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APPROACHES TO THE EVALUATION OF SCHOOLS WHICH PROVIDE COMPULSORY EDUCATION - THE SITUATION IN ROMANIA 14
Does the school provide support for pupils and does it advise them in choosing their career?
Inspectors must judge to what extent the school:
o provides a suitable counselling and guidance for pupils' career, according to their skills;
o has a high social integration rate of its graduates.
Does the school set out provisions which develop pupils' civic behaviour and their participation in social life?
Inspectors must judge to what extent the school:
o is concerned with the development of a moral code for pupils, based on the respect of human rights;
o encourages pupils to behave as equal members of the same community.
Do pupils take responsibilities for their own learning? Inspectors must judge to what extent the school has a policy and implemented procedures intended to enabling pupils to take a range of responsibilities through:
o encouraging tutoring and mentoring schemes, which involve pupils at different ages;
o providing opportunities for pupils' participation in the school life. What is the attitude of pupils concerning their studies?
Inspectors must judge to what extent pupils:
o show interest for lessons and for their learning progress;
o ask teachers or their colleagues for suggestions in performing their tasks, or seeking information;
o manage individual or group projects.
What is the general ethos of the school and how do pupils contribute to it?
Inspectors must judge to what extent:
o the school environment stimulates pupils' learning;
o pupils have a positive role in developing the learning environment.

B.2. Criteria related to outcomes

Parameter Required standard/norm
Does the school have a programme for extracurricular activities, which enhance pupils' educational experience and their personal development?
Inspectors must judge to what extent the school:
o provides a broad range of extra-curricular activities;

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o has a high rate of pupils' involvement in extra-curricular activities.
C. Human resource management
C.1. Process criteria
Parameter Required standard/norm
How well does the school manage its human resources?
Inspectors must judge to what extent the school:
o offers support for in-service teacher training;
o encourages curricular initiatives and modern teaching methods;
o is concerned with the compliance with the labour legislation in assigning tasks to its staff.
C.2. Criteria related to outcomes
Parameter Required standard/norm
Do teachers possess appropriate qualifications?
Inspectors must judge to what extent the school:
o has qualified teaching staff, adequate to its educational level;
o qualifications correspond to legal norms.
D. Management of operational resources
D.1. Process criteria
Parameter Required standard/norm
How well are managed school's teaching materials?
Inspectors must judge to what extent the school:
o is concerned with the development of teaching materials;
o uses efficiently the existing teaching materials.
D.2. Criteria related to outcomes
Parameter Required standard/norm
Does the school have a good financial policy related to the use of operational resources?
Inspectors must judge to what extent the school:
o used the operational resources according to its policy and aims;
o had a balanced distribution of incomes and expenditures, for operational resources.

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E. Management of capital resources
E.1. Process criteria
Parameter Required standard/norm
Does the school maintain in good conditions its premises?
Inspectors must judge to what extent the building is in a good shape and according to hygiene the safety norms
E.2. Criteria related to outcomes
Parameter Required standard/norm
Not defined Not defined
F. Information/information resources/relations/partnerships
F.1 Process criteria
Parameter Required standard/norm
How effective is the communication between school and parents?
Inspectors must judge to what extent the school:
o informs parents about the progress of their children in meetings and written reports, on a regular basis;
o offers good advice to parents concerning pupils' learning;
o responds well to parents' suggestions and complaints and designates the School Management Board to solving them.
Does the school involve parents in school's management? Inspectors must judge to what extent parents: o make decisions concerning the local,curriculum and contribute to long term school development plan;
o may have contributions in increasing the school's own resources;
o may produce and implement a committee working plan.
Is the school concerned with the improvement of its links with the local community?
Inspectors must judge to what extent the school:
o has a clear strategy to collaborate with the local community, specified in the school management plan;
o includes in its decision-making bodies representatives of the local community;
o undertakes joint activities with the local community in the interest of its pupils;

