Rescuing NCEA: Some Possible Ways Forward

Elley, Warwick B.; Hall, Cedric; Marsh, Reg

doi:10.26686/nzaroe.v0i14.1485

Cited by 5 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Without the need to restate the well‐documented problems of the NCEA implementation (see e.g. Elley et al. 2004), it may be safe to conclude that geography teachers have not been immune to the impact NCEA has had on professional practice (Fastier 2007).…”

Section: The Impact Of the National Certificate Of Educational Achievmentioning

confidence: 99%

“…The NCEA assessment reform has dominated the landscape of New Zealand's secondary schools since its introduction over 2002-2004. Without the need to restate the welldocumented problems of the NCEA implementation (see e.g. Elley et al 2004), it may be safe to conclude that geography teachers have not been immune to the impact NCEA has had on professional practice (Fastier 2007).…”

mentioning

confidence: 99%

See 1 more Smart Citation

What's on top for geography teachers? National Certificate of Educational Achievement and the prioritization of professional development

Taylor

2009

New Zealand Geographer

View full text Add to dashboard Cite

Geography teachers' work is influenced by multiple education policy initiatives. Professional development opportunities emerge to support these policy changes and associated compliance issues. This paper reports the results of a survey in which geography teachers self‐reported their knowledge and prioritized professional development needs. The data indicate that some compliance issues associated with assessment policy reform have largely been resolved, while more substantive assessment and course design issues continue to be prioritized for professional development. However, professional development that continues to focus on assessment reform may marginalize geography teachers' engagement with concurrent curriculum and pedagogical policy initiatives.

show abstract

Section: The Impact Of the National Certificate Of Educational Achievmentioning

confidence: 99%

mentioning

confidence: 99%

What's on top for geography teachers? National Certificate of Educational Achievement and the prioritization of professional development

Taylor

2009

New Zealand Geographer

View full text Add to dashboard Cite

show abstract

“…There is something of a British Commonwealth versus American divide in terminology. While manageability is the most common term used by British writers (Connor, 1999;Weedan, Winter, & Broadfoot, 2002) and in the New Zealand context (Allen, Crooks, Hearn, & Irwin, 1997;Elley et al 2004;Hall, 2004;Hill, 2003;Knight, 2000), other writers, particularly American commentators, use the term utility (Baker, Linn, & Herman 1996;Messick, 1992).…”

Section: Manageability In the General Assessment Literaturementioning

confidence: 99%

A Case Study of the Manageability and Utility of Assessment in Three New Zealand Primary Schools 1993-2006

Young¹

View full text Add to dashboard Cite

<p>This study is concerned with the manageability of assessment in New Zealand schools. In order for assessment to be effective in schools, it needs to be manageable. This is especially important for New Zealand schools in the light of the changes in administration and curriculum introduced in the early 1990s. These reforms which were termed Tomorrow's Schools introduced radical changes to New Zealand schools in the areas of governance, management, the curriculum, assessment, and quality assurance. In the area of assessment, primary schools were presented with a number of challenges which included a requirement to assess a highly structured curriculum with close to 1000 achievement objectives, many of which were open to different interpretation. There was also an expectation to assess against the structure of this new rapidly introduced curriculum, without any tools provided for such assessment. The New Zealand system also departed from other countries in that it made no distinction in terms of importance in teaching and assessment between what are usually considered the core activities of primary school education, literacy and numeracy, and other learning areas. In light of these challenges it is not surprising that a number of the assessment processes that schools developed and used were questionable in terms of manageability and utility. The aim of this research is to examine the effect of government policy and international movements in assessment on the manageability of assessment practice in New Zealand primary schools during the period 1990-2006. The research also examines what is meant by the terms manageability and utility when applied to the context of primary school assessment. By means of case study research, the investigation explores assessment practice in three Wellington primary schools during 2006-2007. The case studies sought to understand current assessment practices in terms of the reforms of the early nineties, as well as more recent developments in assessment in New Zealand. The research illustrated that while these three New Zealand schools still faced some major issues in terms of the manageability and utility of assessment, their views were more optimistic and positive than earlier research studies had reported.</p>

show abstract

“…Prior to the introduction of the National Certificate of Educational Achievement concern was raised about the new qualifications framework and the associated assessment process for secondary schooling. This provided a new approach; there was little international research and for such a substantial policy change it was not underpinned by empirical research (Elley, Hall & Marsh, 2004). The issues were raised and debated across New Zealand.…”

Section: The Assessment Debate In New Zealandmentioning

confidence: 99%

“…Issues of variability amongst students receiving scholarships were raised by Elley et al (2004) as were the issues of moderation. Elley (2002) was critical of the level of difficulty of standards across different subjects both for achieving the standard as well as gaining an Excellence grade.…”

Section: The Assessment Debate In New Zealandmentioning

confidence: 99%

Science Investigation in New Zealand Secondary Schools: Exploring the Links between Learning, Motivation and Internal Assessment in Year 11

Moeed¹

View full text Add to dashboard Cite

<p>Science investigation is one of the three aspects of science learning, along with scientific knowledge and an understanding of the nature of science, within the constructivist science curriculum statement of the New Zealand Curriculum Framework. Year 11 students in New Zealand secondary schools who learn to investigate in science are assessed internally for National Certificate of Educational Achievement credits and grades. The purpose of this research was to gain an understanding of the phenomenon of student learning and motivation to learn in year 11 science investigation and how the recent systemic change to formal assessment in New Zealand secondary education is related to teaching and learning of science investigation in year 11. This research, which adopted a case study approach, investigated the phenomenon of science investigation at a regional level through a survey of all year 11 science teachers in the Wellington region and an in-depth study of science investigation in one coeducational, medium size, state, secondary school and one year 11 science class in that school. The data were collected through surveys, classroom observations, teacher and student interviews and document analysis. Findings suggest that the introduction of internal assessment of science investigation led to change in teacher practice. The narrow fair testing type of investigation required for internal assessment and experienced by the students encouraged a surface approach to learning rather than deep learning for understanding. Students set performance goals and were motivated to achieve credits and grades in the assessment.</p>

show abstract

Rescuing NCEA: Some Possible Ways Forward

Cited by 5 publications

References 0 publications

What's on top for geography teachers? National Certificate of Educational Achievement and the prioritization of professional development

What's on top for geography teachers? National Certificate of Educational Achievement and the prioritization of professional development

A Case Study of the Manageability and Utility of Assessment in Three New Zealand Primary Schools 1993-2006

Science Investigation in New Zealand Secondary Schools: Exploring the Links between Learning, Motivation and Internal Assessment in Year 11

Contact Info

Product

Resources

About