Monitoring and evaluation should be part of any effective and efficient school improvement process, and it does not matter if this process involves a large scale national reform or a single school single subject improvement effort. Quantitative data will be useful, but without substantial attention to more qualitative aspects in the process it will be difficult to present information that could assist the practitioners in their efforts to adjust their strategies. In our approach of evaluation assignments we prefer a close cooperation of external and internal evaluation teams in order to guarantee a high degree of field validity and applicability.

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