Effective inspections for social quality. M Effective inspections for social quality M. Ehren SICI, 19 September, Amsterdam www.ioe.ac.uk/lcll 1

Studies on effectiveness of school inspections Increasing number of studies, particularly in Europe: Governing by Inspection (Grek et al), ISI-TL (Ehren et al), OECD (synergies for learning), SICI (Gray et al), Hussain (2012), Allen & Burgess (2012). Inconclusive findings on effects and unintended consequences, some insight into mechanisms of change from inspections. No studies in the social domain 2

Effectiveness of school inspections in the social domain? Transferable research findings? Differences in inspections? Counterbalance unintended consequences? 3

Outline Summarizing evidence in cognitive domain Analysing differences in inspections in the cognitive versus social domain Hypothesizing about effectiveness of school inspections in the social domain 4

Evidence in the cognitive domain Effects: Intentions of teachers and schools to change School improvement (in general and of failing schools) Improved student achievement See literature review: Klerks (2013) and Nelson and Ehren (2014), posted on: www.schoolinspections.eu 5

Evidence in the cognitive domain Side effects of school inspections: Unintended strategic behavior: behavior of schools is influenced by assessment Intended strategic behavior: schools try to improve their status on the measures Unintended consequences Source: De Wolf and Janssens (2007) 6

Evidence in the cognitive domain Mechanisms of impact: Quality, acceptance and use of inspection feedback (performance feedback) Setting of expectations from inspection standards (institutionalisation/performativity) Publication and use of inspection results by the school’s stakeholders (market mechanisms) 7

Differences in inspections in cognitive versus social domain Position of social domain in inspections (Semi) legislative requirements and guidelines Role of national government and stakeholders 8

Differences in inspections in cognitive versus social domain Standards, measures and frequency of measurement Lack of tradition and knowledge Consequences for failing 9

Implications for effects of inspections in the social domain Feedback: lack of measures, limited benchmarking, limited specific, timely and frequent feedback on social quality/competences. Setting expectations: limited clarity and specificity of goals and aspiration levels, diffuse and general standards, low stakes Publication of inspection results: lack of information/benchmarking 10

Potential for high impact Feedback: exchange of good practices and cooperatively developing measures Setting expectations: invest in processes of contextualized standard-setting, creating (variety in) standards, adapted to local context and focused on student outcomes, increase knowledge sharing, training 11

Potential for high impact Publication of inspection results: parents are interested in social quality and outcomes (sometimes more than cognitive outcomes) Counterbalancing unintended consequences 12