1. Effective inspections for social quality. M
Effective inspections for social quality M. Ehren SICI, 19 September, Amsterdam 1

2. 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

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

4. 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

5. 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: 5

6. 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

7. 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

8. 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

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

10. 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

11. 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

12. 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