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From External Evaluation, to School Self-evaluation, to Peer Review

Godfrey, D; (2020) From External Evaluation, to School Self-evaluation, to Peer Review. In: Godfrey, D, (ed.) School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications. (pp. 3-23). Springer: Cham, Switzerland.

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Abstract

Most modern systems of school education around the world now have highly developed evaluation processes. Following quickly in the wake of external evaluation policies have followed calls for schools to develop their own capacities for self-review. An OECD report (2013) describes a number of ways in which developing school evaluation capacity should be a priority for school improvement. Among the report’s suggestions are promoting peer learning among schools (pp. 469–470). This chapter describes the research on external evaluation, internal evaluation and the relationship between these two. It then moves on to define and describes peer review and chart its growth. The accountability dimension of peer review is also explored. Finally the existing evidence on peer review is presented from the vocational and schools sectors to show key findings so far, and key conditions for effective peer review are described.

Type: Book chapter
Title: From External Evaluation, to School Self-evaluation, to Peer Review
ISBN-13: 978-3-030-48129-2
DOI: 10.1007/978-3-030-48130-8_1
Publisher version: https://doi.org/10.1007/978-3-030-48130-8_1
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10111780
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