Balancing Assessment: How School Leaders Can Support Balanced Assessment Systems in Secondary Schools

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cityu.schoolSchool of Education and Leadership
cityu.siteOther
cityu.site.countryCanada
dc.contributor.authorLetourneau, Vanessa
dc.date.accessioned2022-10-18T23:03:43Z
dc.date.available2022-10-18T23:03:43Z
dc.date.issued2022-09
dc.description.abstractThis capstone study examined some of the issues surrounding the use of standardized assessment in the province of Alberta. Through an examination of the purpose of both classroom and external assessments, the function of standardized testing is clarified. Additionally, this capstone study explored the positive and negative impacts on educational stakeholders, specifically students and teachers, that accompany the use of standardized assessments. Finally, this capstone study discussed the benefits of a balanced assessments system, clarified the roles and responsibilities of individuals involved in such a system, particularly school leaders, and offered practical suggestions on how to develop assessment literacy and build a balanced assessment system within their schools.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/1909
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectbalanced assessment
dc.subjectstandardized assessment
dc.subjecteducational leadership
dc.subjectassessment practices
dc.subjectsecondary education
dc.titleBalancing Assessment: How School Leaders Can Support Balanced Assessment Systems in Secondary Schools
dc.typeCapstone
thesis.degree.disciplineLeadership in Education
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster of Education
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