School Performance Feedback Systems: Conceptualisation, Analysis, and Reflection

By A. J. Visscher, R. Coe. 2003

133 citations recorded by the source corpus.

Although there is an international trend to publish and feed back information to schools and teachers, the full complexity of improving schools through school performance feedback is not usually recognised. In this article, “school performance feedback systems” (SPFSs) are first conceptualised, and the factors that have contributed to their popularity are analysed. Next, a framework is presented which includes the factors that are crucial for the use and impact of SPFSs. Finally, the balance sheet is drawn up for the evidence on the process, problems, and impact of SPFSs, and strategies for improving schools through performance feedback are formulated.

Subfields: Developmental and Educational Psychology, Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/598bba66d99ed8f985455c8f3833fce08a1deb3e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Hilde Van Keer
2. K. Muralidharan
3. V. Sundararaman
4. Johan van Braak
5. Martin Valcke
6. Jo Tondeur

In Education

1. Jo Tondeur
2. Johan van Braak
3. Martin Valcke
4. Hilde Van Keer
5. K. Muralidharan
6. V. Sundararaman
7. A. Ganimian
8. Richard J. Murnane

In Information Systems and Management

1. K. Muralidharan
2. V. Sundararaman
3. Johan van Braak
4. Hilde Van Keer
5. Martin Valcke
6. Jo Tondeur

Citations in the corpus

• *The Impact of Diagnostic Feedback to Teachers on Student Learning: Experimental Evidence from India (2010, methodology): “…feedback to teachers can also be used for external systems of accountability, and it is often difficult to distinguish the channels of impact.5 Visscher and Coe (2003) provide a good review of the literature6 In this paper, we present experimental evidence on the impact of a program…”
• ICT integration in the classroom: Challenging the potential of a school policy (2008, background): “In this respect, Visscher and Coe (2003) point at the variability between schools, suggesting that general, central policies and reforms do not automatically lead to educational change in schools.”