Leadership in Assessment and Evaluation: Perspectives from the Field

By Louis Volante.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This study explored how classroom teachers characterized schools that exemplify leadership in assessment and evaluation. Using a semi-structured format, 20 teachers working in both elementary and secondary schools were interviewed from two school districts in southern Ontario, Canada. The interview protocol contained a range of general questions related to teaching and administrative experience, professional development, as well as more specific questions related to perspectives of school leadership in assessment and evaluation. Analysis of the interviews followed a constant comparison method within a tri-level conceptual framework that considered classroom, school, and policy related issues. Six core themes were identified by teachers across the various levels: multiple methods, formative versus summative assessment, assessment consistency, professional learning communities, standards-based context, and professional autonomy. The discussion focuses on the implications of the findings for assessment reform and school improvement.

Keywords: School Leadership, Assessment Expertise, Professional Development

The International Journal of Learning, Volume 16, Issue 5, pp.91-100. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.250MB).

Dr. Louis Volante

Associate Professor, Faculty of Education, Brock University, Hamilton, Ontario, Canada

Dr. Volante is an Associate Professor in the Faculty of Education at Brock University where he teaches courses in student assessment, curriculum evaluation, and research methodology. He is currently the Principal Investigator of a three-year Social Sciences and Humanities Research Council of Canada (SSHRC) funded study examining the development of assessment literacy. Professor Volante is a past recipient of the R.W.B. Jackson Award for the most outstanding English language journal article by the Canadian Educational Researchers’ Association.

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