DEAPS

Distributed Evaluation

And Planning in Schools

DEAPS -  Distributed Evaluation and Planning in Schools is a 3 year Erasmus+ funded project involving approximately 20,000 educational stakeholders throughout Europe. The overarching aim of DEAPS is to address issues of capacity in schools in the areas of school evaluation and quality assurance.  It seeks to do this for the purpose of enhancing social inclusion and combatting issues such as Early School Leaving. 

 

About DEAPS

Based on an in-depth analysis of modes of evaluation DEAPS argues that the move from a centralized to distributed modes of evaluation is central to the inclusion of marginalized and under-represented voices in the quality assurance debate.
 
Arguing that greater inclusion will facilitate better outcomes DEAPS identifies the lack of capacity in schools to involve other voices – and in particular those of parents, pupils and management bodies - as being critical. To address this DEAPS will:

  1. Provide a conceptual and theoretical overview of Distributed systems of evaluation

  2. Develop a toolkit for schools targeted at developing capacity to  include marginalized voices

  3. Develop a MOOC to facilitate distribution of information about DEAPS to non-school based actors ( parents, management, etc.)

  4. Develop an initial teacher education module for use by HEI’s interested in including DEAPS approaches in their programmes

  5. Develop a project website to distribute all materials in a range of languages

 
The DEAPS partnership – made up of HEI’s from Ireland (Dublin City University Institue of Education), Turkey (University of Ankara), Belgium (University of Antwerp)  and Portugal (Instituto Politécnico de Viseu)  – is a experienced consortium of practitioners with a range of experiences in programme development, training,  evaluation, early schools leaving and social inclusion at local, national and European level.
 

  • Committed to a collegial and iterative process each partner will take responsibility for a number of identified outputs.

  • Committed to transnational usage the products will be available in the 4 partner languages.


It is envisaged that the development of DEAPS  will both enhance the capacity of schools to engage in inclusive quality assurance and will provide mechanisms that will allow groups who are in danger of exclusion find a meaningful voice in how schools judge themselves leading to greater engagement and ownership. This will, in the long term, transform the ways in which we consider what is important in education systems and bring inclusion and involvement to the centre or European education. 

 
 

DEAPS

Objectives

 

The overarching aim of DEAPS is to support parents, students,  teachers, management, policymakers and other stakeholding groups with the move beyond Self-Evaluation to Distributed Evaluation and Planning in Schools.

To support these educational stakeholding groups,eight identified objectives will be attained.

INFORMATION

 

The DEAPS website is being used to disseminate intellectual outputs as the project progresses. 

SURVEY

 

National survey and comparative analysis of DEAP strategies in secondary schools in each partner country.

CASE STUDIES

 

A multi-modal case study of five schools per country. 

MOOC

 

The DEAPS website is being used to disseminate intellectual outputs as the project progresses. 

ASSESSMENT

 

Review of DEAPS in partner countries as well as a review of identified themes for DEAPS.

CONCEPTUAL MAP

 

Development of a Conceptual Framework to map out DEAP strategies in schools.

TOOLKIT

 

An online open access Toolkit, translated into all participating country languages.

TEACHER TRAINING

 

Creation of an open-access Teacher Training Module.

 
 

DEAPS

Objectives

 

Information

 

INFORMATION

 

The DEAPS website is being used to disseminate intellectual outputs as the project progresses. These outputs include:

 

  1. a systematic literature review of international literature on Distributed Evaluation and Planning in Schools;

  2. an open access peer-reviewed paper on Distributed Evaluation and Planning in Schools;

  3. findings of the strategies used to embed Distributed Evaluation and Planning in each of the programme countries as well as challenges and barriers to Distributed Evaluation and Planning in Schools;

  4. an Open Access peer-reviewed paper on findings of the strategies used to embed Distributed Evaluation and Planning in Schools;

  5. a Conceptual Framework of best practice for Distributed Evaluation and Planning in Schools;

  6. an Open Access peer-reviewed paper on  the theoretical framework proposing best practice in Distributed Evaluation and Planning in Schools;

  7. findings from case studies of Distributed Evaluation and Planning strategies in each country;

  8. an Open Access peer-reviewed paper on findings from the case studies;

  9. creation of Toolkit to support parents, students,  teachers, management, policymakers and other stakeholding groups with the move beyond Self-Evaluation to Distributed Evaluation and Planning in Schools;
    a teacher training module using knowledge and resources gained through the project;

  10. development of a Multi-Lingual Massive Open Online Course (MOOC) in an open access format to develop and distribute training materials for parents and management bodies providing exemplars of how they can engage with school evaluation;

  11.  development of an initial, teacher CPD module that brings together the findings and experience from the DEAPS project; and

  12. a technical report arising from 1 to 11 above.

 
 
 
 
 
 

DEAPS

Objectives

 

Systematic Literature Reviews on DEAP Strategies in Schools

 

 

LITERATURE REVIEW
 
Description

The project team will use the literature review to outline key indicators of Distributed Evaluation and Planning in Schools. These indicators can be used to describe and develop DEAP evaluations in Schools in this project, and by respective organisations and government Departments of Education.

