Evidence-based governance of schooling: how actors at school-level recontextualize new governance instruments
Sprache des Titels:
In order to promote quality assurance and quality improvement in schools, most European countries introduced instruments supporting the idea of evidence-based policy (such as e.g. school inspections, educational standards and annual comparative student assessment) in order to enhance the quality of the educational system. According to the idea of this evidence-based policy, goals have to be communicated more explicitly, goals achievement has to be measured more rigorously, and feedback data (i.e. of student assessment) has to be communicated back to actors on all levels of the school system to provide information and motivational stimuli for quality improvement. In order to make this rationale work, re-contextualisation processes are necessary (Fend, 2006). Actors on all levels of schooling have to understand both, the goals and the performance feedback and have to know how to translate them into practical action on their respective level.