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o informs pupils about the local career opportunities and gives them appropriate advice. Does the school use the local community social services in the benefit of its pupils?
Inspectors must judge to what extent the school makes a good use of the local community services: o the local media, for information on school life and fund raising;
o visits to local cultural institutions like museums, theatres and libraries.
Does the school satisfy local community needs and are pupils encouraged to respect the local environment?
Inspectors must judge to what extent the school:
o refers in the local curriculum to the characteristics of the local environment;
o puts its facilities at the disposal of the local community. F.2 Criteria related to outcomes
Parameter Required standard/norm
Does the school offer programs to parents related to pupils' educational activities? Inspectors must judge to what extent:
o the school provides diversified educational programs for guiding parents to understanding their pupils' work;
o parents have a good participation rate in those programs.
There is another criterion related to the global quality of the school management. In order to evaluate the clarity of the school policy, inspectors must judge to what extent:
o the school includes, in its development plan, objectives defined on short, medium and long terms and valid strategies for their implementation;
o the management board is permanently concerned with the improvement of the school development plan, based on an effective consultation with various interested social actors.

C.3. Procedures used in evaluation Schools are selected to be inspected by County School Inspectorates at the beginning of each semester. There are three phases of a school external evaluation carried out by inspection teams, both in full inspection and in thematic inspection:
o pre-inspection activity;
o school visit;
o post-inspection activity.
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Pre-inspection activity
Several weeks before the inspection, schools are informed in writing about inspection procedures. The lead inspector contacts the school head for an agreement relating to the date of pre-inspection, the date of the school visit, necessary arrangements for collecting the school's documents and the date for the feedback to appropriate personnel. In order to establish a framework for the school evaluation, the lead inspector must collect the following documentation, before the inspection:
o a short statement on the school's work which includes information on the background of the school and its pupils, the management structure, school's finances, staffing, materials and equipment for teaching and learning, schools buildings, curriculum and future plans;
o specific statistical data about the school;
o examination and test results achieved by pupils over the last two years;
o documents which were given to parents, containing information about the school;
o documents given to teaching staff (job description, staff handbook);
o teachers' long-term and medium - term curriculum plans;
o school's policy documents;
o the last inspection report of the school.
He also visits the school, meets the teachers and responds to their questions. In order to collect more detailed information, the lead inspector uses questionnaires for teaching staff, pupils and/or parents.
The questionnaire to the teaching staff may contain the followings:
o are they consulted about the school matters?
o are their suggestions and complaints listened by the School Management Board?
o are the procedures expected to be followed clear enough?
o are their job descriptions appropriate with their work?
o is the level of in-service training acceptable?
o are pupils responsive to their teaching?
o do they think the school's activity is improving?
The questionnaire to pupils may contain the followings:
o are you happy at school?
o are the school's rules clear to you?
o have you ever been bullied or threatened by other pupils?
o can you get help from a teacher if you have any problems?
o do you feel that teachers prepare you well for examinations?
o is the work marked in your notebook?
o are the punishments you might receive fair, if you do anything wrong?

