Administrative Strategies for Developing Assessment Expertise within Schools
Although the current knowledge base for student assessment appears to have expanded substantially during the last two decades, the extent to which these innovations have directly impacted classroom practice remains relatively unknown within Canadian schools. This qualitative study examines the dominant strategies school administrators’ utilize in developing assessment expertise within their schools. Participants included 18 school administrators (11 elementary and 7 secondary) working within two school districts in southern Ontario, Canada. The focus group interview protocol includes a range of general questions related to teaching and administrative experience, general assessment knowledge, professional development, as well as more specific questions related to their self-reported strategies for developing assessment expertise within their schools. Analysis of the data will follow a constant comparison approach. The authors will examine the dominant strategies noted by administrators and offer implications for instructional leadership and classroom practice.
This research is funded by the Social Sciences and Humanities Research Council of Canada (SSHRC).
Keywords: School Leadership, Assessment Expertise, Professional Development
Dr. Louis Volante
Associate Professor, Faculty of Education, Brock University