Literaturnachweis - Detailanzeige
| Institution | New Leaders |
|---|---|
| Titel | Making Assessment and Accountability Work for Principals |
| Quelle | (2015), (3 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Accountability; Data Collection; Educational Policy; Principals; Educational Administration; Feedback (Response); Federal Legislation; Educational Legislation; Elementary Secondary Education; Student Evaluation; Educational Improvement; Educational Assessment; Leadership Responsibility; Standardized Tests; Testing Programs Verantwortung; Data capture; Datensammlung; Politics of education; Bildungspolitik; Principal; Schulleiter; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bundesrecht; Bildungsrecht; Schulgesetz; Schulnote; Studentische Bewertung; Teaching improvement; Unterrichtsentwicklung; Education; assessment; Bewertungssystem; Standadised tests; Standardisierter Test |
| Abstract | How and how much should students be tested? What information should schools and districts be required to collect and monitor? And what should be done when that information suggests a school is not meeting the expectations? Those questions are at the heart of Congressional discussions regarding the reauthorization of the Elementary and Secondary Education Act (ESEA). This brief offers recommendations on federal policy for assessment and accountability that are grounded in research on effective principal practice and on the direct feedback of effective school leaders. On assessment, New Leaders recommends that a reauthorized ESEA maintain assessment requirements, including the existing flexibility to innovate with new assessments that are comparable statewide. (ERIC). |
| Anmerkungen | New Leaders. 30 West 26th Street Second Floor, New York, NY 10010. Tel: 646-792-1070; e-mail: info@newleaders.org; Web site: http://www.newleaders.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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