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o do you receive adequate recognition for things that you do well?
The questionnaire to parents may contain the followings:
o are you satisfied with the quality of teaching?
o are you satisfied with the standards your child reaches?
o do you feel that the discipline of the school is satisfactory?
o is your child happy at school?
o does the school provide you with sufficient information?
o can you and your child get helpful advice from the school?
o if you wish, add any comments you feel they may be helpful to inspectors.
An initial record of information is produced by the inspection team on the basis of analysed documents. The lead inspector must decide, in consultation with team members, how the inspection responsibilities are to be shared. Then, the lead inspector must inform the school about the names and responsibilities of each team member, the duration of the school inspection and the aspects evaluated. The lead inspector and the team members draw up a schedule for inspection and establish all the necessary data to be collected.
The school visit
During an inspection, the inspectors must collect evidence through reading and analysing the school's documents, assessing how useful they are and how effectively their content is implemented. These documents should include teachers' and pupils' attendance registers, curriculum plans, pupils' notebooks, pupils' examination and test results, school's policies and procedures, bulletins, recent minutes of staff meetings, school's financial plan.
The observation of activities in classroom is a procedure frequently used to establish: the qualityof teaching process, the quality of pupils' learning, the quality of pupils' assessment, as well as the quality of teaching equipment. The length of time spent in school is related to the school sizeand usually lasts between 2 and 5 days. In order to obtain a proper sample of data, the inspection team should spend between 55-65% per cent of their evaluation time in observing lessons.
A broad picture of the quality of school's activities is obtained through interviews addressed to different actors involved in the school life. Formal and informal discussions with the school head and the teaching staff enable inspectors to collect more information about: school management, school policy and plans, school ethos, relationships between staff members. The inspection team also talks with pupils about their experiences at school: lessons' attractiveness, relationships with the teaching staff, difficulty encountered in their work, responsibilities they are given, their feelings concerning the appropriateness of their homework, extracurricular activities.
At the beginning or at the end of the school day, when parents usually accompany their children to or from school, the inspection team may contact them in order to gauge their satisfaction with the school. Members of inspection team discuss their preliminary findings in special meetings, come to a corporate view about the school's activity and formulate hypotheses to test out. Their discussions are focused on the collection of a proper sample of data and when necessary some activities are revised.

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During the full inspection all criteria mentioned are used systematically, but their application takes into account contextual factors.
Post-inspection activity
The lead inspector must present an oral report based on the results of school evaluation, to the school head and to the School Management Board, in a post inspection meeting. The length of the oral report depends on the number of issues raised. Each criterion taken into account in evaluation is judged using a five point scale: 1 = very good, 2 = good, 3 = acceptable, 4 = poor and 5 = very poor. These marks represent the basis of the oral report. The oral report highlights strong and weak points of school's activities. School head is allowed to point out any inaccuracy of data on which judgements are based. The outlined findings of school's evaluation must be consistent with those presented later in a written report.
The written report is produced by the inspection team within four weeks of the post-evaluation meeting. It should follow an agreed format, should be based on inspection criteria and should cover all aspects previously discussed. The report should be evaluative rather than descriptive. The style must be clear and address the key priorities for the school's further progress. A summary of one or two pages is usually attached to the written report.

D. Use made of evaluation results
D.1. Users
The inspection report is meant for the County General Inspector and for the school's managers: the school head and the School Management Board. Copies of the school inspection report are sent to the County Educational Commission (existing within a county prefecture) and the Minister of Education and Research, following their request. Copies of the inspection report summary are sent to parents.
D.2. Decision making level
The Education Act No.84/1995, the Law on Teaching Staff Statute No.27/1997 and the Minister Order No.4682/28.09.1998 set up the use made of evaluation findings.
D.3. Uses to which evaluation is put
Results of the school evaluation are used by different actors at various educational levels: The school head must inform the School Management Board about the conclusions of the external evaluation. The purpose is to emphasise strength and weak points and to formulate measures and actions for improvement of the situation in certain areas, which were identified by the inspection team. Then, the school head must draw up a further improvement plan, in response to the recommendations made in the report. This plan is sent to the lead inspector for ratification, four weeks after the school received the written report. Evaluation results are also used by the school head in periodical reports (semestrial and annual) sent to local and regional authorities: the Local Council and the County General Inspector. The County School Inspectorates summarise the information received in periodical reports on the state of education provided by schools in their geographical area. These reports are meant for the Ministry of Education and Research. The Minister of Education and Research draws up an annual report on the state of education system. Evaluation findings reported in a certain school year are used for conclusions on the

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quality of education provided by the national education system. The annual report is presented in a meeting of the Parliament and published in its official publication "Monitorul Oficial".

1.3.2. Evaluation conducted by NCEAPE (National Commission for Evaluation and Accreditation of Pre-university Education) with regard to all school tasks

A. Extent to which this approach to evaluation is encountered

Comisia Națională pentru Evaluarea și Acreditarea Învățământului Preuniversitar - NCEAPE - has full responsibility for evaluating all educational units of pre-university education, in order to accredit them. It checks (every 4 years) whether schools meet the expectations of national authorities concerning the quality of education, by means of an external audit. During the evaluation process, sub-commissions designated by the county commissions (territorial representatives of NCEAPE) make use of criteria and procedures that offer an overall view on the quality of education provided by the school.

