The evaluation of student performance and knowledge is a critical element of an educator's job as well as an essential step in the learning process for students. The quality and effectiveness of the evaluations given by educators are impacted by their ability to create and use reliable and valuable evaluations to facilitate and communicate student learning. The Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom is an essential reference source that discusses effective language assessment and educator roles in evaluation design. Featuring research on topics such as course learning outcomes, learning analytics, and teacher collaboration, this book is ideally designed for educators, administrative officials, linguists, academicians, researchers, and education students seeking coverage on an educator's role in evaluation design and analyses of evaluation methods and outcomes.

This book is a practical resource designed to raise leadership educators understanding of culturally relevant leadership pedagogy for the purpose of creating inclusive learning spaces that are socially just for students. For leadership educators seeking personal and professional development to assist in building and enhancing their levels of cultural competence in leadership education, this book is a guide. The audience for the book ranges from new and entry-level leadership educator roles to senior scholars in leadership education. Operationalizing Culturally Relevant Leadership Learning, provides leadership educators with a substantive and comprehensive approach to the topic, offering personal narratives from leadership educators who have operationalized the model in their own personal and professional contexts. We believe that reframing leadership education with the culturally relevant leadership learning model, leadership educators will be able to integrate new insights into their own pedagogy and practice and move towards action. This book illustrates how leadership educators can shift the way they experience and facilitate leadership learning. By framing the operationalization of culturally relevant leadership learning, this book discusses the why, who, what, where, when, and how of developing culturally relevant and socially just leadership education. Readers of this text are encouraged to actively engage in the content through the questions each chapter pose and consider for themselves how culturally relevant leadership learning can be implemented in their own context.