Feedback of performance indicators as a strategic instrument for school improvement

Abstract

In the last decade the development of (international) educational indicators has been extending in many ways: the number of countries involved, the aspects covered, the impact on educational policy, their attention in the media. More recent is the attention that is given to the feedback of indicators to individual schools. More and more stakeholders become convinced of the fact that a better use of the indicators could lead to powerful opportunities for individual schools to analyse and improve their educational quality (Van Petegem & Vanhoof, 2002). A very important role in this respect is reserved for models that provide individual schools with feedback.