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Ministry of Education Position Paper: Assessment (2011)
This position paper produced by the Ministry of Education and released in 2011 outlines its vision for assessment. This is the first formal statement of position on assessment since the National Assessment Strategy in 1999. It describes what the assessment landscape should look like if assessment is to be used effectively to promote system-wide improvement within, and across, all layers of the schooling system. The paper, supported by national and international research including the 2009 DANZ report, places assessment firmly at the heart of effective teaching and learning.
Information and ideas relating to this process and the principles expressed in the Ministry of Education Position Paper: Assessment (2011) are presented on this site.
Rukuhia, Rarangahia (2011)
Rukuhia, Rarangahia invites us to delve into and seek out the essence and elements of aromatawai to help guide our decision-making about learning and teaching for Māori ākonga in Māori-medium contexts.
This paper was commissioned by the Ministry of Education with the express task of presenting a Māori-medium assessment position. A team of writers and contributors made up of experienced practitioners and leaders with explicit skills, knowledge, and expertise of pedagogy, effective teacher practices, mātauranga Māori, and aromatawai were invited to participate in a series of hui and wānanga in the development of this paper.
Rukuhia, Rarangahia was developed and written using collaborative approaches by the following:
Tuteira Pōhatu, Mereana Anderson, Margie Hohepa, Hūrae White, Laura Hawkesworth, Renae Savage, Ella Newbold, Nan Wehipeihana and Frances Goulton, with editorial support from Melissa Brewerton.
Pēhia ki raro iho nei kia toro atu ki te pepa.
Download Rukuhia, Rarangahia here.
Rukuhia, rarangahia 1-1
(PDF 5 MB)
Directions for Assessment in New Zealand (DANZ) report
Michael Absolum, Lester Flockton, John Hattie, Rosemary Hipkins, Ian Reid
This paper, published in March 2009, was written to provide broad advice to the Ministry of Education to guide and inform the design of new and improved strategies, policies, and plans for assessment.
The central premise of the paper is that all young people should be educated in ways that develop their capacity to assess their own learning. Students who have well-developed assessment capabilities are able and motivated to access, interpret, and use information from quality assessment in ways that affirm or further their learning.
In placing students at the centre of assessment practice, the advice in this paper is consistent with the best of current thinking, including the ideas behind assessment for learning, the use of assessment feedback to enhance teaching and learning, and professional learning designed to assist teachers to enhance their students’ assessment capabilities.
Directions for Assessment in New Zealand
(PDF 505 KB)
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