ABSTRACT

The introduction of new assessment policy can reverberate throughout all levels of schooling. This paper presents an in-depth investigation into one school’s response in the Junior years of secondary education to the introduction of a new Senior years’ assessment system. The investigation focuses on the educational context of a high-performing school where school leaders decided to prioritise learning rather than summative assessment in the Junior school. The findings reveal the practices required to make critical changes to the assessment culture and related assessment systems for the school, within a context of national assessment accountabilities and high community expectations. These practices include the collaboration of school leaders with teachers, students and parents to drive change while maintaining high performance.

摘要

引入新的评估政策会在所有各级教育中产生反响。本文对一所学校在初中阶段采用新的高年级评估系统的反应进行了深入调查。调查的重点是在一所高性能学校的教育环境中，学校领导者决定优先考虑学习，而不是对初中的总结性评估。调查结果揭示了在国家评估责任制和社区高度期望的背景下，对学校的评估文化和相关评估系统进行重大更改所需的实践。这些做法包括学校领导与老师，学生和家长的合作，以推动变革并保持高性能。