Editors:
- Engages with concepts and skills needed by school learning leaders to guide optimal assessment practices
- Addresses assessment in the context of inclusive intercultural education, pluralism, and globalisation
- Bridges from established assessment paradigms to pragmatic, ethical solutions
- Includes supplementary material: sn.pub/extras
Part of the book series: The Enabling Power of Assessment (EPAS, volume 3)
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Table of contents (14 chapters)
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Front Matter
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Pragmatics of Assessment Leadership – What Leaders Need to Know About Assessment
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Front Matter
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Pragmatics of Assessment Leadership in the Disciplines
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Front Matter
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Pragmatics of Assessment Leadership for Inclusion
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Front Matter
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Back Matter
About this book
This book provides pragmatic strategies and models for student assessment and ameliorates the heightened sense of confusion that too many educators and leaders experience around the complexities associated with assessment. In particular, it offers guidance to school and district personnel charged with fair and appropriate assessment of students who represent a wide variety of abilities and cultures. Chapters focus on issues that directly impact the educational lives of teachers, students, parents, and caregivers. Importantly, the confluence of assessment practices and community expectations also are highlighted.
Assessment is highly politicised in contemporary society and this book will both confirm and challenge readers’ beliefs and practices. Indeed, discerning readers will understand that the chapters offer them a bridge from many established assessment paradigms to pragmatic, ethical solutions that align with current expectations for schools and districts.
In Part One, readers engage with concepts and skills needed by school learning leaders to guide optimal assessment practices. Part Two delves into student assessment within and across disciplines. Part Three provides pragmatic approaches that address assessment in the context of inclusive intercultural education, pluralism, and globalisation.
Keywords
- Accountability
- Assessment policy
- Authentic assessment
- Criterion-referenced
- Differentiated assessment
- Formative assessment
- Inclusion
- Indigenous students
- Instructional leadership
- Norm-referenced
- Peer assessment
- Self-assessment
- Special education
- Standardised testing
- Summative assessment
- learning and instruction
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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Faculty of Continuing Education and Extension, Mount Royal University, Calgary, Canada
Charles F. Webber
Bibliographic Information
Book Title: Leadership of Assessment, Inclusion, and Learning
Editors: Shelleyann Scott, Donald E. Scott, Charles F. Webber
Series Title: The Enabling Power of Assessment
DOI: https://doi.org/10.1007/978-3-319-23347-5
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: 978-3-319-23346-8Published: 28 October 2015
Softcover ISBN: 978-3-319-37079-8Published: 23 August 2016
eBook ISBN: 978-3-319-23347-5Published: 20 October 2015
Series ISSN: 2198-2643
Series E-ISSN: 2198-2651
Edition Number: 1
Number of Pages: XV, 367
Topics: Assessment, Testing and Evaluation, Administration, Organization and Leadership, Learning & Instruction