B. Players in the school who are responsible for the tasks evaluated
In this type of external evaluation, school is evaluated as a corporate entity.
C. Evaluation criteria and procedures
C.1. Level of decision making
The objectives of external evaluation carried out by NCEAPE are set up by the Government Decision No 31/1999. Guidelines for school evaluating are covered by the Government Decision No 127/2000.
C.2. Description of the criteria
Criteria, procedures and the manner for writing the inspection report are officially set up within the guidelines for evaluation. Both parameters and the required standards are defined. Inspectors evaluate the achievement level, using a three point scale: good, satisfactory, insufficient.
During the school evaluation, inspectors pay attention to the quality of educational process, to the results achieved by schools and check compliance with statutory regulations. Contextual factors are taken into account when applying the criteria.
Main criteria used in the external school evaluation carried out by NCEAPE are the followings:
o the context in which the school carries out its activities;
o the school-local community relationships and the school's partnerships with other institutions;
o the school development plan;
o the management of human resources;
o the use of capital and operational resources;
o the quality of activities carried out by the teaching staff;
o pupils' results;
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o the school ethos.
The first criterion, the context in which the school carries out its activities includes demographic indicators, economic indicators and education indicators. It offers a description of the local situation and it is used for drawing up the school development plan.

A. Teaching/learning concerned with abilities and knowledge
A.1. Process criteria
Parameter Required standard/norm
Quality of the curriculum content - Compliance with the national norms concerning local and national curriculum, taking into account pupils' previous educational experiences
Quality of teaching
- Diversity of methods and their adaptation to pupils' needs;
- Compliance with:
- content of lessons;
- available teaching equipment.
Accuracy of pupils' assessment - Compliance with the national norms established by the National Service for Assessment and Examination, within the Ministry of Education and Research
A.2. Criteria related to outcomes
Parameter Required standard/norm
Pupils' results - Percentage of pupils obtaining good results in national examinations (school's position compared with the average of other schools);
- Drop-out rate;
- Graduation results.
B. Teaching/learning concerned with preparation for life in society/career guidance
B.1. Process criteria
Parameter Required standard/norm
Follow-up after graduation - Existing records of routes followed by graduates.
B.2. Criteria related to outcomes
Parameter Required standard/norm
Counselling and guidance for career - A high social integration rate for graduates;
- A high admission rate into upper secondary level.

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Extra-curricular activities intended to developing the civic behaviour - A high involvement rate of pupils in extra-curricular activities. School's attractiveness
- Pupils' attendance rate.
Acceptance of pupils with special education needs or belonging to national minorities
- Integration rate of pupils with special education needs or belonging to national minorities. C. Human resource managemen
C.1. Process criteria
Parameter Required standard/norm
Preparation of necessary documents for the teaching process
- Percentage of teachers producing and using documents containing annual and semestrial planning, lesson plans, assessment instruments;
- Quality of documents used for the teaching process.In-service training policy
- Participation (as a percentage) of teaching staff in in-service training
- Motivation of teaching staff for promotion to higher qualification levels
C.2. Criteria related to outcomes
Parameter Required standard/norm
Teaching staff qualifications - Distribution of teaching staff by qualification levels
- Coverage rate with qualified teaching staff
- Percentage of teaching staff possessing psycho-pedagogical knowledge and skills Teaching staff performances
- Percentage of teaching staff with high performances in teaching and scientific activities
Mobility of teaching staff - Percentage of teachers working in the same school during,an educational cycle
Auxiliary teaching staff qualifications
- Coverage rate with qualified auxiliary teaching staff
Class size
- Pupils/teacher ratio compared with the national average for the corresponding educational level

