The Delusion of Learning from Experience: Lessons from an Evaluation Phase of a Comprehensive School Improvement Program

ABSTRACT

The paper presents a description of the Saskatchewan School Improvement Program and gives an example of the type of data available from annual evaluation reports. Based on some incongruencies identified between specified goals, strategies for improvement, and reported success, the paper makes a case for making explicit, from the outset, the assessment strategies and indicators of success to be used.