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Curriculum and assessment

Journal articles about Curriculum and assessment

The latest ten articles from our journals on this subject.

Student inquiry and curriculum integration: Ways of learning for the 21st century? (Part B)
Sally Boyd
set 2013: no. 1
3

This article explores what approaches to inquiry and integrated inquiry might look like if given a 21st-century learning frame. It is the second of two articles about student inquiry and curriculum integration. (Part A appeared in set no. 3, 2012.)

A four-stage framework for assessing statistical literacy
Sashi Sharma, Phil Doyle, Viney Shandil, Semisi Talakia'atu
Curriculum Matters 8: 2012
148

Despite statistical literacy being relatively new in statistics education research, it needs special attention as attempts are being made to enhance the teaching, learning and assessing of this strand. It is important that teachers are aware of the challenges of teaching and assessing of literacy. The growing importance of statistics in today’s information world and conceptions of statistical literacy are outlined and models for developing statistical literacy from research literature are considered.

Aligning curriculum and assessment-divergent approaches in the framing of knowledge
Barbara Ormond
Curriculum Matters 8: 2012
9

This article examines the different outcomes that have emerged in the framing of knowledge for senior secondary school subjects through the process of aligning curriculum and assessment.

Assessment for learning in the classroom: Barriers to implementation and possibilities for teacher professional learning
Christopher DeLuca, King Luu, Youyi Sun and Don A. Klinger
Assessment Matters 4: 2012
5

Assessment for learning (AfL) has been touted as one of the most promising pedagogical approaches for enhancing student learning. Research suggests that engaging students in AfL helps to improve their achievement, develop metacognition and support motivated learning and positive self-perceptions. However, despite these promises, there have been notable barriers impeding teachers’ use of AfL in their classrooms.

Children's working theories: The neglected sibling of Te Whāriki's learning outcomes
Helen Hedges and Sarah Jones
Early Childhood Folio Vol 16 No. 1 (2012)
34

Te Whāriki has two learning outcomes: dispositions and working theories. The concept of dispositions has been developed much more fully, while working theories has tended to be the “neglected sibling”. This article aims to flesh out the concept of working theories, drawing on a range of sociocultural theories. It provides a work-in-progress definition and examples from a recent research project.

Dusky maiden—noble savage: Pasifika representation in the NCEA drama classroom
Michelle Johansson
Curriculum Matters 8: 2012
69

Pasifika learners. NCEA, as the nationally endorsed means of measuring achievement, exerts considerable power over what educators teach Pasifika young people is important and of intrinsic value for them as they prepare to take their places in society. This article argues that the NCEA drama texts are culturally charged with stereotypical character and theme types that promote negative constructions of identity in young Pasifika people. These texts also promote misunderstandings about what it means to be Pasifika by non-Pasifika learners.

Editorial
Mary Hill
Assessment Matters 4: 2012
1

Assessment Matters 4 explores questions of assessment practice and how assessment practices known to support learning might be facilitated. Articles discuss:

Editorial: Curriculum change and teacher resistance
Carol Mutch
Curriculum Matters 8: 2012
1

Educational change in New Zealand has been a hot topic in 2012.

Errors in test results: The “quick guide” part 2
Charles Darr
set 2012: no. 1
61

In the last edition of Assessment News (Part 1 of this “quick guide”), we looked at how measurement error limits the precision of test scores. In this edition of Assessment News we examine how another source of error—sampling error—affects how we can use test results for a group. For example, we need to consider sampling error if we want to use the test results to make judgements about the general effectiveness of the teaching and learning programme the group was involved in.
 

Expansive learning: Multicurricular pedagogy and holistic development through a music-centred programme
Trevor Thwaites
Curriculum Matters 8: 2012
110

Three years ago Ruth Round began teaching her Year 4, mixed-ability class in ways that made music central to her teaching while at the same time integrating The New Zealand Curriculum focusing in particular on language learning, poetry and art. Through a theoretical frame based on the ideas of Vygotsky, Ruth’s programme is underpinned by her belief that music is an art, a discipline, a language and a vehicle of instruction.

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Books and CDs about Curriculum and assessment

Connecting Curriculum, Linking Learning
CONNECTING CURRICULUM, LINKING LEARNING
$44.95

Teachers and principals know that students learn best when involved, challenged and inspired. An integrated curriculum offers teachers the tools to engage, extend and enthuse students. Yet today’s curriculum seems to be narrowing and becoming restrictive. Assessment-driven teaching, reporting to standards and a pronounced emphasis on individual learning in numeracy and literacy now hold sway. Is it possible to balance standards with innovation? What scope is there for teachers and principals to use their initiative?

10 April 2013
set 2012: no. 3
SET 2012, ISSUE 3
$29.95

This issue of set begins by taking a well-grounded, practice-informed look at conditions that support teachers to be learners when they inquire into their practice. Learning on the job can be demanding, but ultimately very satisfying for teachers if it leads to positive changes for their students. The importance of strong leadership is emphasised, with a focus on “walking the talk” by being an active inquirer yourself—reading teachers, for example, benefit by being active readers themselves.

21 December 2012
Curriculum Matters 8: 2012
CURRICULUM MATTERS 2012, VOL. 8
$50.00

This issue of Curriculum Matters celebrates a range of positive acts of thoughtful critique in response to a prevailing climate of educational change.

6 December 2012
Vital connections: Why we need more than self-managing schools
VITAL CONNECTIONS: Why we need more than self-managing schools
$39.95

What was the real effect of the radical Tomorrow’s Schools reforms? Has New Zealand’s school system improved as a result? What changes are needed now to meet our expectations of schools?

This is the definitive and compelling story of New Zealand school self-management over more than two decades. Cathy Wylie explores the paths taken and the growing tensions of a system that left too much to chance.

22 November 2012
History Matters: Teaching and learning history in New Zealand secondary schools in the 21st century
HISTORY MATTERS
$44.95

History Matters reflects the dynamic nature of teaching and learning history in New Zealand secondary classrooms.

7 September 2012
Teaching Reading Comprehension - The What, The How, The Why
TEACHING READING COMPREHENSION: THE WHAT, THE HOW, THE WHY
$59.95

Teaching Reading Comprehension presents strategies that teachers can understand and teach. The strategies are simple, flexible and fun. This book incorporates the CORE research-based model of instruction for teaching comprehension strategies.

27 June 2012
Changing Trajectories of Teaching and Learning
CHANGING TRAJECTORIES OF TEACHING AND LEARNING
$39.95

This monograph is designed to highlight areas of research strength found at The University of Auckland’s Faculty of Education. The chosen theme of this volume, “Changing trajectories of teaching and learning”, encompasses the Faculty’s strong research presence in ongoing teacher learning and in raising student achievement, particularly in lower decile schools and in the area of literacy. It also encompasses the Faculty’s role in enhancing teaching and learning through researching quality teacher education and social work education.

2 February 2012
Developing Independent Learners: the Planning and Implementation of an Inquiry-Based Curriculum Integration Programme at Kuranui College
DEVELOPING INDEPENDENT LEARNERS
$46.00

Jedd Bartlett

Developing Independent Learners describes the planning and implementation of an inquiry-based curriculum integration programme, Base 6, at Kuranui College in Greytown.

The book chronicles the three-year journey undertaken by the Base 6 team of teachers as they explore the theory underpinning the programme, take part in professional development, plan the curriculum, and put the programme into practice.

1 June 2005