Role of Educational Leadership in Confronting Classroom Assessment Inequities, Biased Practices, and a Pedagogy of Poverty

Abstract

This chapter examines the connection between educational leadership, classroom assessment practices, and a "pedagogy of poverty" as a social justice issue that has been ignored for too long. Unlike classroom observations of instruction, principals and other educational leaders rarely observe, question, or investigate what goes into the grades that students receive and the tests that inform those grades. The chapter explores possible reasons that assessment problems continue to exist unnoticed, year after year, despite the insidious impact they have on all aspects of teaching and learning. The chapter explains the two types of assess

Supporting Teachers in Improving Formative Decision-Making: Design Principles for Formative Assessment Plans

“…Starting from existent lesson plans makes it easier for teachers to embed formative assessment activities in existing teaching processes and use existing learning activities as proof of learning to inform teaching (Earle, 2021). Principle 2 recommends decision-driven data collection (Wiliam, 2013(Wiliam, , 2014Moss, 2020). Teachers determine in advance at which moments there is a need to make a decision about the next steps in teaching or learning with regards to the learning objectives.…”

“…For planning these connected series of formative assessment activities, Wiliam (2013Wiliam ( , 2014 advocates decision-driven data collection. In decision-driven data collection future formative decisions are the starting point for planning formative assessment activities (Wiliam, 2013(Wiliam, , 2014Moss, 2020). It differs from one of the most well-known forms of formative assessment, namely data-based decision making (Schildkamp and Kuiper, 2010;Van der Kleij et al, 2015;Heitink et al, 2016).…”