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Leading Student Assessment [electronic resource].

By: Contributor(s): Material type: Computer fileComputer filePublisher number: 9789400717268Series: Studies in Educational Leadership, 15Publication details: Dordrecht : Springer, 2012.ISBN:
  • 9789400717275
Subject(s): Genre/Form: Additional physical formats: No title; Print version:: Leading Student AssessmentDDC classification:
  • 371.2/6
LOC classification:
  • LB3051 .L43 2012
Online resources:
Contents:
Leading Student Assessment; Contents; About the Editors; About the Contributors; Chapter 1: Taking Stock of Here and Now; Introduction; Leading Student Assessment from Here; Leadership; Fairness and Equity in Assessment; Factors Influencing Student Achievement; Assessment in the Classroom; Challenges Here and Now; Establishing Coherence; Knowing Enough; Recognizing Mistakes; Achieving Transparency and Authenticity; Addressing Diversity; Insights That Really Matter: The Old Chestnuts; Large-Scale Assessments Have Value; One Size Does Not Fit All; Understanding Takes Time; Research Matters
Challenge Four : Improving the Organizational Conditions That Support Productive School ImprovementDirect and Indirect Approaches to Improvement; The Indirect Approach Illustrated; Academic Press; Teacher Trust in Colleagues, Parents, and Students; Collective Teacher Efficacy; Challenge Five: Overcoming Common Errors in Human Judgment; Overweighting Vividness in Interpreting the Problem; Generalizing from a Small or Biased Sample; Failure to See That a Situation Is Unique or Different from Others in the Past; Failure to Modify a Single Approach or Strategy in Light of Situational Features
From Punishment to AssistanceDevelopment of a Learning and Assessment Culture; An Accountability Model; Democratic Participation; Conclusion: The Need for Dialogue; References; Chapter 4: Student Assessment Policy and Practice in Alberta: An Assessment for Learning; Introduction; Conceptual Framework; Assessment Standards; Standard One: Quality Teaching as Situated, Collective Expertise-in-Action; Standard Two: Formative Assessment as Generative and Informative Teaching
Making Use of Theories or Schemas That Do Not Accurately Represent RealityConclusion; References; Chapter 3: Lessons Learned: The Promise and Possibility of Educational Accountability in the United States; Positive Outcomes of Accountability Systems; Unintended Consequences of Educational Accountability; Curriculum Narrowing; The Redirection of Instructional Time; Pushing Students Out; Accountability Reconsidered; Misplaced Accountability; Accountable to Whom?; Accountable for What?; Recommendations; Real-World Standards for a Broad Curriculum; Keeping Students In
Proactive Trumps ReactiveFrom Here to Boundary Breaking; References; Chapter 2: School Leadership, Evidence-Based Decision Making, and Large-Scale Student Assessment; Challenge One: Compensating for the Critical Limitations of Large-Scale Assessment Data in Determining the Current Status of Student Learning; Narrow Focus; Lack of Reliability at the Local Level; Delays in Reporting Results; Challenge Two : Estimating Progress and Sustaining Continuous Improvement; Challenge Three: Responding to the Absence of Robust Information About the Causes of Students' Current Performances
Standard Three: Summative Assessment, Grading, and Reporting as Consistent, Accurate, and Outcome - Referenced Descriptions of Learning
Summary: This book presents a new and refreshing look at student assessment from the perspective of leading educational theorists, researchers, and practitioners. The authors call for boundary-breaking assessment that reflects clear understandings of the purposes of assessment, a balance of assessment creativity and realism, the ability to detect solutions for assessment challenges, and the capacity to question and imagine assessment alternatives. The 14 chapters offer school and district educators, policy makers, researchers, and university teacher preparation faculty with a comprehensive, current ove
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Enhanced descriptions from Syndetics:

Description based upon print version of record.

Leading Student Assessment; Contents; About the Editors; About the Contributors; Chapter 1: Taking Stock of Here and Now; Introduction; Leading Student Assessment from Here; Leadership; Fairness and Equity in Assessment; Factors Influencing Student Achievement; Assessment in the Classroom; Challenges Here and Now; Establishing Coherence; Knowing Enough; Recognizing Mistakes; Achieving Transparency and Authenticity; Addressing Diversity; Insights That Really Matter: The Old Chestnuts; Large-Scale Assessments Have Value; One Size Does Not Fit All; Understanding Takes Time; Research Matters

Challenge Four : Improving the Organizational Conditions That Support Productive School ImprovementDirect and Indirect Approaches to Improvement; The Indirect Approach Illustrated; Academic Press; Teacher Trust in Colleagues, Parents, and Students; Collective Teacher Efficacy; Challenge Five: Overcoming Common Errors in Human Judgment; Overweighting Vividness in Interpreting the Problem; Generalizing from a Small or Biased Sample; Failure to See That a Situation Is Unique or Different from Others in the Past; Failure to Modify a Single Approach or Strategy in Light of Situational Features

From Punishment to AssistanceDevelopment of a Learning and Assessment Culture; An Accountability Model; Democratic Participation; Conclusion: The Need for Dialogue; References; Chapter 4: Student Assessment Policy and Practice in Alberta: An Assessment for Learning; Introduction; Conceptual Framework; Assessment Standards; Standard One: Quality Teaching as Situated, Collective Expertise-in-Action; Standard Two: Formative Assessment as Generative and Informative Teaching

Making Use of Theories or Schemas That Do Not Accurately Represent RealityConclusion; References; Chapter 3: Lessons Learned: The Promise and Possibility of Educational Accountability in the United States; Positive Outcomes of Accountability Systems; Unintended Consequences of Educational Accountability; Curriculum Narrowing; The Redirection of Instructional Time; Pushing Students Out; Accountability Reconsidered; Misplaced Accountability; Accountable to Whom?; Accountable for What?; Recommendations; Real-World Standards for a Broad Curriculum; Keeping Students In

Proactive Trumps ReactiveFrom Here to Boundary Breaking; References; Chapter 2: School Leadership, Evidence-Based Decision Making, and Large-Scale Student Assessment; Challenge One: Compensating for the Critical Limitations of Large-Scale Assessment Data in Determining the Current Status of Student Learning; Narrow Focus; Lack of Reliability at the Local Level; Delays in Reporting Results; Challenge Two : Estimating Progress and Sustaining Continuous Improvement; Challenge Three: Responding to the Absence of Robust Information About the Causes of Students' Current Performances

Standard Three: Summative Assessment, Grading, and Reporting as Consistent, Accurate, and Outcome - Referenced Descriptions of Learning

This book presents a new and refreshing look at student assessment from the perspective of leading educational theorists, researchers, and practitioners. The authors call for boundary-breaking assessment that reflects clear understandings of the purposes of assessment, a balance of assessment creativity and realism, the ability to detect solutions for assessment challenges, and the capacity to question and imagine assessment alternatives. The 14 chapters offer school and district educators, policy makers, researchers, and university teacher preparation faculty with a comprehensive, current ove