Co-Operative School Evaluation Project (File Format PDF 550KB)

COOPERATIVE SCHOOL EVALUATION PROJECT
Appendix 2: CSEP Instrumentation Design Framework
4. IMPACT
The aim of this indicator is to ensure that a self-evaluation process is built into the planning process and that the policy is
adjusted appropriately in the light of experience. It examines the evaluation criteria to establish whether they are linked with
the aims of the policy.
SUB-INDICATOR SCOPE OF SUB-INDICATOR MEASUREMENT
4.1 Criteria set
Criteria have been set to
evaluate the effectiveness of
the policy.
4.2 Data available
Data is collected about the
impact of the policy.
The data is up-to-date.
Are there clear guidelines for the evaluators -
criteria against which they judge the impact
of the policy in the school
Did the school put systems of gathering
information in place that would facilitate an
evaluation of the impact of the policy at a
later stage
Has the school used the data systems fully
Is the information adequate for evaluation of
the policy itself
Check whether there are criteria stated for
the evaluation. Check when these criteria
were devised - at implementation or just
prior to evaluation Are the criteria linked
with the aims of the policy or do they simply
seek to justify practice
Describe the systems of gathering
information the school put in place that
would facilitate an evaluation at a later
stage. Check documents.
Evaluate if the data systems are being used
and if the data is up-to-date.
4. IMPACT
The aim of this indicator is to ensure that a self-evaluation process is built into the planning process and that the policy is
adjusted appropriately in the light of experience. It examines the evaluation criteria to establish whether they are linked with
the aims of the policy.
SUB-INDICATOR SCOPE OF SUB-INDICATOR MEASUREMENT
4.3 Evaluation
There is a process for
evaluating the impact of the
policy.
The evaluators are skilled in
this area.
The planning process can
respond to the outcomes of
the evaluation.
Has the school made provision in the
planning process for evaluation of the
policy's impact
Who does the evaluation Is it external or
internal, and what level of expertise is
brought to the evaluation
Is there an ongoing spirit of planning that
responds to the strengths and weaknesses
revealed in the evaluation
Check if the school has a provision for
evaluation of the impact of the policy after 1,
3 or 5 years (Documents, questions to
management)
Judge the planning for the evaluation in
terms of the policy values and aims.
Ask partners if they know who did the
evaluation, and whether they had confidence
in the outcome of the evaluation.
Ask if an evaluation has taken place and if
the school responded to the outcomes.
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