TY - JOUR
T1 - School performance feedback systems
T2 - conceptualisation, analysis and reflection
AU - Visscher, Adrie J.
AU - Coe, Robert
PY - 2003
Y1 - 2003
N2 - Although there is an international trend to publish and feed back information to schools and teachers, the full complexity of improving schools through school performance feedback is not usually recognised. In this article, “school performance feedback systems” (SPFSs) are first conceptualised, and the factors that have contributed to their popularity are analysed. Next, a framework is presented which includes the factors that are crucial for the use and impact of SPFSs. Finally, the balance sheet is drawn up for the evidence on the process, problems, and impact of SPFSs, and strategies for improving schools through performance feedback are formulated.
AB - Although there is an international trend to publish and feed back information to schools and teachers, the full complexity of improving schools through school performance feedback is not usually recognised. In this article, “school performance feedback systems” (SPFSs) are first conceptualised, and the factors that have contributed to their popularity are analysed. Next, a framework is presented which includes the factors that are crucial for the use and impact of SPFSs. Finally, the balance sheet is drawn up for the evidence on the process, problems, and impact of SPFSs, and strategies for improving schools through performance feedback are formulated.
U2 - 10.1076/sesi.14.3.321.15842
DO - 10.1076/sesi.14.3.321.15842
M3 - Article
VL - 14
SP - 321
EP - 349
JO - School effectiveness and school improvement
JF - School effectiveness and school improvement
SN - 0924-3453
IS - 3
ER -