Common questions about school self-evaluation

Questions evaluation teams keep asking, answered briefly, with a pointer to the reference wherever one exists.

What is the difference between self-evaluation and external evaluation?
Self-evaluation is a process a school carries out on itself, through regulated internal procedures against the Authority's standards, to identify its strengths and its priorities for development. External evaluation is carried out by a body outside the school. The first is a development tool the school holds; the second is a judgement passed on it by others.
Why "التقويم الذاتي" rather than "التقييم الذاتي"?
Because in the Authority's usage التقويم is the whole process — gathering evidence, analysing it, judging it, and building an improvement plan on it — whereas التقييم is assigning a score or a value. The two are not synonyms, and the official documents use التقويم. On the same basis the word for a survey is استبانة, not استبيان.
What are the domains and standards of school evaluation?
Four domains — school administration, teaching and learning, learning outcomes, and the school environment — carrying eleven standards between them, each with its own indicators. The framework reference on this platform sets all of them out in the Authority's own wording, indicator by indicator.
What is evidence, and what does documenting it mean?
Evidence is what shows a practice actually happened — a document, a photograph, minutes, a survey result — and it is tied to the indicator it serves rather than collected on its own. Documenting it means the evidence stays attached to its indicator and its date across successive evaluation cycles, not that it is gathered into a folder.
How is an improvement plan built on evaluation results?
It starts from the shortfall the evaluation exposed in a particular indicator, and from that derives objectives, then actions, owners and timescales. A plan that does not name the indicator it addresses is not built on the evaluation; it was written alongside it.
Who takes part in the self-evaluation team?
The school leader, deputies and teachers, with families and learners taking part through the data-collection instruments. Evaluation is collective by nature: for many indicators, only the people doing the work know where its evidence is.
Does Farqad accredit a school?
No. The platform is a self-evaluation tool the school holds; it grants no accreditation and issues no regulatory judgement. Its job is to document what the school gathers about itself, organise it, and present it. Accreditation and external evaluation belong to the Authority alone.
Does the platform replace official platforms?
No, and it is not connected to them. Farqad organises and documents the school's internal work so it is ready when asked for; it does not replace any official procedure and does not submit anything to any body on the school's behalf.
Can the framework and the guide be read without an account?
Yes. The framework reference, the self-evaluation guide and the help centre are all readable without signing in. An account is needed to run an evaluation cycle inside the platform, not to consult the reference.
The framework The self-evaluation guide Help centre

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