ERIC Number: EJ1406767
Record Type: Journal
Publication Date: 2022
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1176-7839
EISSN: EISSN-2230-617X
Could the Design of Assessment Standards be Adapted to Better Reflect Curriculum Intentions?
Rosemary Hipkins; Charles Darr
Assessment Matters, v16 p62-79 2022
A standards-based assessment system provides opportunities to join curriculum intentions to demonstrations of complex learning. In this article we use New Zealand's senior secondary qualifications system--the National Certificates of Educational Achievement (NCEA)--to illustrate how adaptations of existing structures might help to better reflect future-focused curriculum intentions in high-stakes, summative assessments. We frame an analysis of the structure of the achievement standards that specify the focus of assessments within NCEA. Using one of the new standards as an example, we show how several comparatively minor structural changes have the potential to provide more explicit links to "The New Zealand Curriculum." We further argue that these changes would provide a more robust foundation for teachers' assessment decision making.
Descriptors: Foreign Countries, Academic Standards, Curriculum Evaluation, Secondary School Curriculum, National Curriculum, High Stakes Tests, Summative Evaluation, Academic Achievement, Decision Making, Qualifications, Evaluation Criteria, Competence, Science Curriculum
New Zealand Council for Educational Research. Level 10, 178-182 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A