Australian Journal of Teacher Education
Abstract
The aim of this paper is to present the findings of a study on school-based assessment in a Pacific nation – namely, the Solomon Islands. A questionnaire was designed consisting of both open-ended and closed-type questions to elicit the views of school heads on the challenges they faced in school-based assessment. The findings indicated that they faced difficulties in effectively carrying out school-based assessment due to the limited knowledge and skills they possessed. They highlighted that the initial teacher training programme did not include much on assessment and this adversely impacted their work as instructional leaders on assessment for learning and teaching in schools. On a positive note, when they critically reflected on the assessment course which they completed as part of the leadership programme, they showed adequacy of preparation in terms of their newly acquired knowledge and skills in applying best practices in school-based assessment. Despite this being a small-scale study, it indicates that more attention given to the application of best practices in assessment for the purpose of promoting children’s learning is warranted. Best practices in assessment are needed not only in Solomon Islands but also for other jurisdictions within the Pacific region, to ensure meaningful progress and development in education.
Recommended Citation
Lingam, G. I., & Lingam, N. (2016). Developing School Heads as Instructional Leaders in School–Based Assessment: Challenges and Next Steps. Australian Journal of Teacher Education, 41(2). https://doi.org/10.14221/ajte.2016v41n2.6