They ought to be able to evaluation the appropriateness of the proposed uses and interpretations of both tradition and new assessment strategies. Educational administrators need a variety of competencies when using and reporting assessment results for decision making. Administrators often communicate assessment results to others and use assessment results to make decisions about individual students, groups of students, teachers and other personnel, curricula, and educational programs. Know the appropriate and useful mechanics of constructing various assessments. Locally built assessments are pervasive.
Teachers construct daily, weekly, and term assessments for their classrooms.
Administrators who have supervisory responsibility must be able to determine the quality of the assessment procedures their staff members use in masking decisions about students. The growing use of performance assessment, portfolio-based assessment, and computerized testing requires administrators to play a critical role in the proper development and use of these approaches. They must understand the principle that validity inheres in the use or interpretation made of a test score, not in the score itself, and should be prepared to exercise leadership both in supporting appropriate uses and in discouraging inappropriate uses of assessment results. This standard extends Standards 1 and 2 in the Standards for Teacher Competence in Educational Assessment of Students , which focus only on making instruction decisions. Therefore, decisions should be based on assessment results consistent with the purpose for which the technique was constructed.