The Evolution of Achievement Standard Based Assessment in the New Zealand Senior Secondary School Context

Current curriculum developments will provide a new framework for the teaching of social sciences, including geography, in New Zealand secondary schools. This article outlines recent challenges faced by the subject, and the development and likely nature of the new curriculum. Some ways in which teachers can plan and implement innovative programmes within the framework of the existing syllabus and the new curriculum are suggested.

Section: Achievement Standardsmentioning

confidence: 99%

Opportunities for geography in the New Zealand senior secondary school in the context of current curriculum developments

Baldwin¹,

Papprill²

2006

“…These achievement standards help set in place the required standard for students to gain credit, and in addition allow for the recognition of merit and excellence grades to be awarded above the achievement level. Further background relating to the nature and evolution of the NCEA, and the related achievement standards is outlined by Fastier (2001).…”

Section: Introductionmentioning

confidence: 99%

Implementing Level 1 NCEA geography: Perceived challenges, obstacles and support systems

Fastier

2007

Self Cite

The National Certificate of Educational Achievement (NCEA) is the recently introduced national qualification for New Zealand senior secondary school students. Based on a mix of internal and external assessment against achievement standards, it represents a marked change from the previous norm-reference based qualifications. Introduced in 2002, commencing with Level 1, NCEA involved a considerable paradigm shift in assessment practice for teachers. This paper focuses on teachers' perceptions regarding the process of implementing the Level 1 geography NCEA achievement standards. It highlights the initial challenges faced, factors considered to assist and hinder the implementation change process and the lessons learnt.

“…The qualification was implemented progressively over three years, commencing with Level 1 in 2002. A mix of internal and external assessment against achievement standards, NCEA represented a marked change from the previous norm‐referenced‐based qualification system and involved a considerable paradigm shift in teacher assessment practice (Fastier 2001). Much teacher effort has gone into making NCEA work, and for many teachers the transition process has been challenging intellectually, emotionally and physically (Alison 2005).…”

mentioning

confidence: 99%

Managing NCEA assessment practice more effectively

Fastier¹

2009

Self Cite

The National Certificate of Educational Achievement (NCEA), introduced early this decade, is the national qualification for New Zealand senior secondary school students. Commencing with Level 1 in 2002, the implementation of NCEA represented a marked change from previous norm‐referenced‐based qualifications and required a considerable paradigm shift in teacher assessment practice. During the transition period, learner needs often took second place to assessment in geography classrooms. This paper identifies the practices that Year 11 geography teachers used post NCEA implementation to manage assessment practice more effectively and to address the perceived over‐emphasis on assessment.