Advantage and Disadvantege of School Based Assessment in New Zealand

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Assessing affective elements in New Zealand secondary school general music education: The development of a music attitude assessment instrument based on a taxonomy of affective educational objectives

Assessing affective elements in New Zealand secondary school general music education: The development of a music attitude assessment instrument based on a taxonomy of affective educational objectives

ASSESSING AFFECTIVE ELEMENTS IN NEW ZEALAND SECONDARY SCHOOL GENERAL MUSIC EDUCATION: THE DEVELOPMENT OF A MUSIC ATTITUDE ASSESSMENT INSTRUMENT BASED ON A TAXONOMY OF AFFECTIVE EDUCATION[r]

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Learner agency and assessment for learning in a regional New Zealand high school

Learner agency and assessment for learning in a regional New Zealand high school

Figure 1 illustrates a systematic evidence-informed iterative cycle of inquiry that emerged from a Best Evidence Synthesis (BES) meta-analysis of teacher professional learning conducted by Timperley, Wilson, Barrar and Fung (2007). The report was one of a series of BES iterations commissioned by the New Zealand Ministry of Education. In their BES, Timperley et al. (2007) drew together bodies of research evidence to explain what works and why in order to improve education outcomes and to make a bigger difference for the education of [NZ] children and young people (p. 3). The teacher inquiry and knowledge-building cycle commences with an exploration of the skills and knowledges that teachers identify to be important for them to learn more about. This can be based on curriculum-related quality assessment information that is used to identify students’ learning needs. In the data sample outlined in this paper a teacher explores feedback practices in her classroom through reflecting on her actions using student voice data as a lens on her practice. This pertains to the ‘What has been the impact of our changed actions?’ section of the inquiry cycle above.
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The effect of policy on practice : an analysis of teachers' perceptions of school based assessment practice : a thesis submitted in partial fulfilment of the requirements for the degree Master of Educational Administration at Massey University

The effect of policy on practice : an analysis of teachers' perceptions of school based assessment practice : a thesis submitted in partial fulfilment of the requirements for the degree Master of Educational Administration at Massey University

Theme Two: New Zealand curriculum and assessment reforms The 1982 OECD review of New Zealand education The dual crises of capital accumulation and legitimation The wider policy context A[r]

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The effect of policy on practice : an analysis of teachers' perceptions of school based assessment practice : a thesis submitted in partial fulfilment of the requirements for the degree Master of Educational Administration at Massey University

The effect of policy on practice : an analysis of teachers' perceptions of school based assessment practice : a thesis submitted in partial fulfilment of the requirements for the degree Master of Educational Administration at Massey University

Theme Two: New Zealand curriculum and assessment reforms The 1982 OECD review of New Zealand education The dual crises of capital accumulation and legitimation The wider policy context A[r]

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Pain medicine content, teaching and assessment in medical school curricula in Australia and New Zealand

Pain medicine content, teaching and assessment in medical school curricula in Australia and New Zealand

recent studies have used only web-based information to examine pain medicine education [41, 72]. However, many universities in Australia and New Zealand are only in the developmental stages of using web-based curriculum maps to outline specific details of learning objectives, lecture content and delivery, and assessment methods. The use of a specially designed curriculum audit as used in this study has been employed previously and most, like the one used in this study, have been based on the IASP core curriculum [42, 53, 60, 61]. The data collected represents the perceptions of a limited number of individuals and these perceptions may differ from those of the broader academic community. However, a key strength of this study was the recruitment of an interested participant who was active in the teaching of pain management at each medical school. In most cases, this person liaised with other educators involved with the teaching of pain medicine at the medical school. This data collection strategy reduced the non- response rate and provided a more accurate, nuanced and comprehensive overview of the pain medicine teaching at each institution. The findings cannot be generalised to the medical schools that did not participate in the study. However, 83% of medical schools provided information which can be considered a representative sample. The 4DF was an appropriate and useful tool to structure this research into pain medicine curriculum. It has proven to be an effective tool by different individuals and institutions for review and development of curric- ula and curriculum redesign [85]. Further qualitative research involving a variety of stakeholders is being undertaken to obtain a broader understanding of the strengths and limitations of pain medicine education in Australia and New Zealand.
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Mind the gap! : policy change in practice : school qualifications reform in New Zealand, 1980 2002 : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, N

