Assessment in Education: Implications for Leadership by Shelleyann Scott, Donald E. Scott, Charles F. Webber

By Shelleyann Scott, Donald E. Scott, Charles F. Webber

This booklet offers key insights into how academic leaders can effectively navigate the turbulence of political debate surrounding prime pupil overview and professionalised perform. Given the hugely politicised nature of overview, it addresses leaders and aspiring leaders who're open to being challenged, keen to discover controversy, and in a position to conducting proficient serious discourse.

The publication offers the macro strategies that those audiences should have to lead optimum evaluate coverage and perform. jointly, the chapters spotlight very important review reasons and versions, together with meant and unwanted side effects of evaluation in a globalised context.

The booklet offers possibilities to discover cultural similarities and particularities. It invitations readers to problem taken-for-granted assumptions approximately ourselves and co-workers in different settings. The chapters spotlight the cultural clashes which can happen whilst cross-cultural borrowing of overview innovations, rules, and instruments happens. even if, authors additionally inspire subtle serious analyses of capability classes which may be drawn from different contexts and systems.

Readers will stumble upon demanding situations from authors to deconstruct their evaluation values, ideals, and preconceptions. certainly, one function of the e-book is to destabilise certainties approximately evaluate that succeed and to include the overview percentages which can emerge from cognitive dissonance.

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Webber & J. L. ), Leading student assessment (pp. 241–262). Dordrecht, The Netherlands: Springer. , & Donitsa-Schmidt, S. (2009). Exploring classroom assessment practices: The case of teachers of English as a foreign language. Assessment in Education: Principles, Policy, & Practice, 16(2), 185–204. 1080/09695940903075958. Inter-Agency Commission. (1990). Meeting basic learning needs: A vision for the 1990s. New York: UNICEF House. pdf Kligman, G. (1990). Reclaiming the public: A reflection on creating civil society in Romania.

There is now a heightened cross-curricular awareness of what kids are doing. That was a painful part in our journey, people grappling with second chances, alternatives to zeroes… it still goes on but not as much. There are lone individuals in departments who are still doing that. My assignments originally asked students to complete busy work and sometimes they were assignments that were not aligned to curricular outcomes. ” At that time, I had [merged] behaviour and attendance components and so now assignments are aligned with curricular outcomes and now I love the students in the lower level English classes.

Winter, reflecting on the UK school system, drew upon the World Bank (2005, cited Winter, 2011) comments to note that the knowledge economy required schools to reject the traditional conceptualisations of curriculum subject specialisation to one of ‘knowledge as skills’ “toward broader curriculum areas, skillcentred approaches, and non-academic sources of relevant knowledge, with the aim of constructing more relevant and inclusive secondary curricula” (pp. 300–3001). Hence, international comparisons are more likely to influence policies (macro level) rather than practices (micro level).

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