ISSN: 2222-6990
Open access
This article presents a comprehensive overview of the perspectives on the role and significance of professional judgment in the context of school inspection conducted by school inspectorates. It highlights the research findings, insights, and key considerations that shed light on the complexities and implications of professional judgment in the inspection process. Professional judgment holds a central position in the landscape of school inspection conducted by school inspectorates, and this synthesizes the wealth of knowledge contributed by researchers in this field. Drawing from various research studies and analyses, it delves into the multifaceted nature of professional judgment and its impact on the evaluation of educational quality. It was consistently identified professional judgment as a critical component of school inspection, encompassing the evaluative expertise of inspectors and their ability to make informed and context-sensitive assessments. This offers insights into how researchers have examined the ways in which professional judgment contributes to the comprehensive evaluation of schools, enabling the identification of strengths, weaknesses, and areas for improvement. Furthermore, this article highlights the research-based understanding of how professional judgment influences the inspection process, emphasizing its adaptability and responsiveness to diverse educational contexts. Discussion also explored the delicate balance between standardized criteria and the autonomy of professional judgment, shedding light on the implications for fairness, consistency, and effectiveness in inspections. It has also probed into the challenges and considerations associated with professional judgment in school inspection. These include addressing potential biases, ensuring transparency, and fostering effective communication between inspectors, schools, and stakeholders. In conclusion, this abstract encapsulates the collective wisdom of researchers in the field of school inspection, offering a nuanced understanding of professional judgment and its pivotal role in evaluating and enhancing educational quality. Researchers' perspectives contribute to the ongoing dialogue on best practices and continuous improvement in school inspection conducted by school inspectorates.
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Done, E. and Knowler, H. (2021). ‘Off?Rolling’ And Foucault’s Art of Visibility/Invisibility: An Exploratory Study of Senior Leaders’ Views Of ‘Strategic’ School Exclusion in Southwest England. British Educational Research Journal, 47(4), 1039-1055. https://doi.org/10.1002/berj.3709
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Grubb, W. (2000). Opening Classrooms and Improving Teaching: Lessons from School Inspections in England. Teachers College Record, 102(4), 696-723. https://doi.org/10.1177/016146810010200402
Lindgren, J., Hult, A., Segerholm, C., & Rönnberg, L. (2012). Mediating School Inspection. Education Inquiry, 3(4), 569-590. https://doi.org/10.3402/edui.v3i4.22055
Lindgren, J. (2014). The Front and Back Stages of Swedish School Inspection: Opening the Black Box of Judgment. Scandinavian Journal of Educational Research, 59(1), 58-76. https://doi.org/10.1080/00313831.2013.838803
Mboyo, J. (2017). The Place of Emotions While Inspecting Schools: Reflections of Two Ofsted Inspectors. School Leadership and Management, 37(3), 267-287.
https://doi.org/10.1080/13632434.2017.1324841
Salbu, R., and Feuer, J. (2016). A Closer Look at the 2015 Beers Criteria. Journal of Pharmacy Practice, 30(4), 419-424. https://doi.org/10.1177/0897190016663072
Timmermans, A., Wolf, I., Bosker, R., & Doolaard, S. (2015). Risk-Based Educational Accountability in Dutch Primary Education. Educational Assessment Evaluation and Accountability, 27(4), 323-346. https://doi.org/10.1007/s11092-015-9212-y
(Rosli & Matore, 2024)
Rosli, Z., & Matore, M. E. @ E. M. (2024). How Dare You Kill Your Professional Judgment, My School Inspectorates? School Inspection Reviews. International Journal of Academic Research in Business and Social Sciences, 14(1), 975–984.
Ball, S. (2016). Neoliberal Education? Confronting the Slouching Beast. Policy Futures in Education, 14(8), 1046-1059. https://doi.org/10.1177/1478210316664259
Done, E. and Knowler, H. (2021). ‘Off?Rolling’ And Foucault’s Art of Visibility/Invisibility: An Exploratory Study of Senior Leaders’ Views Of ‘Strategic’ School Exclusion in Southwest England. British Educational Research Journal, 47(4), 1039-1055. https://doi.org/10.1002/berj.3709
Ginsburg, S., Regehr, G., & Mylopoulos, M. (2009). From Behaviors to Attributions: Further Concerns Regarding the Evaluation of Professionalism. Medical Education, 43(5), 414-425. https://doi.org/10.1111/j.1365-2923.2009.03335.x
Grubb, W. (2000). Opening Classrooms and Improving Teaching: Lessons from School Inspections in England. Teachers College Record, 102(4), 696-723. https://doi.org/10.1177/016146810010200402
Lindgren, J., Hult, A., Segerholm, C., & Rönnberg, L. (2012). Mediating School Inspection. Education Inquiry, 3(4), 569-590. https://doi.org/10.3402/edui.v3i4.22055
Lindgren, J. (2014). The Front and Back Stages of Swedish School Inspection: Opening the Black Box of Judgment. Scandinavian Journal of Educational Research, 59(1), 58-76. https://doi.org/10.1080/00313831.2013.838803
Mboyo, J. (2017). The Place of Emotions While Inspecting Schools: Reflections of Two Ofsted Inspectors. School Leadership and Management, 37(3), 267-287.
https://doi.org/10.1080/13632434.2017.1324841
Salbu, R., and Feuer, J. (2016). A Closer Look at the 2015 Beers Criteria. Journal of Pharmacy Practice, 30(4), 419-424. https://doi.org/10.1177/0897190016663072
Timmermans, A., Wolf, I., Bosker, R., & Doolaard, S. (2015). Risk-Based Educational Accountability in Dutch Primary Education. Educational Assessment Evaluation and Accountability, 27(4), 323-346. https://doi.org/10.1007/s11092-015-9212-y