School Self Evaluation: Evaluation of Process and Evaluation of End Results

School evaluation and self evaluation are concerned with the control of both the process and end product. Control of the process dictates the content and the methodology of teaching and learning and extends it to it's maximum boundaries. On the other hand, control of the results of teaching and learning allows the expected outputs to be achieved in a discretionary manner with a minimal drawing of limits. In each case diagnosis forms the bases for action. The choice of what is to be diagnosed is similar to the choice of direction of change. This being the case it follows that every school evaluation should be preceded by a meta-evaluation of the prejudices and 'weltanchauung' of the evaluation and change planners themselves. Every school should strive to be different from others; possess its own unique identity and through self evaluation consciously form its individuality.