Strong leadership for assessment reform may be embodied in a single strong leader at the school or district. Alternatively, an entire school may be quite progressive in its educational philosophy, inspiring teachers to actively pursue improved assessment practices. Both of these two factors can provide a powerful impetus for effecting assessment reform. Time Our case studies demonstrate that when time is freed up for teachers to work with assessments to plan jointly for integrated assessments, to discuss and share experiences with other teachers, or to devote time to assessment-related research and development work teachers gain valuable institutional support that fosters their appropriation of new assessment methods. The message that the school values the time teachers devote to improving their skills is manifested through this institutionally supported time.
Time is provided occasionally or intermittently.
For example, a small number of release days are provided for teachers who undertake specific responsibilities for assessment development. Many teachers who do not have access to institutionally provided time commit themselves to spending their own time honing their teaching skills. Score Assessments Teachers working with the most time-intensive assessment systems testify to the importance of release time from regular teaching duties. Additionally, teachers at several schools have received release time to support their endeavors on behalf of assessment and associated reforms. These teachers all suggest that this time away from the classroom is crucial to fostering their ability to develop assessment tasks and rubrics and to work with assessment systems.