As with school self-evaluation in most European countries, the Irish education system now promotes the involvement and inclusion of stakeholders such as parents and students in the evaluation process. Yet, in the Irish context, there is limited research exploring the role of these stakeholders in this internal mode of school evaluation. To address this lacuna, this research draws on a national survey of post-primary school principals and interviews conducted with 109 stakeholders now placed at the centre of the evaluation process: school staff, parents and students. While there are some optimistic indications in the data, this research highlights that only slight progress has been made in terms of including parents and students in school self-evaluation in Ireland. The data presented in this paper corroborate that many age-old obstacles in the Irish context still exist and continue to dominate. Ultimately, this research concludes that changes in policy do not necessarily produce changes in practice.

中文翻译：

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政策与实践：让家长和学生参与学校自我评估

与大多数欧洲国家的学校自我评估一样，爱尔兰教育系统现在促进家长和学生等利益相关者参与和纳入评估过程。然而，在爱尔兰的背景下，探索这些利益相关者在这种学校评估内部模式中的作用的研究很有限。为解决这一缺陷，本研究借鉴了对小学后校长的全国调查以及对现在处于评估过程中心的 109 名利益相关者进行的访谈：学校工作人员、家长和学生。虽然数据中有一些乐观的迹象，但这项研究强调，爱尔兰在将家长和学生纳入学校自我评估方面只取得了轻微进展。本文中提供的数据证实，爱尔兰语境中许多古老的障碍仍然存在并继续占据主导地位。最终，这项研究得出的结论是，政策的变化不一定会导致实践的变化。