Richard Bruton
Question:79 Mr. R. Bruton asked the Minister for Education and Science the reason he has decided that no comparison of schools either locally or nationally will be undertaken in the process of school evaluation. [7455/98]
Written Answers. - School Evaluation.
I take it that the Deputy is referring to a pilot project on whole school evaluation, the first phase of which has just commenced in a small number of primary and second level schools. The main focus of whole school evaluation or WSE is on the development of the individual school being evaluated. The report on a school will include advice on how best this may be accomplished. The WSE process views each school as the most powerful agent in its own development.
Detailed draft evaluation criteria have been prepared to ensure a reliable and consistent approach to whole school evaluation throughout the system. These criteria cover all aspects of WSE, including learning, teaching, planning and management. The draft evaluation criteria have been made available to the schools in the pilot project. Schools can therefore use these objective criteria for self-evaluation and also to compare their own internal judgments with the external WSE evaluation. The use of agreed evaluation criteria also has potential to yield objective and dependable data on the broad functioning of the education system at national level.
In comparing schools there is an implicit asssumption that like will be compared with like in a fair and consistent manner. However, schools may differ significantly in terms of their pupil enrolment, in the range of abilities and personal characteristics of their pupils, in their staffing and in their academic organisation and teaching approaches. Such variable school context factors can account for differences in outcomes among schools.
Comparisons made between schools generally refer only to differences in outcomes and rarely to the underlying explanatory causes of these differences, and this in turn leads to incorrect assumptions being made about the effectiveness of schools. In addition, comparisons between schools' outcomes always focus on those aspects of schooling which are most easily measured and ultimately lead to calls for the formation of league tables. These comparisons and league tables have potentially negative consequences for schools. Important areas of schooling less amenable to measurement and quantification, such as the development of pupil attitudes or the expressive and affective side of learning, may not receive sufficient emphasis in curriculum design and implementation in schools.
It is my belief that the model of whole school evaluation being developed in consultation with the partners has the capacity to encourage and support schools and to promote effective school development. While schools will be able to measure their education achievements against national evaluation criteria, the crude and superficial nature of league tables has no place in my policy for school improvement. WSE will be an important element in the inspectorate's supportive and advisory role in relation to quality development in schools. Many schools currently engage in development practices, such as whole-school planning and school self-review, aimed at improving the quality of education they offer. The WSE process will affirm existing good practice in this area and will assist and support all schools in their quality improvement efforts.