This article argues that empathy has an important place in the history classroom and can contribute to the aims of The New Zealand Curriculum (Ministry of Education, 2007). The article examines the concept of empathy from both an affective and cognitive angle. It proposes that empathy is linked to The ...

In an attempt to develop tolerance and acceptance of other cultural groups, teacher educators from the University of Newcastle worked with members of the local African community to develop a creative arts programme for young school children. The process of engaging with the African cultures, the school teachers and students ...

Recently, I had the opportunity to listen to Michael F. D. Young, whose book Knowledge and Power (1971) was very influential on my early thinking about curriculum. Michael Young is an emeritus professor at the University of London and was in New Zealand to give the prestigious Hood lecture at ...

When I was corresponding with one of the authors in this issue, Emeritus Professor James Popham, I received an advertisement for his latest book in a document called “Popham eflyer”. As educationalists are wont to be, particularly those in assessment and evaluation research, I am at times somewhat distracted by ...

The aim of this article is to clarify some key concepts in the current Norwegian discourse on assessment, the importance of which is essential in working with teachers on developing competence in assessment for learning. Competence is reflected in teachers’ assessment practice, which includes the ability to design a cohesive ...

Given the recent movement toward standards-based education there is a heightened need for teacher competency in the area of assessment and evaluation. However, despite demands for teacher assessment literacy, there are few instances of mandatory assessment courses in preservice teacher education programmes. Further, there is generally a lack of research ...

In a world where schools are accountable for ensuring that all of their students are academically well prepared to enter “the knowledge society”, using assessment in the service of learning is a critical skill for teachers. This article contends that in order to prepare teachers to use assessment for learning ...

Assessment for learning (AfL) practices observed in case studies in a North Queensland school were analysed from a sociocultural theoretical perspective. AfL practices of feedback, dialogue and peer assessment were viewed as an opportunity for students to learn the social expectations for being an autonomous learner, or central participant, within ...

This article provides a synthesis of the literature on formative assessment, self-regulated learning and adaptive help seeking. We do this by developing a classroom model of adaptive help seeking. The model focuses on self-regulated learning, within which the processes of adaptive help seeking and interactive formative assessment are theoretically integrated ...

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 ...