With twice-yearly assessment a requirement for schools from 2026 onwards, NZCER has introduced guidance for relevant Progressive Achievement Tests, designed to support schools in their decision-making about the process. This is our guide for PAT Tuhituhi | PAT Writing. You can find our guides for PAT Pānui | PAT Reading Comprehension and PAT Pāngarau | PAT Mathematics here.
Schools should make autonomous decisions when deciding on appropriate time points for using this assessment. NZCER recommends that PAT: Tuhituhi is used no more than twice a year and is used in conjunction with other assessment information to gain a full picture of writing progression.
Schools can select the same or different genre when sitting assessments twice yearly. We recommend using different tasks throughout the year. For example, a school could use a narrative assessment in Term 1 and a persuade in Term 4 if these assessments were relevant to their learning programmes. All genres in PAT: Tuhituhi | Writing utilise a genre-specific rubric with the same set of writing elements,
meaning it is possible to see progression in writing using different tasks.
Assessment purpose and time points
When deciding to use PAT: Tuhituhi | Writing as a twice-yearly assessment, schools should consider the purpose underlying each assessment timepoint. For example, Term 1 may be used to gather baseline data and information to support teaching and learning, whilst Term 4 may be used to monitor progress. When making these decisions, consider;
1. How progress can be highlighted at different assessment time points over a 12-month period
This could be through: identifying concept strengths and next steps; monitoring evidence against annual plan goals; monitoring individual/cohort ākonga progress; or providing a source of evidence for monitoring impact on kaiako professional learning.
2. The purpose of the assessments
This could be: baseline monitoring and tracking; data for focused inquiry such as a literacy focus; or school level review of progress and achievement.
3. The class, school or syndicate focus:
This may be on: a specific genre (such as narrative or persuasive writing); a broader type of writing like transactional; or elements of writing like ideas or organisation.
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PLD support for twice-yearly assessments
NZCER’s Education Advisors are available to facilitate strategic discussions to ensure schools develop assessment plans that are relevant to their individual needs.
NZCER provides professional learning workshops for kaiako and leaders on effective and strategic use of the data gathered through standardised assessments. Find out more here or email us at education.adviser@nzcer.org.nz