Measuring & Managing Performance in Education

Policy-makers in Scotland are using performance management and measurement in a number of ways, in particular, as part of their efforts to raise pupil attainment and improve teacher performance. This Briefing looks at some of the assumptions that underpin the current approach to performance management and measurement. It considers issues about the reliability of these measurements, the appropriateness of using targets and indicators to measure and manage the performance of pupils and schools, and the likely impact on pupils and teachers.} Performance management has become the key instrument used by policy-makers to improve the education system, to raise levels of attainment and to increase the accountability of teachers. Performance management uses indicators such as pupil test scores to rank pupils, schools and counties and to generate Performance Targets that are then are used to manage performance.} There is a danger that quantitative indicators of performance that can easily be measured and ranked eg pupils ’ examination performance, are given greater significance by policy-makers than other, less easily measured, aspects of education.} The ranking of educational performance of different countries may risk reducing the capacity of national systems to design the most appropriate curriculum and approaches for their students.} Scotland’s approach to performance management has attempted to bring quantitative and qualitative indicators together, notably in school self-evaluation. This approach is continued in respect of the new National Priorities, but quantitative indicators may still become dominant.} Quantitative measurements of pupil and school performance currently in use by policy-makers are not sufficiently sophisticated to produce an accurate picture of teaching and learning in Scottish schools, and may over-simplify or distort a complex picture.} Current performance management practices may reduce real le arning in Scottish schools and may most adversely affect those pupils already at risk of educational failure. But performance management has the potential to contribute to social inclusion if appropriate indicators are developed that help identify need and support appropriate interventions