The Assessment Resource Banks (ARBs) have been available to teachers since the 1990s. Since then our understanding of assessment has broadened, and the focus today is much more on the ARBs as a powerful tool for assessment for formative purposes. Next Steps is intended to help teachers to use the ARBs to support formative assessment in classrooms.

How can teachers support young people in thinking about and crafting these pathways? Over the period of their working lives, there is a high likelihood that young people will seek (or be required) to develop in changing occupations, to move into many (possibly different) jobs at different times in life, and to manage learning opportunities or requirements (at tertiary institutions, in the workplace) throughout life. In such a dynamic environment ...

Career management competencies have recently emerged in New Zealand and in international policy addressing people’s capabilities to build successful (working) lives in de-industrialised, knowledge societies. This article shows how career management competencies could address three major and long-standing problems with New Zealand school-based career education – inequitable access, marginalisation, and lack of fitness for purpose. It argues for an overall shift from careers information and guidance delivery to longer-term capability ...

NZC at primary and intermediate level: Findings from the NZCER National Survey of Primary Schools 2010

This report is part of our national survey series, which is funded through NZCER's purchase agreement with the Ministry of Education. It focuses on the implementation of the New Zealand Curriculum (NZC) in primary and intermediate schools. The NZC was published in 2007 and by 2010, implementation was expected to have been well underway ...

NZCER Chief Researcher Cathy Wylie co-edited this book, and chief researcher Rosemary Hipkins and senior researcher Charles Darr contributed chapters. Drawing on research from a range of disciplines, the book explores the indicators of student engagement, the link to motivation, and the impact of family, peers, and teachers on engagement at different levels of schooling. Findings on the effectiveness of classroom interventions are discussed in detail.

The book is available ...

School-Wide Assessment: Evidence of Student Achievement focuses on processes for gathering, analysing, and using evidence of student learning in portfolio systems - both student-centred and school/department standards-referenced. Types of portfolios are described and supported by case studies of portfolio development from primary, intermediate, and secondary schools.

This paper provides more detail and practical examples of what is meant by a "library of experiences" in the report by the same author, Primary science education for the 21st century: How, what, why?

This paper provides more detail and practical examples of what is meant by a "junior version of the whole game of science" in the paper by the same author, Primary science education for the 21st century: How, what, why?

This is a case study for the U.S. Department of Education commissioned by WestEd.

New Zealand — a small country of 4.3 million people — has a single national education system, a system in which other countries might benefit from.

This case study:

• Provides an overview of the New Zealand education system, including curriculum and assessment; school type; resources and funding; and student population
• Explores the country’s school improvement efforts, including policy ...

Te Wāhanga worked with the Institute of Environmental Science and Research Ltd (ESR) on a project about future food technologies and Māori well-being. It explored the question of how can dialogue with diverse Māori communities support sustainable decision-making on future food technologies such as biotechnology, nanotechnology, sustainable agriculture and functional foods. Working with kaupapa Māori principles, we interviewed Māori scientists, government workers and whānau.

We produced a four-page brochure on ...