This is a contract to provide data analysis and professional advice services to the Ministry of Education (MOE) in relation to student profiles using the English Language Learning Progressions (ELLP), 2008. The services will include the continued analysis of a range of English language learners’ patterns of progress as they acquire proficiency in English language based on analysis already carried out in November and December 2009.
Assessment Resources for Classroom Teachers (ARCT) is NZCER's current contract to the New Zealand Ministry of Education to provide assessment support for New Zealand teachers. There are three main areas of work: research and development; resource development; and assessment services.
Currently in New Zealand there is a strong focus on raising overall literacy levels – from young children in schools to adults in the workplace. However, understanding and improving Māori literacy rates requires approaches that focus, not on individuals in isolation, but on the wider, whānau-based context.
This project plans to investigate whānau literacy development, particularly the connections between parental literacy development, tamariki literacy development, and wider whānau development and transformation.
This book is the proceedings from the NZCER conference, Assessing Adult Learning: Literacy and Numeracy Competencies, held in Wellington in August 2010. The day was focused on assessment in literacy and numeracy, at individual, organisational, national and international levels. It also explored the role of the new national assessment tool for adult learners, which was made available earlier in 2010.
Preliminary findings from the Lifelong Literacy research project.
In M. Sinclair (Ed.), A journey of discovery: Facilitating the initiation and application of schooling research (pp. 31-41). Auckland: Cognition Institute.
Readers need to focus their attention on detail if they are to engage with big ideas. When a reader interprets details they produce knowledge; the production of knowledge allows them to gain insight; and a reader with insight is one who will be able to access and critique ideas.
Reading Recovery is offered in most New Zealand schools, yet recent research shows that low-decile schools are less likely to offer it.
This article explores reasons for the lower uptake of Reading Recovery in low-decile schools, identifies some of the challenges they face in implementing it, and presents some solutions drawn from case studies of eight decile 1–4 schools selected for their effective implementation of Reading Recovery.
This article offers a new look at students' comprehension of poetry. Its findings will be of particular interest to English teachers and teachers working with students to extend their understanding of texts that have complex language features and use figurative language.
NZCER, for Tertiary Education Learning Outcomes Policy (Learning for Living), Ministry of Education,
Research report
The purpose of this research study is to contribute to an understanding of what is required to enhance the assessment capability of tertiary education providers of learning in literacy, numeracy, and language.
Explicit teaching and modelling are found to be vital among the strategies used by the teacher in this study to support her Year 5 and 6 students in developing self-regulating writing behaviours.
Two strengths of the ARBs are their links to national curriculum statements and the range and control they give teachers and schools over what is to be assessed. They include a set of 96 writing resources for English, covering poetic and transactional writing. In view of positive feedback from ARB users, it has become apparent that schools can use the scoring guides when there is a need to make levels-based assessment of their own poetic and/or transactional writing tasks.
Marie Cameron, Helen Depree, Joanne Walker, and Dennis Moore
2002
NZCER Press
Journal article
We know that children learn better when they are supported during new learning by someone who is more expert than they are. At a multi-cultural school in one of the five most “at risk” areas in Auckland, peer tutors were able to learn and operate paired writing techniques, with the teacher as coach. Improvements in unaided writing were clearly evident for both the tutored and the tutors.
This article outlines the implications for teachers of the findings from a comparative study of students’ editing skills and processes when using word processors and pencils to write. An overview of the editing skills that students can be expected to have at three different year levels is presented.