 

Each partner will use the literature review and discussions with key stakeholders in their country to outline examples of DEAP evaluation frameworks, methods and consequences of DEAP evaluations. The final set of indicators will be a summary of examples from the literature and the four countries. The literature reviews will also be disseminated via an open access peer-reviewed journal.  

 

Elements of Innovation

The literature reviews will identify elements in the existing body of literature that connect to the topic of Distributed Evaluation and Planning. It will be the first attempt that focuses on this aspect of evaluation and brings all elements of Evaluation and stakeholder participation together in a literature review.

 

Expected Impact

The literature review will have a twofold impact. First, it will have an important impact in the course of the DEAPS project itself. It will feed into the development of the conceptual framework and will, therefore, have a significant impact on all the consecutive stages and outputs of the project.


Second, the literature review will have an effect external to the project both for academics and practitioners. Academics, that are currently still lacking a comprehensive overview, will be able to use the conceptual framework as a gateway for further developments within the field and transfer it into their own work. Practitioners will benefit from this literature review by having an accessible overview of the literature which can inspire their own practice, and benefit from this project’s outputs being of high quality and based on robust scientific literature. 
 

 

 


 

DEAPS

Objectives

 

Survey

 

SURVEY

 

Description

Each partner will map Distributed Evaluation and Planning in their country/case. The University of Antwerp in Belgium; DCU in Ireland; Instituto politécnico de Viseu in Portugal; Ankara University in Turkey.

 

Based on the literature review, a survey will be developed in each of the project partner’s first language (Dutch for Belgium (Flanders), Turkish, Portuguese and English). The description of the four cases, as a result of the analysis, will also be translated into the four languages that are part of this project team. This makes our results accessible to countries with school evaluations who do not frequently engage in English-speaking publications and reporting.

 

Elements of innovation

The creation of the survey is a new milestone in the field. This enables partners to investigate the extent to which schools currently engage in Distributed Evaluation and Planning. It is the first measurement instrument that makes it possible to look into this topic at an educational system level. 

 

Expected Impact
The survey will inform the project partners thoroughly on the state of affairs in their own educational system and of the other partner countries. The survey results will enable the identification of specific areas that are of particular interest and in strong need of support. This will have an immense impact on the development of the toolkit. 

 

The data derived from the Survey will also result in the production of an open access peer-reviewed paper. The uniqueness of the manuscript lies in the fact that it will make a comparison of different educational systems that have different systems of school evaluation and planning. It will gain insight into how schools currently deal with the topic of Distributed Evaluation and Planning and will report on the identified needs of schools. It will be the first publication that addresses this current state of affairs in such a thorough way and across different educational systems.

 

These literature reviews will also form the basis for the production of open access peer-reviewed papers.

 

DEAPS

Objectives

 

Conceptual Framework

 

CONCEPTUAL FRAMEWORK

 

Description

Based on the survey and literature review a conceptual framework of a model for Distributed Evaluation and Planning will be created. This conceptual framework will bring together all elements that are proven to be of significant influence in Distributed Evaluation and Planning and models all needs of schools herein. All further project actions will draw on the conceptual framework. This conceptual framework will also be translated so that each programme country has it available in their own language.

 

Elements of innovation

As the DEAPS project covers an area that has up till now been under-researched, the development of a conceptual map will be an innovative approach to the evaluation of schools. Such a conceptual model has never been developed before and is of high importance for the development of a hands-on toolkit for schools in their self-evaluations.

 

Expected Impact

The conceptual framework will impact further developments in the field and will push evaluation practices and policies in educational systems to a next level. The creation of the proposed toolkit will be impacted by the outcomes of the conceptual framework.

 

The conceptual framework will also form the basis for the production of an open access peer-reviewed paper. The impact of this third publication of the project will situate itself at the level of educational authorities, governments and practitioners that can get acquainted with this innovative model of Distributed Evaluation and Planning. 

 

DEAPS

Objectives

 

Case Studies

 

 

CASE STUDIES

 

 

Description

Each partner will seek to enhance the understanding of the role played by Distributed Evaluation and Planning in their country/ region through the development of a series of case studies (University of Antwerp in Belgium; DCU in Ireland; Instituto politécnico de Viseu in Portugal; Ankara University in Turkey). Based on the literature review,  survey and conceptual map a case study protocol will be developed in each of the project partner’s first language (Dutch for Belgium (Flanders), Turkish, Portuguese and English). The description of the four cases, as a result of the analysis, will also be translated into the four languages that are part of this project team. This makes our results accessible to countries with school evaluations who do not frequently engage in English-speaking publications and reporting.

 

Elements of innovation

The creation of the case study is arguably unique in the field as it will enable, for the first time, an investigation into the extent to which schools currently engage in Distributed Evaluation and Planning. These case studies will provide the first in depth analysis of the topic at an educational system level and will provide a rich and textured overview of actual practices within the case study schools. 

