A school evaluation policy with a dual character: Evaluating the school evaluation policy in Hong Kong from the perspective of curriculum leaders

Sze Yin Shirley YEUNG

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

This article reports research conducted recently into evaluation policy. The research comprises two parts: a questionnaire survey and qualitative interviews. Drawing from data collected in a survey of 65 curriculum leaders and interviews with 12 from the group, the article discusses how school evaluation policy functions to help make schools accountable to the community. This article reports findings from the study, which include the purposes, features and impacts of the policy as perceived by the curriculum leaders; and the strategies adopted by school teachers to deal with the evaluation procedures. It is found that the school evaluation policy has ‘dual characters’. The article then discusses the problems that may arise if the authorities fails to strike a balance between these dual characters, and instead puts too much emphasis on school effectiveness. It highlights the potential problems of excessive reliance on bureaucratic accountability and market-oriented accountability. Copyright © 2011 The Author(s).
Original languageEnglish
Pages (from-to)37-68
JournalEducational Management, Administration & Leadership
Volume40
Issue number1
DOIs
Publication statusPublished - Jul 2012

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Hong Kong
leader
curriculum
evaluation
school
responsibility
qualitative interview
questionnaire
market
teacher
interview
community
Group

Citation

Yeung, S. Y. S. (2012). A school evaluation policy with a dual character: Evaluating the school evaluation policy in Hong Kong from the perspective of curriculum leaders. Educational Management, Administration & Leadership, 40(1), 37-68.

Keywords

  • Educational accountability
  • School effectiveness
  • School evaluation policy
  • School improvement
  • School self evaluation