The purpose of this paper, which is part of a three-year EU Erasmus+-funded study titled ‘Distributed Evaluation and Planning in Schools’ (DEAPS), is to provide an analysis of policies, structures, processes, supports and barriers that exist to enable or inhibit the involvement of students and parents in school evaluation in four European countries (Belgium, Ireland, Portugal and Turkey). Document analysis was used for this study and some 348 peer-reviewed articles, and 28 national and transnational policy documents were included in the analysis. Based on this review it would be reasonable to suggest that the student/parent voice agenda around evaluation in schools remains, by and large, aspirational. It is extolled in policy but in practice is mainly tokenistic with very little evidence of impact on the work of schools. In light of this, it is argued that government and school-level policies and strategies need to be reconsidered to enhance students’ and parents’ engagement in school evaluation. As a first step, significant further empirical research on the limitations on and conditions necessary for stakeholder voice in education is required.

本文的目的是对欧盟Erasmus +资助的一项为期三年的名为“学校中的分布式评估与计划”（DEAPS）的研究的一部分，目的是对存在以下问题的政策，结构，过程，支持和障碍进行分析：在四个欧洲国家（比利时，爱尔兰，葡萄牙和土耳其）启用或禁止学生和家长参与学校评估。本研究使用文献分析方法，约348条同行评审文章，分析中包括28份国家和跨国政策文件。根据这项审查，有理由建议，围绕学校评估的学生/家长的话语议程总体上仍然是理想的。它在政策上受到称赞，但实际上主要是象征性的，几乎没有证据表明对学校工作有影响。有鉴于此，有人认为，需要重新考虑政府和学校的政策和策略，以加强学生和家长对学校评估的参与。第一步，需要对利益相关者的声音在教育中的局限性和必要条件进行大量深入的实证研究。