Inspiring the next generation of women in conservation
4 April 2024
Written by Jasmin and Paris, both Y13 students at Sacred Heart College in Wellington, this article explores a Women in Conservation
In March 2021, the New Zealand Assessment Institute (NZAI) launched three new assessment resources to provide a simple overview of accepted principles of assessment that support learning.
NZAI has been concerned to find ways to support educators to be able to evaluate the extent to which their assessment practices do actually support teaching and learning.
They were delighted then to launch ‘Assessment to Improve Learning: Principles, Practices and Proof’, and its associated Companion Guide, at a function held at Sacred Heart Cathedral School in Wellington.
Sacred Heart Cathedral School principal, Bernadette Murfitt, reflected the view of NZAI when she introduced the session ‘Assessment done right is one of the most powerful influencers of learning’.
NZAI have drawn on the expertise of many across our sector to help schools evaluate current assessment practice and proficiency by aligning assessment theory, policy and practice for the betterment of teaching and learning.
“In my opinion these booklets are going to be incredibly useful as our amazing curriculum gets a refresh to meet the changing needs of our 21st-century learners.”
Bernadette believes that the secret to improved outcomes for all students is purposeful, relevant assessment that is future focussed and builds on sequential learning.
The booklets provide a framework as well as a consistent approach that can be used across both primary and secondary school settings.
“That in itself is something quite special as well,” she says.
NZAI believes that assessment can provide the basis for really powerful teaching and learning.
However, they say this has not been realised despite the large amount of information about assessment available in New Zealand.
“Many teachers still struggle to feel confident in their knowledge and practice of sound assessment. Too many educators feel that they either under-assess or over-assess and that in the end it does not help their improvement efforts as they might have expected,” says Michael Absolum of NZAI.
NZAI wishes to support teachers to fulfil the fundamental purpose of assessment within the classroom – to develop and use assessment practices that promote and improve their teaching and students’ learning.
The NZAI executive has drawn on their expertise and national and international literature to articulate what they believe are the fundamental themes – principles, practices, and proof – of good assessment practice within an education system that learns.
This has led to developing three resources:
The Companion Guide sets out discussion starters and activities for principals and leaders, teachers, students, parents/whānau, PLD facilitators, initial teacher education providers, the Ministry of Education, the Education Review Office, researchers and others.
“We all know that it is through strong partnerships between home and school, and parents/whānau knowing practical ways they can support their children’s learning that we will see greater progress and more equitable learning achievement for all learners,” adds Bernadette.
“I believe that these booklets are a recipe for success.”
The resources can be accessed online at nzai.org.nz(external link)
The principles:
The practices:
The proof:
BY Education Gazette editors
Education Gazette | Tukutuku Kōrero, reporter@edgazette.govt.nz
Posted: 11:38 am, 2 September 2021
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