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Leadership of assessment, inclusion, and learning

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Leadership of assessment, inclusion, and learning/ edited by Shelleyann Scott, Donald E. Scott, Charles F. Webber.
other author:	Scott, Shelleyann.
Published:	Cham :Springer International Publishing : : 2016.,
Description:	xv, 367 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	Leadership. -
Online resource:	http://dx.doi.org/10.1007/978-3-319-23347-5
ISBN:	9783319233475

Leadership of assessment, inclusion, and learning
Leadership of assessment, inclusion, and learning[electronic resource] /edited by Shelleyann Scott, Donald E. Scott, Charles F. Webber. - Cham :Springer International Publishing :2016. - xv, 367 p. :ill., digital ;24 cm. - The enabling power of assessment,v.32198-2643 ;. - The enabling power of assessment ;v.3..

About the Editors -- About the Contributors -- 1. Reconceptualising Instructional Leadership: Exploring the Relationships between Leadership, Instructional Design, Assessment, and Student Needs -- PART 1: Pragmatics of Assessment Leadership - What Leaders Need to Know About Assessment -- PART 2. Pragmatics of Assessment Leadership in the Disciplines -- PART 3: Pragmatics of Assessment Leadership for Inclusion -- Index.

This book provides pragmatic strategies and models for student assessment and ameliorates the heightened sense of confusion that too many educators and leaders experience around the complexities associated with assessment. In particular, it offers guidance to school and district personnel charged with fair and appropriate assessment of students who represent a wide variety of abilities and cultures. Chapters focus on issues that directly impact the educational lives of teachers, students, parents, and caregivers. Importantly, the confluence of assessment practices and community expectations also are highlighted. Assessment is highly politicised in contemporary society and this book will both confirm and challenge readers' beliefs and practices. Indeed, discerning readers will understand that the chapters offer them a bridge from many established assessment paradigms to pragmatic, ethical solutions that align with current expectations for schools and districts. In Part One, readers engage with concepts and skills needed by school learning leaders to guide optimal assessment practices. Part Two delves into student assessment within and across disciplines. Part Three provides pragmatic approaches that address assessment in the context of inclusive intercultural education, pluralism, and globalisation.

ISBN: 9783319233475

Standard No.: 10.1007/978-3-319-23347-5doiSubjects--Topical Terms:

562584
Leadership.

LC Class. No.: HD57.7 / .L433 2016

Dewey Class. No.: 658.4092

Leadership of assessment, inclusion, and learning
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520 $a This book provides pragmatic strategies and models for student assessment and ameliorates the heightened sense of confusion that too many educators and leaders experience around the complexities associated with assessment. In particular, it offers guidance to school and district personnel charged with fair and appropriate assessment of students who represent a wide variety of abilities and cultures. Chapters focus on issues that directly impact the educational lives of teachers, students, parents, and caregivers. Importantly, the confluence of assessment practices and community expectations also are highlighted. Assessment is highly politicised in contemporary society and this book will both confirm and challenge readers' beliefs and practices. Indeed, discerning readers will understand that the chapters offer them a bridge from many established assessment paradigms to pragmatic, ethical solutions that align with current expectations for schools and districts. In Part One, readers engage with concepts and skills needed by school learning leaders to guide optimal assessment practices. Part Two delves into student assessment within and across disciplines. Part Three provides pragmatic approaches that address assessment in the context of inclusive intercultural education, pluralism, and globalisation.
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