Assessment in Education: Implications for Leadership by Shelleyann Scott, Donald E. Scott, Charles F. Webber

By Shelleyann Scott, Donald E. Scott, Charles F. Webber

This publication presents key insights into how academic leaders can effectively navigate the turbulence of political debate surrounding top scholar evaluate and professionalised perform. Given the hugely politicised nature of evaluate, it addresses leaders and aspiring leaders who're open to being challenged, keen to discover controversy, and in a position to carrying out educated serious discourse.

The booklet provides the macro suggestions that those audiences should have to steer optimum evaluate coverage and perform. jointly, the chapters spotlight very important evaluation reasons and types, together with meant and unwanted side effects of review in a globalised context.

The ebook 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 that could take place while cross-cultural borrowing of overview innovations, rules, and instruments happens. notwithstanding, authors additionally motivate subtle severe analyses of strength classes that could be drawn from different contexts and systems.

Readers will come upon demanding situations from authors to deconstruct their evaluation values, ideals, and preconceptions. certainly, one goal of the e-book is to destabilise certainties approximately evaluate that be successful and to embody the overview percentages that could emerge from cognitive dissonance.

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71). Winter, reflecting on the UK school system, drew upon the World Bank (2005, cited Winter, 2011) comments to note that the knowledge economy required schools to reject the traditional conceptualisations of curriculum subject specialisation to one of ‘knowledge as skills’ “toward broader curriculum areas, skillcentred approaches, and non-academic sources of relevant knowledge, with the aim of constructing more relevant and inclusive secondary curricula” (pp. 300–3001). Hence, international comparisons are more likely to influence policies (macro level) rather than practices (micro level).

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. All English teachers have common preparation time. In my 20 years of teaching I’ve never had such rich, DAILY conversations about learning outcomes and assessment strategies. In that first year, since his arrival, we did basic current best practice, graphic organisers, brain-based learning, gender differences, and technology.

6 Debates and Controversies Although it is readily acknowledged that accountability is an embedded element of any society within our globalised world, there are many issues that surround this concept. For example, Wang, Beckett, and Brown (2006) from the US noted that no assessment – standardised or teacher-developed – is perfect, which is why there is so much controversy surrounding assessment. Debates continue surrounding misunderstandings of the purposes and uses of different assessments and how these can 2 Assessment as a Dimension of Globalisation: Exploring International Insights 37 be high stakes for various stakeholders.

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