Leading Student Assessment (Studies in Educational by Charles F. Webber, Judy L. Lupart

By Charles F. Webber, Judy L. Lupart

This publication offers a brand new and clean examine pupil overview from the viewpoint of top academic theorists, researchers, and practitioners. The authors demand boundary-breaking evaluate that displays transparent understandings of the needs of evaluation, a stability of overview creativity and realism, the facility to notice options for evaluate demanding situations, and the ability to question and picture evaluation choices.

The 14 chapters provide university and district educators, coverage makers, researchers, and college instructor practise school with a accomplished, present assessment of the nation and paintings of scholar evaluate. Key questions are posed approximately overview and demanding demanding situations are awarded in addition to sound evidence-based solutions.

Student evaluate is analyzed by way of its courting with school room educational practices and large-scale trying out courses. Formative and summative checks are in comparison and contrasted.  The function of mental overview in informing school room practices is profiled in addition to the necessity for pupil voice in reasonable review practices.

Readers can be challenged to think about the ecology of scholar review, that's, the influence of evaluation in school rooms and faculties via to the macro point of globalized societies. The underpinning values and assumptions of scholar review are highlighted. ultimately, a reason is out there for reconceptualizing and redefining assessment.

 

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Extra resources for Leading Student Assessment (Studies in Educational Leadership)

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Leaders moving in this direction, second, will need to assume an educative role with parents and community members, helping them to appreciate the value of this larger range of goals for their children. 20 K. Leithwood Lack of Reliability at the Local Level Lack of reliability at the school and classroom level is a second limitation of many large-scale testing programs. Most such programs are designed to provide reliable results only for quite large groups of pupils; results aggregated to national, state, or district levels are likely to be reliable (Heubert and Hauser 1999).

The information, from their teachers’ perspective, is largely invalid. Our analysis of the challenge, of which this is an instance, draws heavily on a strand of psychological research with roots that can be traced back more than 150 years, but one which acquired significant empirical traction beginning in the 1970s thanks to the efforts of such scholars as Nisbett and Ross (1980) and Kahneman et al. (1982). This challenge, to be clear at the outset, is unique neither to administrators and teachers nor to the processes they use to make sense of large-scale assessment results, in particular.

Leithwood et al. 2006, 2004). This figure acknowledges the assumption, alluded to above, that leadership effects on students are largely, though not exclusively, indirect (Hallinger and Heck 1996; Pitner 1988). Leaders’ indirect effects depend on the extent and nature of their influence on key variables or conditions (the mediators in Fig. 1) that are alterable through the direct intervention of leaders and which themselves have the power to directly influence the learning experiences of students.

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