Conclusion—Insights on How Inspection Teams Evaluate Schools

This concluding chapter synthesises key findings from an in-depth qualitative study of school inspectors’ scoring practices in Germany. Shadowing inspection teams in two states, the study illuminated the backstage dynamics through which scores are negotiated and produced. Far from a straightforward application of standardised criteria, scoring emerged as a fluid, discretionary process involving active interpretation, comparative judgements, and anticipation of external expectations. Inspectors navigated tensions between general rules and case-specific reasoning by integrating a prescribed inspection framework with situated evidence—flexibly accounting for local circumstances. The findings challenge technocratic depictions of inspection, revealing evaluation as an irreducibly social accomplishment. Implications for inspection policy and practice are discussed, underscoring the need to acknowledge and channel professional discretion. The chapter reflects on the study’s contributions to the theoretical understanding of street-level bureaucracy and valuation practices in school governance. Limitations and future research directions are identified.