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D. Management of operational resources
D.1. Process criteria
Parameter Required standard/norm
Teaching equipment assurance
- Sufficiency and technical status of the teaching equipment
Use of the school's library
- Existence of necessary facilities
- Number and adequacy of books
- Registration of readers
Use of operational resources
- Effective use of teaching tools, aids and equipment
- Adequacy of the use of operational resources with educational objectives
D.2. Criteria related to outcome
Parameter Required standard/norm
Funds raising
- School financing is obtained from various sources
Income and expenditure relating to operational resources
Balanced distribution of expenditure and income
E. Management of capital resources
E.1. Process criteria
Parameter Required standard/norm
Maintenance of buildings Compliance with hygiene and safety regulations
E.2. Criteria related to outcomes
Parameter Required standard/norm
Use of capital resources
- Number of shifts
- Duration of periods
- Compliance with the national norms concerning the association of shifts to educational levels
- Compliance with the national norms concerning the number of pupils per classroom
F. Information/information resources/relations/partnerships
F.1 Process criteria
Parameter Required standard/norm
Local community involvement
- Periodical meetings with different representatives of the local community

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C.3. Procedures used in evaluation
Every four years, compulsory education schools are evaluated in order to receive the accreditation awarded by county commissions, subordinated to NCEAPE. There are several phases, which compose the evaluation process carried out by NCEAPE and its county commissions:
1. Request sent by school to the county commission concerning the provisional authorisation for organisation and functioning. The documentation submitted contains: request for authorisation, fiche for institutional evaluation, juridical decision for school's establishment, sanitary authorisation, functioning statute, information on teaching and non-teaching staff, statistics for pupils, education contents, facilities for education, expenses and revenues. The validity of provisional authorisation is for six months starting with the beginning of the school year.

2. Submission of the self-evaluation dossier during the validity of the provisional authorisation for organisation and functioning. (See section 2 about internal evaluation.)
3. School evaluation carried out by NCEAPE or by county commissions of NCEAPE using the criteria mentioned in the previous table (NCEAPE is responsible for evaluation of high schools and post-high schools). The school visit usually takes two days. During the school visit, evaluators check whether the information sent to the county commission corresponds to the reality and the schools meet the requirements of current regulations. This visit is finalised with an interview with the school head, who must present the school development plan.
4. Awarding the accreditation, following the decision of the General Inspector of the County School Inspectorate, based on the proposal of the County Commission for Evaluation and Accreditation of Pre-university Education. An evaluation report is written on the basis of evaluators' common conclusions. At a meeting of the county commission, the report is the subject of a debate and evaluators may approve or reject the report's conclusions.
D. Use made of evaluation results
D.1. Users
The evaluation report is used by the County School Inspectorate for making decisions concerning the accreditation of schools providing compulsory education.
D.2. Decision making level
The Government Decision No 31/1999 sets up the use made of evaluation findings and the decision making level regarding the accreditation of schools providing compulsory education, which is associated with the County School Inspectorate.
D.3. Uses to which evaluation is put
The main use of this type of evaluation is the accreditation of schools providing pre-university education.

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2. Internal evaluation
School self-evaluation is compulsory for all schools at pre-university level. School heads, must evaluate the whole activity of their schools.
2.1. General objectives
Main objectives of school self-evaluation are related to the provision of necessary information for monitoring the school's whole activity by its administration and for external evaluation.
2.2. Evaluators
The school head is obliged to carry out annually the activity of self-evaluation. (S)he is the manager of school and represents the school in relation with other educational institutions, administrations at various levels, local communities etc. The school head is responsible with the general organisation and administration of school, the implementation of national and regional policies within institution, the staff assessment and the provision of school's officialdocuments requested by representatives of the County School Inspectorate or the Ministry of Education and Research.
Every school head must receive a special training by 1st September 2004 in educational management, containing elements on how to carry out school's self-evaluation beside elements as: pedagogy, administration, financial management, human resource management, general and educational legislation.
2.3. Organisation
School self-evaluation is organised according to school's needs. There are not standard procedures on how to organise this type of evaluation.
A. Extent to which the approach to evaluation is encountered
Annually all the schools must evaluate their activities regarding educational results, school development, educational programmes, curricular and extra-curricular activities, the quality of the teaching/learning process, staff development.
B. Players in the school who are responsible for one or more of the tasks evaluated School self-evaluation is intended to judge the school as a corporate entity and it is not related to a specific player. Both educational and administrative tasks performed by the school's staff are evaluated, without mentioning individuals involved.
C. Evaluation criteria and procedures
C1) Levels of decision making
The recommended criteria used for school self-evaluation are those included into the National Inspection Model and Guidance applied by inspectors coming from County School Inspectorates or from the Ministry of Education and Research, who carry out external evaluation.

