Balanced Assessment Systems: Leadership, Quality, and the Role of Classroom Assessment

Author(s):  
Steve Chappuis ◽  
Carol Commodore ◽  
Rick Stiggins
2019 ◽  
Vol 1 (1) ◽  
pp. 10-19
Author(s):  
Widiastuti Widiastuti ◽  
Mohammad Mulyadi

This study aims to determine and analyze the magnitude of the influence of the development of leadership quality, coordination and training and education on improving safety culture. Based on the results of research using partial and multiple linear regression analysis with the help of SPSS version 24 shows that: partially shows that the role of leadership has a positive and significant influence of 26.4% on safety culture. The second independent variable is coordination which has a positive and significant effect of 74.4% on safety culture. Partially the third independent variable of education and training also has a positive and significant effect of 20.5% on the quality of safety culture. Furthermore, the independent variables of the Role of Leadership, coordination, training and education are tested simultaneously or together using the F Test and prove to have an influence with three positive independent variables and all three are significant to the Improvement of Safety Culture with the magnitude of influence can be seen from the coefficient of determination (R2) is 74.9%


2012 ◽  
Vol 33 ◽  
Author(s):  
К. В. Бабко

Автор статті робить спробу визначити особливості формування лідерських якостей майбутніх соціальних педагогів, а також роль цих якостей у майбутній професійній діяльності.Ключові слова: лідерство, лідерські якості, соціальний педагог.  Author of the article makes an attempt to determine the features of the formation of leadership quality of future social workers, as well as the role of these qualities in future work professionally. Key words: leadership, leadership skills, social pedagogue.


Author(s):  
Petter Gottschalk

Information systems (IS) leadership roles have undergone fundamental changes over the past decade. Despite increased interest in recent years, little empirical research on IS managers has been done. This article presents results from a survey in Norway. The survey collected data on general leadership roles such as informational role, decisional role, and interpersonal role, as well as on specific IS leadership roles such as chief architect, change leader, product developer, technology provocateur, coach, and chief operating strategist. The empirical analysis indicates that strategic responsibility as well as network stage of growth influence the extent of informational role, while the extent to which the chief executive uses IT influences the extent of decisional role, and the extent to which subordinates use IT influence the extent of interpersonal role. IS managers with greater operating responsibility will be chief architects. The role of a change leader is positively influenced by the number of years in IT, the extent of IT use, the extent of strategic responsibility, and the organization’s revenue, while it is negatively influenced by the number of years in the current position. Product developer can be predicted by strategic responsibility and chief executive’s IT use, while technology provocateur can be predicted by the extent of IT use. Coach can be predicted by the extent of subordinates’ IT use, and chief operating strategist can be predicted by the extent of strategic responsibility. Although several significant predictors of IS leadership roles were identified in this research, the search for more significant explanations should continue in future research.


2017 ◽  
Vol 98 (6) ◽  
pp. 47-52 ◽  
Author(s):  
Lorrie A. Shepard ◽  
William R. Penuel ◽  
Kristen L. Davidson

The Every Student Succeeds Act grants states new flexibility to create more balanced assessment systems with a greater role for formative assessment. Drawing on lessons learned over three decades of research and reform, we argue that state and local leaders should take the lead in designing new assessments guided by two core principles: First, make assessments coherent with rich curriculum and instruction; second, ground this integration of curriculum, instruction, and embedded assessments in equity-focused research on learning.


2017 ◽  
Vol 5 (1) ◽  
pp. 1355190 ◽  
Author(s):  
Dávid Dankó ◽  
Márk Péter Molnár

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