We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
National Standards for student achievement: Is New Zealand's idiosyncratic approach any better?
- Authors
Thrupp, Martin
- Abstract
New Zealand's standards system for primary school achievement ('National Standards') was introduced in 2009 and has a number of idiosyncratic features. These include using the broad levels of New Zealand's national curriculum to determine the standard of achievement that needs to be reached at the end of each year in reading, writing and mathematics and teachers making 'Overall Teacher Judgements' against these levels based on a range of assessment tools and their own observations rather than using any particular national test. It has been claimed this 'bold' approach will avoid the narrowed curriculum and mediocre outcomes of high-stakes assessment in other countries. This paper reports early findings from the Research, Analysis and Insight into National Standards (RAINS) project, a three-year study looking in depth at how six diverse New Zealand schools are enacting the National Standards policy. Focussing on reading and writing, the paper illustrates that schools' approaches to the National Standards are strongly influenced by local contexts, contributing to a situation that is far from allowing any 'apples to apples' comparison of achievement across schools. Overall, and with the National Standards data being publicly released from 2012, the New Zealand approach to standards seems set to create a particularly incoherent version of high-stakes assessment and one that is unlikely to escape the narrowed curriculum and manipulation of data found elsewhere.
- Subjects
NEW Zealand; ACADEMIC achievement; NATIONAL educational standards; HIGH-stakes tests; CURRICULUM -- Government policy; MATHEMATICS education (Primary); EDUCATIONAL evaluation
- Publication
Australian Journal of Language & Literacy, 2013, Vol 36, Issue 2, p99
- ISSN
1038-1562
- Publication type
Article
- DOI
10.1007/bf03651915