Visscher, A. J. and Coe, R. (2003) 'School performance feedback systems : conceptualisation, analysis, and reflection.', School effectiveness and school improvement., 14 (3). pp. 321-349.
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.
|Keywords:||SPFS, Evaluation, Meta analysis, Task.|
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||http://dx.doi.org/10.1076/sesi.14.3.321.15842|
|Publisher statement:||This is an electronic version of an article published in Visscher, A. J. and Coe, R. (2003) 'School performance feedback systems : conceptualisation, analysis, and reflection.', School effectiveness and school improvement., 14 (3). pp. 321-349. School effectiveness and school improvement is available online at: http://www.informaworld.com/smpp/content~db=all?content=10.1076/sesi.14.3.321.15842.|
|Date accepted:||No date available|
|Date deposited:||24 February 2010|
|Date of first online publication:||September 2003|
|Date first made open access:||No date available|
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