This article presents the results of an exploratory study into the effects of School Self-Evaluation (SSE) used by eight Education Inspectorates in seven European countries. This study reveals that in the countries where SSE is strongly incorporated into the school inspection system, there is a rather substantial degree of steering by the Inspectorate with respect to the form and content of the SSE; it also tends to be both oriented towards improvement and accountability (England, Scotland, the Netherlands and Northern Ireland). On the other hand, in countries where SSE holds a moderate or weak position in the school inspection structure, the degree of steering varies from open (Hesse, Denmark) to pre-structured (Belgium, Lower Saxony) and is more improvement-oriented.
Janssens, F. J. G., & van Amelsvoort, H. W. C. H. (2008). School self-evaluations and school inspections in Europe: an exploratory study. Studies in educational evaluation, 34(1), 15-23. https://doi.org/10.1016/j.stueduc.2008.01.002