Quality assurance in Irish schools: Inspection and school self-evaluation

Gerry McNamara · Joe O’Hara · Martin Brown · Irene Quinn

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Educational Assessment and Improvement Evaluation and Performance Assessment Education and Public Policy

Abstract

Abstract In this paper, we provide an overview of the development of school inspection in Ireland over the past twenty years using the analytic and critical lens developed by Richard Boyle in partnership with the current authors. The paper is fundamentally a reflection on the nature, purpose and operation of evaluation in the Irish public sector through the lens of education. The paper provides a historical overview of developments in the linked areas of school evaluation and inspection, and goes on to explore how the implementation of this mode of quality assurance has influenced, and been influenced by, a wide range of policy actors. The argument made is that education has embedded a culture of evaluation in a unique yet systemically resonant manner and that a reflection on this reality will help illuminate our understanding of the role of evaluation across the public sector as a whole.

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References

1978Discipline and Punish: The Birth of the Prison.2003The teacher's soul and the terrors of performativity 2007WHY “WHAT WORKS” WON’T WORK: EVIDENCE‐BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH 2008Good education in an age of measurement: on the need to reconnect with the question of purpose in education 2011How Schools Do Policy 1993WHAT IS POLICY? TEXTS, TRAJECTORIES AND TOOLBOXES 2011How Schools Do Policy. Policy Enactments in Secondary Schools 1993Reforming education and changing schools: case studies in policy sociology

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2024The development and status of self-evaluation as a component of school inspection and quality assurance: A comparison across four countries 2023From New Public Management to public value: Irish education policy through the lens of Statements of Strategy

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