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Rosemary (Rose) is a Chief Researcher at NZCER. She holds a PhD from Deakin University, Melbourne.
Rose maintains a strong interest in the complex space at the intersection of curriculum and assessment practices. She was actively involved in the development of both the New Zealand Curriculum (NZC) and the National Certificates of Educational Achievement (NCEA assessment system). Over the 16 years she has been at NZCER she has lead national research projects related to both curriculum and assessment innovation in New Zealand.
Her concern with maintaining the fidelity of the curriculum in high-stakes assessments is reflected in her most recent book NCEA in Context, co-authored with two colleagues from nearby Victoria University of Wellington. The three authors have also published an article exploring the effect of high-stakes assessment on the representation of epistemic knowledge in the enacted curriculum.
Rose has recently led a programme of work centred on the use of a ‘capabilities’ approach to curriculum development. The most recent summary of this work is here. She is now leading the development of an overview of Competencies in NZC.
Other NZCER projects Rose is supporting include NMSSA (science and key competencies studies); and the National Survey programme (mainly secondary but also curriculum-related aspects of the primary surveys). Rose has also supported the development of the following tools and resources: Junior Science: Thinking with Evidence; Remixing the Key Competencies; and Remixing NCEA achievement standards.
Rose supports several Teacher-Led Innovation Fund projects. Some TLIF projects foreground curriculum innovation (Alfriston College; Howick College; Kaikorai Valley High School: Urban Farm). Others have a focus on pedagogical innovation (Kaikorai Valley High School/Queens High School; Paraparaumu College; Mana College; Stonefields School). In practice pedagogy and curriculum are two faces of one coin so this grouping is a matter of emphasis.