated by control, and the cultural context of how we understand trust.
622
5/1/2018
UCL Centre for Educational Evaluation and Accountability (www.educationalevaluation.net)
Trust and control:
How can regulators build trust in relationships dominated by control?
For many people inspection and accountability are about control and often control based on distrust, looking for errors that need to be corrected. In this perspective there is no room for trust in accountability and inspection relationships. Yet, trust is important in these relationships if accountability and inspection are to lead to behavioural change in schools and improved learning outcomes. So how can we overcome this dilemma? This seminar will address the intricate relation between trust and accountability. Three speakers will address the topic from various viewpoints, discussing how to define and measure trust in education systems, how regulators can build trust into relationships that are dominated by control, and the cultural context of how we understand trust.
712
4/30/2018