Communication and Collaboration: The Heart of Coherent Policy and Practice in New Zealand Assessment

Poskitt, Jenny

doi:10.1007/978-3-319-39211-0_6

Cited by 3 publications

(6 citation statements)

References 11 publications

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“…Pressures of accountability and summative assessment came in the guise of international testing results like PISA, the New Zealand senior secondary school qualification National Certificates of Educational Achievement (NCEA), and National Standards (NS). Despite opportunities for AfL being embedded within NCEA and NS at the individual student and system level, misunderstandings and distrust arose from limited opportunities for schools to be actively involved in the associated policy making (Poskitt, 2016). Unions activated resistance on issues of time and workload.…”

Section: Discussionmentioning

confidence: 99%

“…Ozga and Jones (2006) support this view by arguing that educational policies need to be adapted to local contexts if their impact is to go beyond superficial adoption. Indeed Poskitt (2016) argues that effective implementation requires a process of adaptation of the policy by the user (minor adjustments to suit their context) as well as adaptation to the policy (learning new skills or ways of thinking).…”

Section: Policy Environmentmentioning

confidence: 99%

“…Under these conditions, not only is the policy negotiated and adjusted to be more appealing to practitioners, they feel valued by having opportunities to participate in policy processes. Consequently, practitioners have a better understanding of, and ownership towards, the resulting policy and engage more meaningfully in policy implementation (Poskitt, 2016). In ideal circumstances, this participatory process reduces the policy and practice divide.…”

Section: Policy Environmentmentioning

confidence: 99%

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Sustaining assessment for learning by valuing partnerships and networks

Poskitt¹

2018

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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 environment, implementation factors that relate particularly to professional learning, and a New Zealand model of AfL, reveal gaps of interdependence at multiple levels. To bridge these gaps and the divide between policy intent and policy use, this article argues that dynamic learning partnerships are necessary to connect and mutually inform policy makers, influencers, and enactors. When all players understand why a policy such as AfL is needed, what it means, how to enact it, and are empowered to contribute, the policy becomes a lived reality. A coordinating alliance, like an Assessment Network, that deliberately connects and fosters relationships across and beyond education may be a means of forging valuable partnerships and networks to sustain assessment for learning.

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Section: Discussionmentioning

confidence: 99%

Section: Policy Environmentmentioning

confidence: 99%

Section: Policy Environmentmentioning

confidence: 99%

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Sustaining assessment for learning by valuing partnerships and networks

Poskitt¹

2018

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“…Thirdly, when teachers have confidence and competence in assessment, they are more open to sharing assessment knowledge and processes with students, whānau and other educational personnel. It is through the web of professional dialogue that shared language, understanding and respect grow as well as collective commitment for the betterment of student learning (Poskitt, 2016). This in turn develops into consultative co-agency at, and across, multiple levels: school level (between teachers, students, whānau); regional and national levels; and inter-agency level (across practitioners, teacher educators and professional learning facilitators, researchers, educational agencies), and policy makers.…”

Section: Why Building Teacher Capability In Assessment Impacts Studen...mentioning

confidence: 99%

Improve education provision in Aotearoa New Zealand

Poskitt

2023

nzaroe

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Currently the focus of education provision in Aotearoa New Zealand is on successful school achievement in specified learning areas and provision of guidance for Kaiako. Yet, the real purpose of education is ako – to collectively equip ākonga with knowledge, skills, values, and capabilities for lifelong learning. Without clarity on the ‘why’ – the purpose for education – people in the system flounder in knowing what to teach, when, or how. This commentary proposes building assessment and learning capability to provide clarity on these important questions and thereby enable the education system to celebrate ākonga diversity and agency through life wide and lifelong learning.

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“…There are numerous reasons for this including the international experience of high-stakes assessment, concerns that the particular features of this assessment system would have harmful effects on students and schools, the public release of achievement data for young students when there had been no recent New Zealand history of this, and concerns about consultation. A lot has been written about all of this over the years (e.g., Clark, 2010;Lee & Lee, 2015;Poskitt, 2016;Thrupp, 2014).…”

Section: Introductionmentioning

confidence: 99%

National Standards 2016: Retrospective Insights, Continuing Uncertainties and New Questions

Thrupp

2017

nzaroe

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New Zealand’s National Standards policy has been deeply controversial in the education sector, especially amongst primary teachers and principals. This article provides a view of the National Standards from their introduction up until 2016, nearly a decade after they were first mooted. The issues covered: (i) offer retrospective insights, (ii) acknowledge continuing uncertainties, or (iii) ask questions that had become newly relevant by 2016. They include processes within the Ministry of Education, the role of advisory groups, the public release of National Standards data, and the origins and impact of the National Standards. They also include whether teachers and principals have been gradually won over to the National Standards, use of the National Standards in ‘social investment’, the Progress and Consistency Tool and possible wider political purposes of headline policies like the National Standards. A theme that connects the issues is concern about policy processes. The article concludes by calling for a more genuine commitment by Government to evidence-informed policy.

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Communication and Collaboration: The Heart of Coherent Policy and Practice in New Zealand Assessment

Cited by 3 publications

References 11 publications

Sustaining assessment for learning by valuing partnerships and networks

Sustaining assessment for learning by valuing partnerships and networks

Improve education provision in Aotearoa New Zealand

National Standards 2016: Retrospective Insights, Continuing Uncertainties and New Questions

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