Identifying Understanding Expectations of School Administrators Regarding School Assessment
This study aims to identify the understanding expectations of school administrators concerning school assessment. The researcher utilized a qualitative descriptive study on 19 administrators from three secondary schools in the North Kinta district. The respondents had been interviewed on their understanding expectations of school assessment using the focus group discussion method. Overall findings showed that the administrators’ understanding expectations of school assessment was weak; especially in terms of content focus, articulation across age and grade, transparency and fairness, as well as the pedagogical implications. Findings from interviews indicated that administrators explained their understanding expectations of school assessment from the aspect of school management, and not from the aspect of instructional leadership or specifically as assessment leaders. The study implications from the administrators’ understanding expectations may hint at the difficulty of the administrators to function as assessment leaders, in order to reduce their focus as manager, and move towards their primary role in the process of teaching and learning. The administrator, as assessment leaders, would be able to reach assessment goals via collaboration in identifying and listing teacher assessment competencies, how to construct assessment capacity, how to interpret assessment correctly, the use of assessment and how to use assessment information to communicate confidently and effectively to the public.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1112300Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 816
 Blankstein, A. M. (2010). Failure is not an option: 6 principles for making student success the only option (2nd ed.). Thousand Oaks, CA: Sage
 Arter, J., Stiggins, R., Duke, D., & Sagor, R. (1993). Promoting assessment literacy among principals. NASSP Bulletin, 77(556), 1.
 Blase, J., Blase, J., & Phillips, D. Y. (2010). Handbook of school improvement: How high-performing principals create high-performing schools. Thousand Oaks, CA: Corwin Press.
 Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33, 329–352.
 Dinham, S. (2005). Principal leadership for outstanding educational outcomes. Journal of educational administration, 43, 338–356.
 Crow, G. M., Hausman, C. S., & Scribner, J. P. (2002). Reshaping the role of the school principal. Yearbook of the National Society for the Study of Education, 101(1), 189–210.
 Stiggins, R., & Duke, D. (2008). Effective instructional leadership requires assessment leadership. Phi Delta Kappa, 90, 285–291
 Copland, M. A. (2001). The myth of the superprincipal. The Phi Delta Kappan, 82, 528–533.
 Ohlsen, M.T. (2007), Classroom Assessment Practices of Secondary School Members of NCTM, American Secondary Education, 36(1), 4-13.
 Webb, N.L. (1997). Criteria for alignment of expectations and assessment in mathematics and scienceeducation. (Research Monograph No. 6). Washington: National Institute for Science Education Publications.
 Kementerian Pelajaran Malaysia (2012), Kad Pelaporan Pelaksanaan Pelan Induk Pembangunan Pendidikan 2006-2010, Retrieved 17 Ogos 2012 from http://www.moe.gov.my/?id=21&act=research&rid=3
 Newmann, F.M. (1993). Beyond common sense in educational restructuring: The issues of content and linkage. Educational Researcher, 22(2), pp. 4-13, 22.
 Lembaga Peperiksaan Malaysia (2012), Buku Panduan Pengurusan dan Pengendalian Pentaksiran Berasaskan Sekolah (PBS), Retrieved 17 Ogos 2012 from http://www.moe.gov.my/lp/index.php/component/content/article/53/216-pentaksiran-berasaskan-sekolah