Leading Assessment for Learning

  • Sue Swaffield
Part of the Springer International Handbooks of Education book series (SIHE, volume 25)


The age of dictat and bureaucracy can no longer expect compliance to instructions and action blueprints. For leadership the starting point has to be with a deep, and deepening, understanding of human learning, motivation and evolving needs. That is the thesis of this chapter which argues for radical change in the relationship among the various actors who create the conditions for learning and teaching. Schools can no longer meet the needs of young people without a quality of leadership which is alert to the profound impact of social change and is proactive in changing mindsets and practices which follow.


Professional Development Local Authority Formative Assessment School Leader National Strategy 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.University of CambridgeCambridgeUK

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