6.1: Types of Evaluation
Introduction 6.1 the introduction to this section.
Activity 6.1.1: Whole School Approaches
Examine the statements in Table 6.1.1
Choose three statements that best reflect your viewpoint on self-evaluation.
Rank these statements.
Select three things that your last or current placement school would need to do to change to the approach to self-evaluation shown in your ranking.
What does self-evaluation mean to you?
Activity 6.1.2: Top-Down and Bottom-Up Evaluation
Box 6.1.1 and Box 6.1.2 and look at Figure 6.1.1, which compares top-down and bottom –up evaluation strategies.
From the two approaches shown on shown on Figure 6.1.1 identify the main approach to evaluation that is used in your last or current placement school and/or in your national educational system. Give reasons for your choice.
Refer to Introduction 6.0 and then complete Table 6.1.2
by discussing and identifying the various drivers of evaluation at the various levels that affect your last or current placement school.
On a large sheet of paper make a list of the advantages and disadvantages of top-down and bottom-up evaluation. Which system appears better for your last or current placement school? Explain why?
Activity 6.1.3: Processes and Outcomes of Evaluation
Think back to Activity 6.1.1 and the view of self-evaluation that you arrived at.
Look at Figure 6.1.2 and decide in which quadrant or quadrants of Figure 6.1.3 this view of self-evaluation lies? Grid lines have been provided on Figure 6.1.3 to aid the plotting of positions.
Complete or look at Activity 1.1.1 and decide in which quadrant of Figure 6.1.3 you would place the ‘How Good is Our School?’ approach to self-evaluation covered in this activity. Give reasons for your selection.
List the different sorts of evaluation activities that take place in your last or current placement school e.g. the evaluation of the work of teachers, of pupils’ learning or of the use of resources etc. and try to position these in one of the four quadrants on Figure 6.1.3 quadrants.
Does it make sense to give more emphasis to the kind of evaluation that lies in the lower right quadrant of Figure 6.1.3?
Which approach to evaluation shown on Figure 6.1.3 do you think should be used in schools? What are the arguments in favour and against using such an approach.