Some schools have expended considerable effort to create assessment rubrics as part of building an initial understanding of the key competencies in The New Zealand Curriculum (Ministry of Education, 2007). Key competencies can be interpreted within a relatively traditional skills-based framework, or they can be seen as a vehicle for ...

This paper outlines the development and the conceptual design of an assessment for learning resource of 177 exemplars from early childhood contexts. Two metaphors provide the foundation for the resource: te whāriki and kei tua o te pae. These metaphors underpin a discussion about assessment of learner outcomes that reach “beyond the self” and“beyond ...

This paper describes an instance of classroom assessment and then moves on to consider the ways that examples such as this may illustrate, and be informed by, the principles for curriculum decision making set out in The New Zealand Curriculum (Ministry of Education, 2007). The primary purpose of classroom assessment ...

Assessment for learning (AfL) is widely acknowledged in international research as an effective approach to supporting and promoting learning, but its use in educational settings is not as widespread as may therefore be expected.  In this paper we reflect on the impact of a government-funded programme in Scotland, Assessment is ...

This paper describes the findings that emerged when a New Zealand professional development organisation reviewed its model of delivering assessment for learning in primary and secondary schools.  The evaluation was prompted by the need to supplement an annual review of student achievement data and teacher capabilities data with a more ...

This paper examines the implications of using large-scale assessment results (a) to make judgements about student achievement of educational goals and (b) to provide educators with directions for improving teaching and learning. First, an exploration of the goals of education and how they are developed is outlined, followed by a ...

Student-centred curriculum positions students firmly at the centre of their learning. The democratic teaching pedagogy underpinning this approach involves co-constructed learning with students and teachers planning together. Here, planning for camp provides a practical example of student-centred integration in action.

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

Awatapu College's new Te Pikinga programme supports senior Māori students to realise their potential for tertiary studies. It aims to broaden students' options, encourage their engagement with learning, and increase their presence in senior academic classes. Promising results are emerging.

Contemporary understandings about health education underpin one school's response to student and community need by ensuring consistency across the school system and using external providers to enhance this synergy. Supporting student action to improve health and wellbeing can assist schools to meet the intent of the new curriculum.