Leading school-based assessment for educational improvement: Rethinking accountability

ResearchSpace Repository

Show simple item record

dc.contributor.author Brown, Gavin en
dc.date.accessioned 2016-05-23T04:20:41Z en
dc.date.issued 2015 en
dc.identifier.citation Rassegna Italiana di Valutazione, 2015, (61), pp. 70 - 81 en
dc.identifier.issn 1826-0713 en
dc.identifier.uri http://hdl.handle.net/2292/28898 en
dc.description.abstract Increasing accountability pressure to have schools and teachers show improvements in student learning outcomes is being advocated by politicians, public policy, and parent populations. This requires school leaders to transform their leadership practices to instructional leadership practices that lead to greater learning outcomes for students. The most powerful effects on student learning are associated with leaders who (1) promote and participate in teacher learning; (2) plan, coordinate, and evaluate teaching; (3) establish goals and expectations; (4) deal with strategic resourcing, and (5) provide an orderly and supportive environment. Large learning gains have been documented when school leaders are actively involved in collecting and evaluating assessment data and in designing and monitoring pedagogical responses to the assessment results. Two important constraints have been identified: (1) assessment instruments must be formatively diagnostic rather than simply producing total or rank order scores and (2) consequences around assessment results must be structured so as to take advantage of teachers’ dominant commitment to improvement as the fundamental rationale for assessment. This paper will describe the model used in New Zealand for instructional leadership that transforms school learning outcomes through effective use of educational assessment tools and data. en
dc.relation.ispartofseries Rassegna Italiana di Valutazione en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Leading school-based assessment for educational improvement: Rethinking accountability en
dc.type Journal Article en
dc.identifier.doi 10.3280/RIV2015-061005 en
pubs.issue 61 en
pubs.begin-page 70 en
pubs.author-url http://www.francoangeli.it/riviste/Scheda_Rivista.aspx?IDArticolo=56169&Tipo=Articolo%20PDF&lingua=it&idRivista=109 en
pubs.end-page 81 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 525491 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
dc.identifier.eissn 1972-5027 en
pubs.record-created-at-source-date 2016-03-26 en


Files in this item

Find Full text

This item appears in the following Collection(s)

Show simple item record

Share

Search ResearchSpace


Advanced Search

Browse

Statistics