By Shelleyann Scott, Donald E. Scott, Charles F. Webber
This e-book presents key insights into how academic leaders can effectively navigate the turbulence of political debate surrounding major scholar overview and professionalised perform. Given the hugely politicised nature of review, it addresses leaders and aspiring leaders who're open to being challenged, prepared to discover controversy, and in a position to undertaking proficient serious discourse.
The publication provides the macro ideas that those audiences should have to steer optimum evaluation coverage and perform. jointly, the chapters spotlight vital evaluation reasons and versions, together with meant and negative effects of evaluate in a globalised context.
The e-book 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 that could take place whilst cross-cultural borrowing of overview concepts, guidelines, and instruments occurs. notwithstanding, authors additionally motivate subtle severe analyses of strength classes that could be drawn from different contexts and systems.
Readers will come across demanding situations from authors to deconstruct their evaluate values, ideals, and preconceptions. certainly, one goal of the e-book is to destabilise certainties approximately evaluation that be triumphant and to include the overview chances that may emerge from cognitive dissonance.
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Extra resources for Assessment in Education: Implications for Leadership
The account was framed in a discussion of assessment and the professional development processes within the school designed to support enhanced teacher assessment practices. Assessment has changed dramatically for me over the past five years, primarily because of what’s gone on in this school. Five years ago I had an English class where marks were 10 % lower than the provincial average. In [a previous province there were] no departmental exams, no formalised feedback [about] how students were doing compared to others.
Kids are who they are no matter where they are. It’s the adults in the building who determine the success of learning, the students, and the school. I knew those kids knew the information but what I was reporting wasn’t accurate. What made the difference is that [a new principal] came to our school. I’m indebted to him. You can hear the emotion in my voice. He had a vision and it was that learning is the focus, not teaching. It’s about improved student learning. We’ve clarified that vision to – all students will learn at high levels.
Pettit, J. L. (1997). “To Christianize and civilize”: Native industrial schools in Canada. Unpublished doctoral dissertation, University of Calgary, Calgary, AB, Canada. Popham, W. J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Reeves, D. (2002). The daily disciplines of leadership: How to improve student achievement, staff motivation, and personal organization. San Francisco: Jossey-Bass. Rogers, W. T. (1991). Educational assessment in Canada: Evolution or extinction?