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ERIC Number: ED552038
Record Type: Non-Journal
Publication Date: 2013
Pages: 200
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-8852-5
ISSN: N/A
Assessment Leadership to Promote Student Learning
Hameister, Tonya
ProQuest LLC, Ph.D. Dissertation, University of Wisconsin, Madison
Increased accountability demands and an emphasis on raising achievement expectations for all students have made assessment leadership a critical part of the work of principals. Incentives from educational policies and standards are reinforcing the need for a better understanding of the role demands that either support or impede assessment leadership used to support learning. In this research, I explore the role of the principal as the assessment leader. This study examines assessment leadership training and practices for a representative sample of Wisconsin K-12 school principals. The data were collected through a survey of principals, asking them to report their perceptions of their training, skills, and leadership practices related to direct and indirect leadership that promotes effective formative and summative assessment for student learning. Using Herman et al.'s (2008) Elements of Effective Assessment Practices, data were also collected on principals' perceptions of decision-making practices that consider appropriate selection, utilization, and interpretation of assessment to advance student learning goals. In addition, principal work in the evaluation and mentoring of teachers in assessment for learning and the training of principals in assessment were explored. The findings suggest that principals self-report more attention to formative than summative assessment leadership when the work is about learning. The study also found no statistical differences in the frequency of assessment work for principals who described themselves as having attained mastery in assessment leadership. More research is needed to assess the quality and extent of training received by principals to support assessment leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin