META-EVALUATION OF THE PROGRESS AND EFFECTS OF EXTERNAL EVALUATION – EXPERIENCES AFTER SIX YEARS OF THE PEDAGOGICAL SUPERVISION REFORM

External evaluation, as an element of the pedagogical supervision system, should be based on a methodology applied in a possibly identical way in each evaluation. It is a great challenge to train a group of over 1000 evaluators who would share the philosophy and methodology of evaluation. The aim of the presented research was to find out if the evaluations carried out by inspectors agree with the recommended model of external evaluation, and how the results of external evaluations influence the work of schools and institutions. In the center of our attention was the level of fulfillment of the following elements of the model: preparing the evaluation, progress of the evaluation process and presenting the results to the pedagogical council. The research was conducted on a nationwide random sample of 95 schools and nursery schools in which external evaluations were carried out after 1 January 2015. From each school, we invited the school head (95 interviews in total), a teacher indicated by the school head (72 interviews) and a parent from the parents’ council (52 interviews) to participate in the research. It was conducted using the CATI method. The analysis of the gathered date allows a conclusion that external evaluations carried out in schools and institutions by and large agree with the recommended model.