Leading an Assessment Reform: Ensuring a Whole-School Approach for Decision-Making

The ability of teachers to use assessment data inform decisions related learning and teaching defines effectiveness. However, maximise the benefits teacher decision-making, there is a need ensure that all across school are supported engage in whole-school approach ensuring students different stages supported. This paper reports on case study building an culture with strong focus using range for decision-making. We used auto-ethnography reflect our experiences leading this reform. Using lens activity theory, we have identified structural, organisational, social behavioral factors contribute success program.