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Leading Assessment for Learning

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International Handbook of Leadership for Learning

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 25))

Abstract

The age of dictat and bureaucracy can no longer expect compliance to instructions and action blueprints. For leadership the starting point has to be with a deep, and deepening, understanding of human learning, motivation and evolving needs. That is the thesis of this chapter which argues for radical change in the relationship among the various actors who create the conditions for learning and teaching. Schools can no longer meet the needs of young people without a quality of leadership which is alert to the profound impact of social change and is proactive in changing mindsets and practices which follow.

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Author information

Authors and Affiliations

  1. University of Cambridge, Cambridge, UK

    Sue Swaffield

Authors
  1. Sue Swaffield
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Correspondence to Sue Swaffield .

Editor information

Editors and Affiliations

  1. , School of Education, University of Glasgow, Eldon Street 11, Glasgow, G3 6NH, United Kingdom

    Tony Townsend

  2. , Faculty of Education, University of Cambridge, Hills Road 184, Cambridge, CB2 8PQ, United Kingdom

    John MacBeath

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Swaffield, S. (2011). Leading Assessment for Learning. In: Townsend, T., MacBeath, J. (eds) International Handbook of Leadership for Learning. Springer International Handbooks of Education, vol 25. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1350-5_57

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