School self-evaluation for school improvement: Examining the measuring properties of the LEAD surveys
School self-evaluation for school improvement: Examining the measuring properties of the LEAD surveys
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学校自我评价以促进学校改进：检查 LEAD 调查的测量特性
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Peter C. Gronn
中科院分区：
文献类型：
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作者：
P. Antoniou;Jacqui Myburgh;Peter C. Gronn
研究证据表明，在学校利益相关者的参与下，学校自我评价可以改善教与学。然而，识别和使用适当的自我评价框架对学校来说并不是一件容易的事。澳大利亚维多利亚州私立学校开发了这样一个框架，即LEAD学校有效性调查。LEAD学校利益相关者调查套件使学校能够评估其在几个领域的整体有效性，并为学校改进做出明智的决策。本文评估了LEAD调查的信度、面貌、内容和结构效度，并探讨了学校自我评价结果对学校改进的促进方式。数据来自112所独立（非政府）学校的119,749名学生、教师、普通学生和家长，并遵循2009年至2013年的五年纵向设计。研究结果支持了调查的信度，也支持了调查的面貌、内容和结构效度。论述了评价学校自我评价工具测量性能的重要性，并对学校自我评价提出了建议。
Research evidence suggests school self-evaluation with the participation of school stakeholders could improve teaching and learning. Identification and use of appropriate self-evaluation frameworks, however, is not an easy task for schools. Such a framework, the LEAD School Effectiveness Surveys, has been developed by Independent Schools Victoria in Australia. The LEAD suite of school stakeholder surveys enables schools to evaluate their overall effectiveness in several domains and make informed decisions for school improvement. This article evaluates the reliability as well as the face, content and construct validity of the LEAD surveys and discusses the ways in which school self-evaluation results could contribute to school improvement. Data were gathered from a total of 119,749 students, teaching staff, general and parents taking the LEAD Surveys in 112 independent (non-government) schools and followed a five-year longitudinal design from 2009 to 2013. The results support the reliability as well as the face, content and construct validity of the LEAD surveys. The importance of evaluating the measuring properties of instruments used for school self-evaluation is discussed and suggestions for school self-evaluation are provided.