Journal article
Performance assessment for school leaders: comparing field trial and implementation results
Journal of educational administration, Vol.58(1), pp.38-59
01/16/2020
DOI: 10.1108/JEA-05-2018-0087
Abstract
Purpose The purpose of this paper is to compare two years of results for one state's performance-based assessments for principal licensure Performance Assessment for Leaders (PAL). This includes the field trial (2014-2015) and first year of statewide implementation (2015-2016) when passing score requirements and fees were added. Survey results on candidates' career aspirations provide concurrent validation. Design/methodology/approach Two years of PAL submissions (n=569 candidates) were scored by trained, certified scorers. Task and total score results were compared by year, preparation pathway and gender. Online feedback survey results on career aspirations for (n=146 candidates) were compared by year. Findings The results show that PAL assessments measure independent dimensions of leadership, differentiate candidates on leadership knowledge and skills, and confirm PAL's internal validity. Implementation year scores were higher than field trial scores, and preparation program candidates scored better than non-program candidates did. Candidate career aspirations were stronger in the implementation year than during the field trial.
Originality/value This is the first large scale performance assessment for aspiring leaders designed for state licensure decisions. It is being replicated in another state and shown promise for both formative and summative leadership assessment.
Details
- Title: Subtitle
- Performance assessment for school leaders: comparing field trial and implementation results
- Creators
- Margaret Terry Orr - Fordham UniversityLiz Hollingworth - Univ Iowa, Coll Educ, Iowa City, IA 52242 USABarbara Beaudin
- Resource Type
- Journal article
- Publication Details
- Journal of educational administration, Vol.58(1), pp.38-59
- Publisher
- Emerald Group Publishing
- DOI
- 10.1108/JEA-05-2018-0087
- ISSN
- 0957-8234
- eISSN
- 1758-7395
- Number of pages
- 22
- Language
- English
- Date published
- 01/16/2020
- Academic Unit
- Educational Policy and Leadership Studies
- Record Identifier
- 9984371079002771
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