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ERIC Number: ED520576
Record Type: Non-Journal
Publication Date: 2010-Sep
Pages: 3
Abstractor: ERIC
Reference Count: 4
ISBN: N/A
ISSN: N/A
Student Assessment in Leadership Programs: Hopeful Signs and Cautions. Implications from UCEA
Kochan, Frances K.; Locke, Demetriss
University Council for Educational Administration
Research indicates that leadership is an important element in student and school success (Darling-Hammond, et al.2007). This has been a factor in calls to implement extensive changes in how principals are recruited and prepared (Murphy, 2006). An essential element in this redesign is assessing the students that enter and graduate from it. Assessment is a comprehensive process by which members of an academic community analyze data and use that information to revise programs to assure student success. (Kochan and Locke,2009). Most student assessment efforts in educational leadership programs have been program specific, dependent upon faculty interest and expertise, and have not been not a part of the research agenda of the field as a whole. During the last decade there have been calls from groups within and external to these programs to urge them to create comprehensive student assessment programs which will help determine who is admitted to the program; measure progress throughout matriculation; evaluate student abilities at program completion; and assess leadership skills and practice after graduation. This paper describes: (1) the factors that hinder and facilitate assessment; (2) the hopeful signs and cautions concerning assessment; and (3) the implications of student assessment in leadership programs for future research.
University Council for Educational Administration. Curry School of Education 405 Emmet Street, P.O. Box 400265, Charlottesville, VA 22904. Tel: 434-924-6137; Fax: 434-924-3866; e-mail: ucea.org@gmail.com; Web site: http://www.ucea.org
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: University Council for Educational Administration