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Leading Assessment: The Triple-A Framework for Educational Leaders

  • Johanna de LeeuwEmail author
Part of the The Enabling Power of Assessment book series (EPAS, volume 2)

Abstract

At a time when accountability for student performance continues to be a central theme in education reform policy, literacy in student assessment is considered key, if not indispensable for successful educational leaders at every administrative level. Drawing from a wide range of studies published in the last decade on the links between student assessment and educational leadership, three overarching themes are demonstrated to provide a framework for understanding assessment literacy for educational leaders. The ‘Triple-A Model’ proposes three intersecting points to reflect the complex construction of assessment: aims, approach, and accountability. First, today’s leader understands that the aim of educational assessment is no longer straightforward but encompasses a wide variety of purposes that are often confused and poorly understood. Second, an intentional, knowledgeable, and visionary approach to leadership is shown to be a key factor in the quality of instruction that occurs in classrooms. Third, accountability is not only a means for communication between schools and the public, but the result of increasing demands by society and its governments to know and understand what actually happens with students in classrooms.

Keywords

Assessment Formative Summative Criterion-referenced Norm-referenced Outcomes Achievement Leadership Administration Instructional Distributed Accountability Policies Practice Standardised Testing Performance Reform 

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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Founder & President, Instructional Design & AssessmentVisible Assessment for Learning Inc.CalgaryCanada

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