In this article, we consider how assessment might reinforce New Zealand curriculum goals of knowing and doing in science for active and informed participation in societies that rely on scientific knowledge to guide decision making. This focus constitutes an orientation towards "sustainable assessment". Sustainable assessment encompasses…

This paper outlines a conceptual map that allows new academic staff in universities to see the relationship of teaching and learning within a context wider than their individual specialisations. These wider contexts include the institutional context and its sub-contexts, as well as local, national and international contexts. Examples are given to…