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ISBN 978-1-927151-39-6
This monograph is designed to highlight areas of research strength found at The University of Auckland’s Faculty of Education. The chosen...



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...

Before I trot out my starter-kit proposal, however, I need to make sure we are considering the same entity here, so let me first offer a definition of formative assessment and, after that, provide a...

As National Standards come into force around the country, schools are starting to deal with implementing them in practice. This article explores some ideas about the implementation of National...

What could we be looking for in student work when it comes to summative assessment? This article explores some of the challenges related to assessment in social studies. It then traces some of the...

Few studies have ever shown the improved results of an intervention project continuing after that programme has finished. Is it possible to achieve sustainability and what factors would contribute to...

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....

One of the hot topics at a small science education conference I recently attended was the Nature of Science strand of the new curriculum. There was considerable discussion about the kind of support...

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,...

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...
