set 1999: no. 2

The 1996 National School English Literacy Survey is unique among national literacy surveys in that it was based on a broad definition of literacy; teachers were central to the collection of achievement data; and student achievement was reported against scales describing typical growth in writing, spelling, reading, viewing, speaking, and listening.

Diagnostic information from the science assessment resource banks can provide valuable national information about what students know about a particular subject. This information can help teachers sharpen their classroom planning.

The introduction of information skills into the New Zealand Curriculum has signalled a change in direction for education from teacher-centred learning to student-centred learning. However, before teachers will commit themselves to use this learning process they need evidence that the teaching of these skills will achieve the desired outcomes.