ABSTRACT Assessment leadership has often been associated with school leaders (SL), comprising principals and vice-principals. This study aimed to examine the under-researched assessment leadership role of Middle Leaders (ML) instead. Data was drawn from a larger, mixed-methods project that involved a self-report questionnaire administered to principals, MLs and teachers across twelve schools as well as observations and one-to-one interviews with one ML each from seven schools. The study found that Assessment for Learning (AfL) has gained some traction among the MLs because of the assessment practices they value, they rate more highly those more associated with AfL, particularly Student Involvement and Engagement; compared with Grading / Reporting which is more directly related to summative assessments. In particular, the study found that MLs used three dominant approaches in their assessment leadership – Technical, Tactical and Ethical. Technical leadership was seen in their focus on overseeing the technical aspects of assessment, particularly in aligning assessment to curriculum goals and expecting teachers to deliver on grading and reporting, for accountability purposes. In response to various tensions encountered in their work, the MLs also exercised tactical and ethical leadership. These findings highlight how MLs’ perceptions and actions are influenced by and mediate policy implementation in schools.

中文翻译：

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中层领导人对评估的看法和行动：技术，战术和道德

摘要评估领导通常与学校领导（SL）联系在一起，包括校长和副校长。这项研究的目的是研究未充分研究的中层领导者（ML）的评估领导角色。数据来自一个更大的混合方法项目，该项目涉及向12所学校的校长，ML和教师进行自我报告调查问卷，以及来自7所学校的观测和一对一的ML一对一访谈。研究发现，学习评估（AfL）在ML中获得了一定的吸引力，因为它们重视评估实践，他们对与AfL相关性更高的评估给予了较高的评价，特别是学生的参与度和参与度。与“分级/报告”相比，“分级/报告”与汇总评估更直接相关。特别是，研究发现，机器学习在评估领导中使用了三种主要方法：技术，战术和道德。人们看到了技术领导者，他们专注于监督评估的技术方面，尤其是使评估与课程目标保持一致，并期望教师出于责任制目的进行评分和报告。为了应对工作中遇到的各种紧张局势，最高领导层还行使了战术和道德领导能力。这些发现凸显了高中生的看法和行动是如何受到学校政策执行的影响和调解的。特别是为了使评估与课程目标保持一致，并期望教师出于问责目的进行评分和报告。为了应对工作中遇到的各种紧张局势，最高领导层还行使了战术和道德领导能力。这些发现凸显了ML的看法和行动是如何受到学校的政策执行的影响和调解的。特别是为了使评估与课程目标保持一致，并期望教师出于问责目的进行评分和报告。为了应对工作中遇到的各种紧张局势，最高领导层还行使了战术和道德领导能力。这些发现凸显了ML的看法和行动是如何受到学校的政策执行的影响和调解的。