Publications
Journal of Educational Leadership, Policy and Practice
New Zealand Educational Administration and Leadership Society
Subject: Education
ISSN: 1178-8690
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Assessment within ILP: A journey of collaborative inquiry
Linda Harvie / Steve Harper-Travers / Amanda Jaeger
Citation Information : Journal of Educational Leadership, Policy and Practice. Volume 32, Issue 1, Pages 133-139, DOI: https://doi.org/10.21307/jelpp-2017-012
License : (CC BY-NC-ND 4.0)
Published Online: 21-April-2019
- ARTICLE
- FIGURES & TABLES
- REFERENCES
- EXTRA FILES
- COMMENTS
ARTICLE
ABSTRACT
Innovative Learning Pedagogies (ILPs) have given rise to much focus on the pedagogical changes required
to ensure students work collaboratively, apply knowledge, create outcomes and communicate these outcomes
effectively. One key element that has had much less focus is how students are assessed when working in an
Innovative Learning Environment (ILE) and how this assessment information might be communicated to all
stakeholders. As a school, we commenced our collaborative inquiry using action research-based Professional
Learning to enable us to assess and track students who might not be in our assigned class and reflect upon
whether traditional written reports to parents fitted the new pedagogies.
Key findings from collaboration with teachers, students and parents demonstrated the desire for a system
of assessment that was online and allowed:
• Higher levels of student voice and agency
• On-going review so that the most current information about achievement and goals was available
• Parents to share in the richness of their child’s learning journey
• A holistic profile of the students, rather than one which purely focussed on academic achievements.
We believe that the outcomes of this assessment inquiry will have a significant impact on all teaching and
learning in our ILEs.
FIGURES & TABLES
REFERENCES
Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation.
Cardno, C. (2003). Action research: A developmental approach. Wellington: New Zealand Council for Educational Research.
Cardno, C. (2012). Managing effective relationships in education. London: Sage Publications.
Donohoo, J., & Velasco, M. (2016). The transformative power of collaborative inquiry: Realizing change in schools and classrooms. Thousand Oaks, CA: Corwin Press.
Fullan. M. (2015). Leadership in a digital age: The William Walker Oration. Paper presented at the Annual ACEL conference.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London:
Routledge.
Ministry of Education. (2008). Kiwi leadership for principals: Principals as educational leaders. Wellington: Learning Media.
Ministry of Education. (2015). The National Administration Guidelines (NAGs). Retrieved February 2017 from: https://education.govt.nz/framework/main.php/legislation/nags/?url=/ministry-of-education/ legislation/nags/
Ontario Ministry of Education. (2014). Collaborative inquiry in Ontario: What we have learned and where we are now - Capacity Building Series (Vol.39). Toronto, ON: Ontario Ministry of Education.
Smardon, D., & Charteris, J. (2016). Leading change in ILE: Building school wide leadership capacity. New Zealand Principal, 31(4), 16-17.