National Standards

publisher:

NZCER Press

publisher:

NZCER Press

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Journal articles about National Standards

The latest ten articles from our journals on this subject.

Learning through moderation: Minding our language

Rosemary Hipkins

set 2010: no. 1

Drawing on secondary teachers’ experience of standards-based assessment for NCEA, this short article discusses moderation challenges that will face primary teachers as they make overall professional judgments of each student's progress against the new National Standards. Moderation potentially offers rich professional learning possibilities—but only if teachers feel safe to learn, have the time needed, and are given access to robust examples to inform their debates.

National Standards: Thinking wider about sources of evidence

Brenda Weal and Selena Hinchco

set 2010: no. 2

As National Standards come into force around the country, schools are starting to deal with implementing them in practice. This article explores some ideas about the implementation of National Standards in general, using the teaching of technology as an example.

Reflections on being “labelled” by National Standards

Rosemary Hipkins

set 2010: no. 3

"What are the conditions required for standards to not only be used to measure improvement but also to inform student learning and teaching for improvement purposes in the context of national curriculum and assessment reform?" (Klenowski & Wyatt Smith, 2010, p. 108)

Isn't this what you might call a "million dollar" question? Many New Zealand schools are currently facing this challenge and asking questions such as this with good reason.

Standards, teacher judgement and moderation in contexts of national curriculum and assessment reform

Val Klenowski and Claire Wyatt-Smith

Assessment Matters 2 : 2010

107

This paper puts forward a proposal for reviewing the role and purpose of standards in the context of national curriculum and assessment reform more generally. It seeks to commence the much-needed conversation about standards in the work of teachers as distinct from large-scale testing companies and the policy personnel responsible for reporting.

Commentary: Towards defining, assessing and reporting against national standards for literacy and numeracy in New Zealand

Alison Gilmore, Terry Crooks, Charles Darr, John Hattie, Jeff Smith and Lisa Smith

Assessment Matters 1 : 2009

135

The New Zealand government’s Crusade for Literacy and Numeracy stipulates that national standards will be set in literacy and numeracy; that every primary and intermediate student will be assessed regularly against the national standards; and that every primary and intermediate school will report to parents in plain English about how their child is doing compared to national standards and compared to other children their age.

Spotlight on assessment: an interview with Terry Crooks

Sarah Boyd

set 2008: no. 1

A series in which we ask a leading researcher to distil three key ideas from their work over the years.

National consultation on exemplars: What difference does it make for teachers?

Jenny Poskitt

set 2002: no. 3

Earlier this year 225 primary, intermediate and secondary schools took part in a national consultation on the draft national exemplars. Schools effectively trialled the exemplars and provided feedback on their quality and usefulness. The results, though mixed, were generally positive, and have influenced the ongoing development of national exemplars. They also have implications for the professional development of teachers when the national exemplars are implemented in 2003.