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REGION: MIDLANDS
PROGRAMME: BEDM INTAKE: 38
FULL NAME OF STUDENT: MATESANWA DOREEN PIN: P1535251D
MAILING ADDRESS: TORE PRIMARY BOX 128 REDCLIFF

CONTACT CELL: 0773396010 I.D NO:03-109834d38

COURSE NAME: THE ROLE OF THE INSTRUCTIONAL LEADER

COURSE CODE: BEDM 406

ASSIGNMENT NO:2 DATE: 22 DECEMBER 2020

ASSIGNMENT TITLE: Compare and contrast continuous and summative assessment.

How can the instructional leader make use of the two types of assessment to enhance
instruction in an educational institution?
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In the school, the instructional leader is in the fore- front of mitigating
innovation and change. They should be able to identify effective instructional
and supervisory skills which they can use to supervise staff. This writes up will
compare and contrast continuous and summative assessment. How can the
instructional leader make use of the two types of assessment to enhance
instruction in an educational institution?
Assessment is the process of gathering data. More specifically, assessment is
the way teachers gather data about their teaching and their learners’ learning
(Hanna and Dettmer,2004). Assessment measures if and how learners are
learning and if the teaching methods are effectively relaying the intended
messages. Hanna and Dettmer (2004) suggest that one should strive to
develop a range of assessments strategies that match all aspects of
instructional plans.
According to Ogunniyi (1986;113) assessment refers to; procedure concerned
with finding out in a systematic manner the overall gains that a student has
made in terms of knowledge, attitudes and skills after a given set of learning
experiences. The above definition highlights the need for comprehensive
procedures that provide an overall picture of the students’ performance. Such
an assessment is continuous assessment or on –going formative evaluation as
opposed to summative evaluation which focuses on terminal behaviour.
According to Greenfield (1987;56) instructional leadership refers to actions
taken to develop a reproductive and satisfying work environment for teachers
and desirable work conditions and outcomes for children. De –Bevoise
(1984;15) says “Instructional Leadership means those actions that a principal
takes or delegates to others to promote growth in student’s learning’’.
Both definitions the leader exercises influence on the staff so that the staff
may impact on children’s learning. Greenfield emphasises the need to ensure
reproductive and satisfying work environment for teachers. De-Bevoise,
however, stresses the effect of the instructional leader on student’s learning

On the other hand, Sergiovanni (1984), in Greenfield (1987;57) refers to

instructional leadership as consisting of leadership forces that can be thought
of as means available to administrators, supervisors and teachers to bring
about or preserve changes needed to improve schooling. In the light of the
above, the instructional leader is the head of the school. Further, it is
important to decide how and the extent to which one can become an
instructional leader because a position of authority is not enough. One
becomes an instructional leader when subordinates show willingness to follow
and share one’s instructional goals.
Continuous assessment is a classroom strategy implemented by facilitators to
ascertain the knowledge, understanding and skills attained by learners.
Continuous assessment occurs frequently during the school year and is part of
regular facilitator - learner interactions. In continuous assessment, facilitator
assess the curriculum as implemented in the classroom.
Continuous assessment is an on-going, formative evaluation which tries to find
out in systematic manner, learners' gains of knowledge, attitudes and skills.
Usually, continuous assessment has to be systematic. This means that
measurements have to be done at specific periods, such assessments have to
be comprehensive. Facilitators can achieve this if they can resort to fortnightly,
weekly or monthly facilitator made tests. Facilitators can also make use of
standardized tests, oral tests, discussions, oral questions, observations,
projects or other forms of assignment.
Continuous assessment is cumulative and have to be weighted. Such an
approach avoids disadvantaging a learner who, in summative evaluation, could
be disadvantaged if an examination focused on the content area the learner if
not familiar with or has no interest in. Continuous assessment emphasis
providing guidance to and promote intellectual growth and development of
the student. Through preparations for regular interspaced tests, learners are
afforded opportunities to learn. It also allows facilitators to evaluate the
effectiveness of their teaching strategies relative to the curriculum and to
change those strategies as dictated by the needs of their learners.

