Editors:
- Explores the intended and unintended effects of assessment in a globalised context
- Challenges taken-for-granted assumptions about student assessment and deconstructs assessment values, beliefs, and preconceptions
- Engages in sophisticated critical analyses of potential lessons about student assessment that may be drawn from other contexts and systems
- Includes supplementary material: sn.pub/extras
Part of the book series: The Enabling Power of Assessment (EPAS, volume 2)
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Table of contents (12 chapters)
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Front Matter
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Assessment in Education: Implications for Leaders
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Front Matter
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Assessment at the District/School Leadership Level
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Front Matter
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Leadership Assessment-Related Knowledge and Behaviours
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Front Matter
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Back Matter
About this book
This book provides key insights into how educational leaders can successfully navigate the turbulence of political debate surrounding leading student assessment and professionalised practice. Given the highly politicised nature of assessment, it addresses leaders and aspiring leaders who are open to being challenged, willing to explore controversy, and capable of engaging in informed critical discourse.
The book presents the macro concepts that these audiences must have to guide optimal assessment policy and practice. Collectively, the chapters highlight important assessment purposes and models, including intended and unintended effects of assessment in a globalised context.
The book provides opportunities to explore cultural similarities and particularities. It invites readers to challenge taken-for-granted assumptions about ourselves and colleagues in other settings. The chapters highlight the cultural clashes that may occur when cross-cultural borrowing of assessment strategies, policies, and tools takes place. However, authors also encourage sophisticated critical analyses of potential lessons that may be drawn from other contexts and systems.
Readers will encounter challenges from authors to deconstruct their assessment values, beliefs, and preconceptions. Indeed, one purpose of the book is to destabilise certainties about assessment that prevail and to embrace the assessment possibilities that can emerge from cognitive dissonance.
Editors and Affiliations
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Werklund School of Education, University of Calgary, Calgary, Canada
Shelleyann Scott, Donald E. Scott
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Fac. of Continuing Education & Extension, Mount Royal University, Calgary, Canada
Charles F. Webber
Bibliographic Information
Book Title: Assessment in Education
Book Subtitle: Implications for Leadership
Editors: Shelleyann Scott, Donald E. Scott, Charles F. Webber
Series Title: The Enabling Power of Assessment
DOI: https://doi.org/10.1007/978-3-319-23398-7
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2016
Hardcover ISBN: 978-3-319-23397-0Published: 30 October 2015
Softcover ISBN: 978-3-319-37424-6Published: 23 August 2016
eBook ISBN: 978-3-319-23398-7Published: 20 October 2015
Series ISSN: 2198-2643
Series E-ISSN: 2198-2651
Edition Number: 1
Number of Pages: XIV, 314
Topics: Assessment, Testing and Evaluation, Administration, Organization and Leadership, Educational Policy and Politics