Examining School Principals' Conceptions of Assessment and Grading Practices

Autor/inn/en	Cheng, Liying; Baidoo-Anu, David; DeLuca, Christopher
Titel	Examining School Principals' Conceptions of Assessment and Grading Practices
Quelle	In: Alberta Journal of Educational Research, 69 (2023) 1, S.41-65 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Principals; Administrator Attitudes; Evaluation Methods; Grading; Foreign Countries; Summative Evaluation; Accountability; Educational Improvement; China + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Notengebung; Schulnote; Ausland; Verantwortung; Teaching improvement; Unterrichtsentwicklung
Abstract	Principals play a key leadership role in school effectiveness and student success; however, one area that has received relatively little attention so far is principals' embedded understanding of assessment and grading within the educational context where they work. We examined 141 Chinese school principals' conceptions of assessment and grading practices using a survey research design. Our results indicated that principals viewed summative assessment as necessarily serving two purposes: (a) accountability, and (b) improvement of teaching and learning. Assessment that does not serve these dual purposes was not viewed as maximally supporting learning in this educational context. The study further found that accountability pressures influenced principals' conceptions of assessment and consequently shaped their approaches to grading in China's examination-oriented culture. This study provides implications for a heightened understanding of principals' leadership in the crucial role that student assessment plays in both enhancing instruction and student learning and ever-expanding accountability mandates within the Chinese education context and other educational contexts globally. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01