188体育

Abstract

This systematic review explores how school accountability policies operate locally to improve school systems and children鈥檚 learning outcomes in low-and middle-income countries (LMICs). These policies include:

• Assessment: student examinations used to monitor the quality of the education system, some of which (high-stakes examinations) also carry direct consequences for performance for schools, school teachers and individual students

• Monitoring: the system-level processes designed to collect, compare and report school-level information about the composition, organisation and function of schools

• Inspection: formal site visits to schools by education authorities to observe classroom and management activities

Overall, findings suggest that:

• Desirable school-level outcomes were associated with coherent support for meeting performance expectations and for translating information about performance into the everyday practices of teaching and learning

• Undesirable school-level outcomes were associated with insufficient consideration of school leaders鈥� and teachers鈥� capacities to engage productively with accountability activities, whether in interpreting exam results, in making use of Educational Management and Information System (EMIS) information or in conducting school self-evaluations as part of inspection

There is a protocol and a final report for this realist synthesis

Citation

Eddy-Spicer, D; Ehren, M; Bangpan, M.; Khatwa, M.; Perrone, F. Under what conditions do inspection, monitoring and assessment improve system efficiency, service delivery and learning outcomes for the poorest and most marginalised? A realist synthesis of school accountability in low- and middle-income countries. EPPI-Centre, Social Science Research Centre, UCL Institute of Education, University College London (2016) 369p

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