By Shelleyann Scott, Donald E. Scott, Charles F. Webber
This e-book offers key insights into how academic leaders can effectively navigate the turbulence of political debate surrounding major pupil evaluation and professionalised perform. Given the hugely politicised nature of evaluation, it addresses leaders and aspiring leaders who're open to being challenged, keen to discover controversy, and in a position to undertaking expert severe discourse.
The booklet provides the macro options that those audiences should have to steer optimum overview coverage and perform. jointly, the chapters spotlight very important review reasons and types, together with meant and uncomfortable side effects of evaluate in a globalised context.
The booklet offers possibilities to discover cultural similarities and particularities. It invitations readers to problem taken-for-granted assumptions approximately ourselves and co-workers in different settings. The chapters spotlight the cultural clashes which could happen while cross-cultural borrowing of overview suggestions, regulations, and instruments happens. although, authors additionally inspire refined serious analyses of strength classes which may be drawn from different contexts and systems.
Readers will come across demanding situations from authors to deconstruct their evaluation values, ideals, and preconceptions. certainly, one function of the publication is to destabilise certainties approximately evaluation that be triumphant and to embody the evaluation percentages that could emerge from cognitive dissonance.
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69). The following vignette illustrates the discomfort but also the opportunities that can emerge from a leader who refused to accept a less than ideal status quo. This is a story of exceptional leadership within a senior high school in the province of 1 Student Assessment in a Civil Society 19 Alberta. The story was told not by the leader but by one of the grade 12 English teachers in the school, an individual who had 20 years of teaching experience at the time of the interview. The account was framed in a discussion of assessment and the professional development processes within the school designed to support enhanced teacher assessment practices.
Once a wide range of sources had been collated an inductive activity was conducted whereby key points from each paper (representing an assessment/evaluation issue from a particular country) were selected and clustered according to similar themes, while noting significant differences between various cultural contexts. Each paper was colour coded to enable the tracking of country and individual study. The themes that emerged served as the framework for the chapter and enabled deeper discussion and exploration of the nuances of difference across national settings.
Drawing upon UNESCO and OECD documents Winter highlighted the need for students to acquire “‘knowledge-how’ (or skills/competency-based knowledge)” (p. 301) rather than fact-based knowledge that the teaching of discrete subjects in secondary schools currently provides. Shafiq’s (2011) shocking discussion of the “skills crisis” in Jordan and Tunisia – literacy skills, higher order thinking, and individual responsibility – indicated their skills shortage has suppressed economic growth and development and was also linked to “the surge of youth participation in extremist activities such as violent protests and suicide bombings” (Krueger, 2007, cited in Shafiq, 2011, p.
Assessment in Education: Implications for Leadership by Shelleyann Scott, Donald E. Scott, Charles F. Webber