Titlebook: Evaluating Schools; Dynamic Production o Moritz G. Sowada Book 2024 The Editor(s) (if applicable) and The Author(s), under exclusive licens

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https://doi.org/10.1007/978-3-319-66655-6xony and Thuringia. A comparative analysis of legislation, quality frameworks, inspection criteria, and approaches to lesson observations reveals significant differences in the regulatory density and intensity between the two inspection systems. Lower Saxony provides more detailed specifications com

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https://doi.org/10.1007/978-1-4612-0273-8ssures when finalising scoring decisions. Inspectors engage in preparatory scoring work before on-site visits by reviewing school documentation to form initial impressions. During inspections, early scoring tendencies emerge but are not necessarily determinative, as inspectors balance quick decision

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https://doi.org/10.1007/978-981-10-5583-6are identified: ‘going micro’ by focusing on specific criteria, indicators and evidence to resolve scoring challenges; and ‘going macro’ by considering the overall picture, narrative and potential consequences of scores to influence school improvement. Inspectors navigate the tension between standar

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Intelligent Systems Reference Libraryscussions. A key element of these scoring discussions is the establishment of shared performance expectations—of what is considered normal. The chapter highlights specific rhetorical strategies used by inspectors to upgrade or downgrade scores, which are often based on comparisons that establish ref

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