ABSTRACT

Although there is a growing corpus of literature on teacher assessment capability, less has been written on sociocultural assessment leadership practices with its emphasis on shared capacity building. Expertize in sociocultural assessment that enhances student and teacher learning is an aspect of school leadership that can have a positive influence on teacher practice and student achievement. Research conducted with 38 principals is used to produce 16 dimensions of situated leadership for assessment capability. The article concludes with an argument for a sociocultural conception of situated leadership assessment capability which differs significantly to a clinical competence-based model of assessment leadership.

摘要

尽管关于教师评估能力的文献越来越多，但关于社会文化评估领导力实践的文章却很少，其重点是共享能力建设。加强学生和教师学习的社会文化评估专业知识是学校领导的一个方面，可以对教师实践和学生成绩产生积极影响。对 38 位校长进行的研究用于产生 16 个维度的情境领导力评估能力。本文最后提出了一个关于情境领导评估能力的社会文化概念的论点，该概念与基于临床能力的评估领导模型显着不同。