 

 

Expected Impact

The case studies will inform the project partners thoroughly on the state of affairs in their own educational system and of the other partner countries. The results will enable the identification of specific areas that are in strong need of support. This will have a particular impact on the development of the toolkit. 

 

The findings from the case studies across the different project countries will also be compared and written into an open access peer-reviewed publication. This fourth publication of the project will trigger evaluation authorities’ awareness about the aspect of distributed evaluation and planning, and will asssist them with taking the next but vital steps towards the creation of  an efficient and effective school evaluation mechanism. The publication will also enable readers to make a transfer from the findings to their own context and practice.

DEAPS

Objectives

 

Teacher Training

 
TEACHER TRANING
 

 

Description

Project partners will also develop an ECTS accredited module for Initial Teacher Education and teacher CPD programmes based on the DEAPS principals and Toolkit. This module will be used in the partner Universities as part of their graduate/post graduate. Using creative commons licensing, the modules specifications, templates, resources and teaching plans will also be freely available to all initial teacher / CPD providers in Europe and elsewhere.

 

Elements of innovation

While modules on quality assurance are often lacking in CPD and initial teacher education, the project team will develop materials that can be used in these contexts. Indeed, it is found crucial that initiatives are undertaken at the heart of professional development, both at the start of teachers’ careers, as during their consecutive steps in development. 

 

Expected Impact

It is envisaged that the project team has an offer of materials for every professional in an education system. The modules can have an impact on every student teacher in each of the project team’s education system as part of their training. Due to the open access availability of these teacher training modules. The module will be developed in such a way that it can fit with courses on education policy and quality assurance mechanisms. Furthermore, the project team will enable for current teachers with all their experience to engage in a CPD module on Distributive Evaluation and Planning. It will enrich their understanding of the evaluation of schools and how different voices can be included. 

 

The Teacher Traning module will also form the basis for an open access peer-reviewed paper based on feedback derived from educational stakeholders who have piloted the Module.

DEAPS

Objectives

 

Toolkit

 

 

TOOLKIT

 

Description

 

Based on the conceptual map and the case studies, a toolkit will be developed. This toolkit will consist of strategies to help educational stakeholders to implement Distributed Evaluation and Planning mechanisms in schools.

 

The toolkit will also be published in each countries native language. The toolkit will include:

 

  • guidelines for school leaders and teachers on the inclusion of different voices in the SSE process;

  • session plans for the organisation of various types of creative, participative consultation processes with each of the key stakeholder groups;

  • a wide range of tools (e.g.. questionnaires, focus group questions) that can be used by school leaders and teachers for the purpose of consultation with stakeholders in relation to key topics/ foci of the SSE process;

  • guidelines and tools to support teachers to provide training in research skills to stakeholders so that students, parents and Boards of Management can begin to interrogate data used to make judgments about quality.

 

Elements of innovation

The creation of this toolkit will generate a whole new understanding of what schools can do to enable different voices within the SSE process. The materials will be hands-on and will scaffold schools in their evaluation practices. 

 

Expected Impact

The main impact is situated at the level of schools in the different programme countries and beyond. It will establish a whole new nature of partnerships with stakeholding groups in schools. 

 

The toolkit will also form the basis for an open access peer-reviewed paper based on feedback derived from educational stakeholders who have piloted the toolkit.

 

DEAPS

Objectives

 

MOOC

 

MOOC
 

Description

Project partners will also develop a multilingual MOOC that is specifically geared towards those members who are not involved in the day to day operations of school life (Parents and Management bodies) and how they can become involved in DEAP strategies in schools. Each partner will also provide feedback and remedial actions for improvement of the MOOC.  DCU will develop and disseminate the MOOC. All partners will provide feedback and provide input.  The MOOC will also be translated and subsequently available in each countries native language.

 

Elements of innovation

This innovative output will make use of digital technologies to disseminate the developed materials in an interactive way with the predefined audiences. Schools will benefit from this remote access technology to facilitate their distributed SSE and planning activities. The MOOC will ensure high accessibility in all participating countries, as well as those countries who are not involved in the project.

 

Expected Impact

The MOOC will have a significant impact on the distributed evaluation and planning practices of schools. The nature of the MOOC, being open access, interactive and available in many languages will impact participating countries and other EU member education systems. Moreover, having the MOOC available in Dutch, English, Spanish and Turkish makes it of high potential for other EU and non-EU member education systems.

 

The MOOC will also form the basis for an open access peer-reviewed paper based on feedback derived from educational stakeholders who have piloted the MOOC.

Objectives

 

INFORMATION

ASSESSMENT

SURVEY

CONCEPTUAL MAP

 

Additional

CASE STUDIES

TOOLKIT

MOOC

TEACHER TRAINING

Universities

 

EQI - DCU INSTITUTE OF EDUCATION

UA - UNIVERSITEIT ANTWERPEN

IPV - INSTITUTO POLITECNICO DE VISEU

UAK - UNIVERSITY OF ANKARA

Contact

 

PROJECT CO-ORDINATOR

Dr. Martin Brown

EQI

DCU Institute of  Education

Ireland

E: martin.brown@dcu.ie

T: 353 1 8842253