Abstract

This study explored how classroom teachers characterized schools that exemplify leadership in assessment and evaluation. Using a semi-structured format, 20 teachers working in both elementary and secondary schools were interviewed from two school districts in southern Ontario, Canada. The interview protocol contained a range of general questions related to teaching and administrative experience, professional development, as well as more specific questions related to perspectives of school leadership in assessment and evaluation. Analysis of the interviews followed a constant comparison method within a tri-level conceptual framework that considered classroom, school, and policy related issues. Six core themes were identified by teachers across the various levels: multiple methods, formative versus summative assessment, assessment consistency, professional learning communities, standards-based context, and professional autonomy. The discussion focuses on the implications of the findings for assessment reform and school improvement.