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C2) Description of the criteria
Criteria recommended to be used in self-evaluation are mentioned in Section 1 of part II, heading 1.3.1.C2. However, schools may decide to use in addition other criteria depending on their specific needs.
C3) Procedures used in evaluation
There are no standard procedures for internal evaluation. However, the most used procedures for the evaluation of the teaching/learning process may include: visits to classes and observation of lessons (minimum 120 periods per year), analysis of pupils' work and results, examination of planning documents (annual and semestrial planning of subjects, lesson plans) made by teaching staff.
School heads gather information through meetings with the teaching staff, meetings with parents, examination of administrative and financial documents. They also use the last inspection reports and statistics about the context in which schools carry out their activities. The structure of the self-evaluation report is prescribed but the procedures used to produce the report are adapted depending on the specificity of each school.

D. Use made of evaluation results
D.1. Users
Self-evaluation results are used mainly by school heads for writing the annual reports requested by the General Inspector of the County School Inspectorate or by the Minister of Education and Research. Each report is presented to the School Management Board and to local administration authorities.
Findings of self-evaluation are also included in the documentation provided to NCEAPE (for accreditation), which collects this information from schools and writes an annual report sent to the Minister of Education and Research, who uses the information received for writing another report on the status of the education system, which is presented to the Parliament.
D.2. Decision making levels
Decision making levels using self-evaluation results are set out in the Regulation for Organising and Functioning of Schools (Minister Order 4747/2001), the Law on the Teaching Staff Statute (Law 128/1997), Regulation on organisation and functioning of the National Commission for Evaluation and Accreditation of Pre-university Education (Government Decision 31/1999).
D.3. Uses to which evaluation is put
Self-evaluation results are used at school level by the school head and the School Management Board for analysing the quality of educational and administrative activities and making decisions concerning the objectives of education policy and institutional development, at local authorities level by Local Councils for making decision concerning schools' financing, at regional level by County School Inspectorate for producing diagnosis and prognosis studies, at national level by NCEAPE and the Ministry of Education and Research for presenting the status of the whole education system.
Self-evaluation results are also used in external evaluation of schools carried out by the NCEAPE for school accreditation and by teams of inspectors in pre-inspection activities.
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III. Current trends and the future
Both external and internal evaluation systems have been established recently. This is the reason why no major reforms in this domain are envisaged in the next future. The main concerns are related to the effective implementation of various types of evaluation, especially in the context of decentralisation of administration. The process of decentralisation is intended to increase the efficiency of resources used to achieve the educational objectives. However, the delegation of powers to lower levels is followed by the monitoring of their use, in order to diminish risks during the transition period and to ensure the quality of the management. External evaluation has a very important role in the supervision of the implementation of educational reform, at lower levels, until all the provisions become fully operational. In this context the monitoring is focused on the achievement of proposed objectives and intended effects as well as on the observation and analysis of any collateral effects. The inspection system is permanently monitored, evaluated and reviewed by the Ministry of Education and Research, in order to adapt it corresponding to new circumstances. Educational institutions and inspectors are involved in the development process of the inspection system. A major concern is related to self-evaluation system. In this respect, all the school heads should take special training courses on educational management until 1st September 2004. This course contains issues related to self-evaluation system, which help them to increase the quality of their actions.

Bucuresti Beius
Rodica Barlau-2002