Leading an Assessment Reform: Ensuring a Whole-School Approach for Decision-Making

Abstract

The ability of teachers to use assessment data to inform decisions related to learning and teaching defines teaching effectiveness. However, to maximise the benefits of teacher decision-making, there is a need to ensure that all teachers across the school are supported to engage in a whole-school approach to ensuring that all students across different stages are supported. This paper reports on a case study of a school in building an assessment culture with a strong focus on using a range of data for teacher decision-making. We used an auto-ethnography to reflect on our experiences in leading this assessment reform. Using the lens of activity theory, we have identified structural, organisational, social and behavioral factors that contribute to the success of the program.

E-leadership of the school principals in implementing online learning during COVID-19 pandemic at public senior high schools

“…In the performance appraisal dimension, according to Kim et al (2019), the principal ensures that teachers are evaluated continuously and measured on the strengths and weaknesses of teacher pedagogy and scientist pedagogy based on data from various sources. According to Alonzo et al (2021), teacher assessment and feedback functions as a means of academic communication between the principal and the teacher to obtain a common understanding of learning problems. The same view is shared by Samuel and Berhanu (2019) that teacher performance appraisal serves to identify the strengths and weaknesses of teachers in implementing classroom learning.…”

The use of Messenger for research collaboration: An auto-ethnographic study

“…Autoethnography is a research method that “entails the scientist or practitioner performing narrative analysis pertaining to himself or herself as intimately related to a particular phenomenon” ( McIlveen, 2008 , p. 15). This research methodology has been applied in various context including transdisciplinary research in collecting and analysing self-reflection from social and natural scientists for transformative change ( Haeffner et al, 2022 ), examining professional identity tensions of transnational teachers ( Yazan et al, 2022 ), exploring the experiences of international students to transitioning to an academic job in the university ( Consoli et al, 2022 ), bringing perspectives of humanities into computer education ( Bernard, 2022 ), leading a whole-school reform ( Alonzo et al, 2021 ), and many others.…”

“…Activity theory has been applied in many areas of social research and human-computer interactions, including implementing educational reforms ( Alonzo et al, 2021 ), sustaining professional learning partnerships ( Bloomfield and Nguyen, 2015 ), describing and analysing out-of-school learning through digital learning ( Li et al, 2022 ), explaining the increasing processes of unbundling, digitisation and marketisation in higher education ( Cliff et al, 2022 ), and among others.…”

Alignment between Teachers’ Assessment Practices and Principles of Outcomes-Based Education in the Context of Philippine Education Reform

“…Answers to these questions will identify opportunities for teachers' professional development. It will also help schools to develop a particular strategy to establish a strong assessment culture underpinned by the philosophy and practices of OBE, as it was shown in previous research that a schoolwide approach to assessment reform is more effective when teachers are fully supported (Alonzo, Leverett, et al, 2021).…”