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School Performance Feedback Systems: Conceptualisation, Analysis, and Reflection

Visscher, A.J.; Coe, R.

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Authors

A.J. Visscher

R. Coe



Abstract

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.

Citation

Visscher, A., & Coe, R. (2003). School Performance Feedback Systems: Conceptualisation, Analysis, and Reflection. School Effectiveness and School Improvement, 14(3), 321-349. https://doi.org/10.1076/sesi.14.3.321.15842

Journal Article Type Article
Publication Date Sep 1, 2003
Deposit Date Jan 10, 2007
Publicly Available Date Feb 24, 2010
Journal School Effectiveness and School Improvement
Print ISSN 0924-3453
Electronic ISSN 1744-5124
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 14
Issue 3
Pages 321-349
DOI https://doi.org/10.1076/sesi.14.3.321.15842
Keywords SPFS, Evaluation, Meta analysis, Task.

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