Titlebook: Leadership of Assessment, Inclusion, and Learning; Shelleyann Scott,Donald E. Scott,Charles F. Webber Book 2016 The Editor(s) (if applicab

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Rubrics and Exemplars in Writing Assessmentngs are considered. A critical analysis of the scholarly literature on the role of rubrics and their relationship with writing exemplars provides the context for a discussion of current trends in assessment for learning and increased emphasis on student peer and self-assessment.

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Assessing Bilingual and Multilingual Learners in Mainstream Classroomsme students and cause them fail, this chapter presents ideas for leaders and teachers on how to assess bilingual and multilingual learners in classrooms. We recommend accommodation as a useful strategy but employing alternative assessments might also be preferable to meet the needs of this diverse clientele.

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Shelleyann Scott,Donald E. Scott,Charles F. WebberEngages with concepts and skills needed by school learning leaders to guide optimal assessment practices.Addresses assessment in the context of inclusive intercultural education, pluralism, and global

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The Enabling Power of Assessmenthttp://image.papertrans.cn/l/image/582368.jpg

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Arts-Inspired Performance Assessment Considerations for Educational Leadersts. This chapter focuses on some of these issues employing the drama constituency as the medium for discussion. Some rubrics and curriculum content are discussed from both Canada and the United States.

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Challenges, Tensions and Possibilities: An Analysis of Assessment Policy and Practice in New Zealandsessment and assessment systems. It interrogates the interactions between curriculum, pedagogy and assessment and explores the enabling constraints at different levels of the assessment system. Attention is drawn to the ways in which tensions offer spaces for creative action in relation to current policies and practices in New Zealand.

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978-3-319-37079-8The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl

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Leadership of Assessment, Inclusion, and Learning978-3-319-23347-5Series ISSN 2198-2643 Series E-ISSN 2198-2651

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