Summative assessment takes place after the learning has been completed and
provides information and feedback that sums up the teaching and learning
process. Summative assessment is more product –oriented and assesses the
final product. Types of summative assessment are final examinations (a truly
summative assessment), term papers, projects (project phases submitted at
various completion points could be formatively assessed). Portfolios (could also
be assessed during its development as formative assessment) performances,
learner evaluation of the term (teaching effectiveness and teacher self-
evaluation.
Instructional leaders can make use of the continuous and summative
assessments in an educational institution. Purpose of these assessments is to
establish learner strengths and weakness, placement, promotion into next
grade, remedial, evaluate the curriculum, certification and channelling into
pathways. Instructional leaders decide on why they should assess, that is the
purpose of assessment. Decide on what to assess, design assessment
instruments, collect data (assessment data) analyse the data and make
decisions on the basis of the information.
Instructional leaders use principles of assessment. Authenticity-Ethno-based,
assessment must be authentic. Validity, reliability, fairness and relevance. As
an instructional leader it is important to facilitate learners’ assessment by
ensuring staff are well trained in the use of assessment procedures. It may be
necessary to conduct in-house workshops to ensure all the staff have the skills
of devising suitable tests. Devising ways of meeting costs incurred when
implementing learners’ assessment procedures. Materials and other resources
to facilitate an effective learner assessment programme for example,
report cards duplicating paper, files, cabinets, computer facilities and data
banks have to be budgeted for.
The facilitator suffers from time constraints. It is necessary to determine the
extent to which a facilitator who is loaded with other responsibilities can still
be energetic enough to pursue effective learner assessment. The instructional
leader should be aware of such constraints and assist staff to prioritise
demands on their time.

Some facilitators lack the ability to develop a variety of tests and instruments
that reliably measure learner attainment. The facilitators should be afforded
opportunities to develop diagnostic tests and also be able to use standardised
tests during learner assessment. The instructional leader should either train
them to develop such tests, or just hire an expert to do the training.
Very often the instructional leader operates under a variety of pressures
making it difficult to monitor how learner assessment is being carried out in
the school. Inadequate financial resources also limit the extent to which
workshops can be organised in order to provide the needed expertise. It is
therefore important for the instructional leader to prioritise his / her activities
to ensure that learner assessments receive due emphasis.
In the school situation, summative evaluation tends to concentrate mainly on
cognitive skills at the expense of psychomotor and affective aspects.
Summative evaluation tends to concentrate on acquisition of knowledge, it is
criticised for encouraging memorization of facts without understanding.
Instructional leaders have to perform a number of roles to ensure success
continuous and summative assessment of learner. These roles are those of the
planner, organiser, leader, helper, evaluator/appraiser, communicator,
motivator and decision maker.
In a nutshell instructional leader have to make use of the two types of
assessment which are continuous and summative assessment to enhance
instruction in an educational institution. Effective learner assessment depend
upon accurate collection of data and such assessment should be firmed up by
effective reporting systems. Continuous assessment is cumulative and it makes
it easier to provide learners with regular well monitored guidance that
promotes their intellectual growth. The role of the instructional leader is to
ensure that learners’ assessments are effective so as to achieve individual and
organisational goals.
 REFERENCES
Hanna, M.G. and Dettmer, S. (2004). Educational Evaluation and
Measurement: Application, Toronto: Charles Merrill.
De Bevoise, W. (1984). Synthesis of Research on Principal as Instructional
Leader in Educational Leadership, Vol 41pp.14-20.
Greenfield W. (1987) Instructional Leadership: Concepts, Issues and
Controversies, Boston: Allyn and Bacon Inc.
Ogunniyi, G. (1986). Principles of Educational and Psychology Measurement
and Evaluation, Belman: Wadsworth.