By Shelleyann Scott, Donald E. Scott, Charles F. Webber
This e-book offers key insights into how academic leaders can effectively navigate the turbulence of political debate surrounding major pupil evaluate and professionalised perform. Given the hugely politicised nature of review, it addresses leaders and aspiring leaders who're open to being challenged, keen to discover controversy, and in a position to carrying out proficient severe discourse.
The e-book offers the macro strategies that those audiences should have to steer optimum overview coverage and perform. jointly, the chapters spotlight very important overview reasons and types, together with meant and unwanted side 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 associates in different settings. The chapters spotlight the cultural clashes which can take place while cross-cultural borrowing of evaluate innovations, rules, and instruments occurs. even though, authors additionally motivate subtle serious analyses of capability classes that could be drawn from different contexts and systems.
Readers will come across demanding situations from authors to deconstruct their overview values, ideals, and preconceptions. certainly, one function of the publication is to destabilise certainties approximately review that be triumphant and to include the evaluate chances which could emerge from cognitive dissonance.
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The record at the ITL offers a common evaluate of the laboratory together with a glance at its study techniques, possibilities, making plans for progress, learn tradition, and computing infrastructure; and gives tests of the laboratoryâ€™s six divisions. The file notes that the paintings of the ITL often ranks at or close to the pinnacle of the paintings being performed by way of peer associations.
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Extra info for Assessment in Education: Implications for Leadership
We have to do those reflections. The principal established expectations for embedded professional development. We had curricular conversations about assessment, cross-curricular conversations. It removed the subject matter and focused on assessment and learner outcomes. [The principal] knows that leadership isn’t built on compliance. It’s on commitment. Leadership is a choice, not a position. As learning coaches, we have the opportunity to direct conversations in this building toward learning. It is not coming from top-down administration but from four learning coaches in the building.
Socio-cultural aspects were identified in terms of student diversity. The media also emerged as influencing the debates about assessment and public support for education. 1 Introduction During the reading and editing of this text I became fascinated with the similarities and differences that were evident in themes surrounding assessment, which led me to ponder whether or not these were universal. E. ca © Springer International Publishing Switzerland 2016 S. Scott et al. E. Scott sample of assessment related papers from different countries to gain insights about aspects of possible alignment and interesting differences.
Ungerleider (2006) from Canada reflected that many countries are now aiming for more coherent assessment systems which are multi-layered from classroom to schools to entire districts or regions and on to the national and international levels. Another potential use of international comparisons is the capacity to explode common myths. Schleicher and Stewart (2008) continued their comparison noting that data from Japan, Korea, Finland, and Canada revealed improvement was possible even in disadvantaged socio-economic status (SES) localities, refuting counter claims from the US.