School institutional assessment: concepts, contexts, and practice
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Abstract
The relevance of assessment processes to meet educational goals and school aims as well as the acknowledgment of the interdependence of the multiple objects of analysis of educational assessment and of their micro, meso, macro and mega sociological structure levels to the implementation of the assessment process in schools are the purposes of the investigation discussed in this article. The qualitative exploratory/document research included a document analysis of books and publications related to educational assessment and school institutional assessment from a sociological perspective paying special attention to school self-assessment. The article is divided into three parts: contemporary educational assessment, school institutional assessment, and school self-assessment and institutional development. Some of the theoretical frameworks about institutional assessment and the possibilities of its implementation in schools are discussed.
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