Self-assessment of schools: the case of the Biology/Geology disciplinary group

Abstract

The research presented here analyzes the self-evaluation process and the impact of the work of self-assessment teams on the provision of educational services, namely on Biology and Geology teaching practices. The study, grounded in an interpretive approach, was developed in a public secondary school in northern Portugal. Data was collected through participant observation, semi-structured interviews and documental analysis, and analyzed through content analysis, which was deemed the most suitable approach to processing the data collected. Results indicate that, despite concerns with quality and improvement of educational services, the measures that have actually been implemented respond mostly to the pressure brought about by the schools’ external assessment.

Self-assessment; Schools’ external assessment; School improvement plans; Educational services