Leading assessment for enhanced student outcomes |
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Authors: | Charles F Webber Shelleyann Scott E Nola Aitken Judy Lupart Donald E Scott |
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Institution: | 1. Faculty of Human, Social, and Educational Development , Thompson Rivers University, Kamloops , British Columbia , Canada cwebber@tru.ca;3. Faculty of Education , University of Calgary , Calgary, Alberta , Canada;4. Faculty of Education , University of Lethbridge , Lethbridge, Alberta , Canada;5. Faculty of Education , University of Alberta , Edmonton, Alberta , Canada |
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Abstract: | This paper reports the leadership findings that emerged from the Alberta Student Assessment Study, a large-scale study employing a mixed-method design. Findings included the importance of assessment leadership, credibility of leaders, capacity to make hard decisions and ability to lead professional learning. An optimal assessment leadership profile emerged which includes values and assessment knowledge, mediated by personal qualities and accompanied by an interplay between procedural knowledge and professional skills. This informs leadership vision and actions leading to increased assessment literacy, more effective monitoring and reporting practice, enhanced instructional practice, enriched partnerships with parents and community members and positive student outcomes. |
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Keywords: | leadership student assessment leadership profile leadership vision assessment literacy student outcomes |
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