Abstract
This chapter argues that evidence about student performance is clearly essential for school leaders to successfully carry out their school improvement task. But such information provided by large-scale assessment is often fraught with limitations and is always woefully insufficient. Actually improving student performance also requires information of a very different order and the absence of this information in most schools greatly diminishes school leaders’ chances of success. Several types and sources of such evidence are proposed and illustrated in the chapter.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.