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Assessment for learning (AfL) improves student learning and achievement outcomes but, despite its positive effects, sustained implementation has been problematic. An examination of the policy...


A qualitative approach was used to investigate Year 12 secondary school students’ experiences, understandings and uses of written teacher feedback in classical studies. Participants in this small-...

Online portfolios, which allow teachers, families and children to document and share children’s experiences and learning, are increasingly used by New Zealand early childhood education (ECE) services...

This was a 3-year project that followed a cohort of initial teacher education (ITE) students from four universities over their 3-year programme. The project, “Learning to Become ‘Assessment...

This study explored elementary and secondary school administrators’ perspectives on their attempts to build assessment literacy—an understanding of the principles and practices of sound assessment....

Māori language education settings have resulted in teachers requiring efficient ways to identify the oral Māori language proficiency of students at the beginning of Māori-immersion schooling and...

East Tamaki School worked with researchers to learn about how teachers viewed the requirements on reporting to parents, and how parents understood what was written. Teachers experienced the same...

This article provides an overview and critical analysis of The English Language Learning Progressions (ELLP) (Ministry of Education, 2008). Identifying main themes through critical policy...

Schools spend huge amounts of time producing school reports which are one of the main vehicles for communicating students’ progress to parents. The writers investigated a series of school reports and...
