Educational Leader's Assessment Philosophy Statement Analysis

Educational leaders must act with purpose in all they do, as each action impacts student outcomes. While it is important to conduct a variety of assessments to gather data on student progress toward goals, it is equally important that each of those assessments be performed with purpose and fidelity (Heeneman, Oudkerk Pool, Schuwirth, Vleuten, & Driessen, 2015). Thus, the creation of a leader’s assessment philosophy statement based upon sound theories in psychological, sociological, political, and philosophical areas can guide him toward meaningful interaction that informs instruction and improves student outcomes.
Assessment Philosophy Statement
Assessment of students should be purposefully conducted to address specific outcomes and measure student progress through multiple modalities, enabling all students to demonstrate success and mastery in ways appropriate to their individual learning styles and stages of development.
Creation of a Holistic Practice of Assessment
The practice of assessment should be approached from a holistic standpoint, intending to consider the entire student as a means of comprehending the results of such exercises. This can be achieved first through understanding the student’s zone of proximal development as an
They provide an objective basis for measuring the success of instructors in conveying necessary information to students. They also provide a method of ensuring that all students are exposed, on some level, to common essential elements of learning that form foundations for more complex learning later in life. While standardized assessments must be given to comply with a variety of mandates, it is critical that instructors understand the political climates in which those assessments are created and their limited use in measuring actual student