Dynamic leadership assessment cycle: five-phase implementation process
| Phase | Description |
|---|---|
| Phase 1 | Assessment administration. Students complete a self-report assessment composed of ALB, ALSE, and ALSA items at designated points in the curriculum |
| Phase 2 | Automated feedback. Students receive individualized score reports by email shortly after completing the assessment. Instructors receive class-level aggregate reports at the close of each assessment phase |
| Phase 3 | Guided reflection and coaching. Students use their reports in individual reflection, small-group discussion, leadership coaching activities, and group process learning consistent with case-in-point/intentional emergence teaching methods (Kliewer, 2025; Kliewer & Priest, 2019; Werner & Weng, 2024). Instructors use the results to adjust individual and group-level learning plans. Mixed-methods data collection helps improve student outcomes by matching quantitative self-report data with qualitative observed adaptive leadership behaviors |
| Phase 4 | Instructional adjustment and qualitative observation. Students and faculty are encouraged to make data-informed adjustments to instruction and personal leadership learning and development objectives. Qualitative and quantitative data serve as evidence to make informed teaching and learning adjustments that meet student needs |
| Phase 5 | Reassessment. The cycle is repeated across the curriculum so that students and instructors can track development over time and connect feedback to subsequent learning experiences. Repeated assessment, in a moment of time through the curriculum, is a scalable way to track the process in which students develop adaptive leadership behaviors, self-awareness, and self-efficacy |
| Phase | Description |
|---|---|
| Phase 1 | Assessment administration. Students complete a self-report assessment composed of ALB, ALSE, and ALSA items at designated points in the curriculum |
| Phase 2 | Automated feedback. Students receive individualized score reports by email shortly after completing the assessment. Instructors receive class-level aggregate reports at the close of each assessment phase |
| Phase 3 | Guided reflection and coaching. Students use their reports in individual reflection, small-group discussion, leadership coaching activities, and group process learning consistent with case-in-point/intentional emergence teaching methods ( |
| Phase 4 | Instructional adjustment and qualitative observation. Students and faculty are encouraged to make data-informed adjustments to instruction and personal leadership learning and development objectives. Qualitative and quantitative data serve as evidence to make informed teaching and learning adjustments that meet student needs |
| Phase 5 | Reassessment. The cycle is repeated across the curriculum so that students and instructors can track development over time and connect feedback to subsequent learning experiences. Repeated assessment, in a moment of time through the curriculum, is a scalable way to track the process in which students develop adaptive leadership behaviors, self-awareness, and self-efficacy |
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