Utilize este identificador para referenciar este registo: https://hdl.handle.net/10316/100128
Título: Schools’ Strengths and Areas for Improvement: Perspectives From External Evaluation Reports
Autor: Seabra, Filipa 
Henriques, Susana
Mouraz, Ana
Abelha, Marta 
Tavares, Ana
Palavras-chave: documentary analysis; external evaluation of schools; improvement opportunities; school autonomy; school improvement; strengths
Data: 2022
Editora: Frontiers
Projeto: info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDP/04372/2020/PT/Distance Education and Elearning Laboratory 
info:eu-repo/grantAgreement/FCT/3599-PPCDT/PTDC/CED-EDG/30410/2017/PT/Mechanisms of school and inspectorate change. A study on the 3rd cycle of external evaluation of non-higher education schools, in Portugal 
info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB/04372/2020/PT/Distance Education and Elearning Laboratory 
Título da revista, periódico, livro ou evento: Frontiers in Education
Volume: 7
Resumo: In the context of schools’ growing autonomy, external evaluation mechanisms, including External Evaluation of Schools (EES), are increasingly central to educational policies. This paper is based on the documentary analysis of all reports of the third cycle of EES in Portugal (77 reports), focusing on two of the sections of those reports—the strengths and areas for improvement identified in them. The analysis intends to uncover the areas EES is currently stressing as relevant to assess schools’ quality and identify tendencies across years of implementation and territorial areas (TAs). The results identify some impacts from the TAs, highlighting the effects of the agents interpreting and implementing the policies. Some areas are highlighted as critical—such as the impact of self-evaluation, management, curriculum management, supervision and accompaniment of teaching practices, evaluation, pedagogical practices, or the analysis and improvement of the results. These areas are aligned with broader educational policy priorities. Copyright © 2022 Seabra, Henriques, Mouraz, Abelha and Tavares.
URI: https://hdl.handle.net/10316/100128
ISSN: 2504-284X
DOI: 10.3389/feduc.2022.868481
Direitos: openAccess
Aparece nas coleções:I&D CEIS20 - Artigos em Revistas Internacionais

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