Mind the gap! : policy change in practice : school qualifications reform in New Zealand, 1980 2002 : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand

authority on assessment, to do an analysis of the NCEA proposals. Few of his recommendations were actioned . While Black (2000) said that there was a g reat deal to be commended in the system , he identified "significant deficiencies which will have to be tackled in time" (p. 1 ). He advised against design features such as the award of Certificates for particular numbers of credits, the plan to provide percentile rankings of resu lts, the risks to parity of esteem of retaining two different assessment types (unit and achievement standards), the danger of unreliable results from external assessments, and risks to validity in the division of subjects into internally or externally assessed standards. He identified a failure to consider potential risks in a number of areas, a criticism of NZQA also found in the SSC's report on the 2004 Scholarshi p exams (State Services Commission, 2005a). H e also identified a number of key areas for research in the early years of implementation, particularly into reliability of assessment, equity, effects on teaching and learning, assumptions about the academic/vocational divide, and student perceptions of the new system . Only some of these have so far been addressed, and a P PTA study (Alison, 2005) highlighted again the need for such research.
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Supporting continuity of learning through assessment information sharing during transition : a comparison of early childhood and new entrant teachers beliefs, experiences and practices : a thesis in partial fulfilment of the requirements for the degree of

Supporting continuity of learning through assessment information sharing during transition : a comparison of early childhood and new entrant teachers beliefs, experiences and practices : a thesis in partial fulfilment of the requirements for the degree of Master of Education at Massey University, New Zealand

I would like to thank the teachers from both sectors who took the time to complete the surveys. Without their engagement this study would not have been possible. In particular Bronwyn Webster who helped me to gain an invaluable insight into assessment in schools and who shares my passion for effective transitions to school.

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School Based Assessment: Implication for National Development

School Based Assessment: Implication for National Development

NPF [15] emphasized on acquisition of basic competencies and skills for learners and in the education system to criterion-referenced testing. This was seen as a necessary move to equip school leavers (primary school leaver, SSS and University graduate) with skills necessary for survival and world of work (Tsheko, [16] Undated). The author emphasized that the focus of the move is to measure students’ skills and competencies against a set of criteria to indicate levels of performance rather than relative standing in a group. In Botswana, the importance of such move is more informative assessment system going beyond ordering students by performance as empha- sized by Somerset as discussed by [15].
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Devolved school based financial management in New Zealand : observations on the conformity patterns of school organisations to change

Devolved school based financial management in New Zealand : observations on the conformity patterns of school organisations to change

Despite the official claims that more efficient and effective decision-making would occur under devolved responsibility for financial management, the incremental bias in budgeting reduced the likelihood that SBM will lead to planned use of resources to achieve local needs. For example, for the four schools investigated, salary costs represent some 63% to 82% of the annual budget. Together with the unavoidable necessity to pay bills such as heating, lighting, rates, and audit fees, the impact of this budgetary decision is that the actual level of the budget available to resource school priorities is minimal and there is, therefore, an element of routine about allocating the budget as opposed to the decision-making intended by the reforms. Arguably, the four schools would suggest that there is no opportunity to budget for non-compulsory education services (i.e. over and above their responsibilities in terms of the national curriculum and national educational guidelines) given that all four schools initially set a deficit budget for the year under review.
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School based environmental education in New Zealand: Conceptual issues and policy implications

School based environmental education in New Zealand: Conceptual issues and policy implications

TABLE OF CONTENTS CONTENTS OF VOLUME ONE CHAPTER ONE: INTRODUCTION CHAPTER TWO: THE NAUTRE OF ENVIRONMENTAL EDUCATION INTRODUCTION 2.1 2.2 THE EVOLUTION OF ENVIRONMENTAL EDUCATION 2.21 O[r]

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Supporting continuity of learning through assessment information sharing during transition : a comparison of early childhood and new entrant teachers beliefs, experiences and practices : a thesis in partial fulfilment of the requirements for the degree of

Supporting continuity of learning through assessment information sharing during transition : a comparison of early childhood and new entrant teachers beliefs, experiences and practices : a thesis in partial fulfilment of the requirements for the degree of Master of Education at Massey University, New Zealand

Currently there are no guidelines for teachers in New Zealand to support them in their assessment information sharing practices. Levels of involvement and participation are left to local communities to negotiate, leading to widely disparate practices. A major barrier reported in this study was concerns over privacy issues and the sharing of information with schools. A significant proportion of respondents to both surveys called for a template or transition statement to be developed that provided a guide as to what information should be shared. Standardised documents are used in Australia including in Victoria, with its ‘Transition Learning and Development Statement’ (DEECD, 2009) and the ‘Transition to School Statement’ in New South Wales (New South Wales Department of Education, while Ireland is currently working to roll out a national system (O’Kane, 2016).
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William Fox : early colonial years, 1842 1848

William Fox : early colonial years, 1842 1848

Nelson Examiner and New Zealand Chronicle New Zealand Colonist and Port Nicholson Advertiser The New Zealand Gazette and Wellington Spectator New Zealand Herald, 21+ June 1893, containin[r]

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The structure of elite sport in New Zealand : a critical examination of sport academics and institutes : this thesis is presented in partial fulfilment of the requirements for the degree of Master of Business Studies in Sport Management and Coaching at Ma

The structure of elite sport in New Zealand : a critical examination of sport academics and institutes : this thesis is presented in partial fulfilment of the requirements for the degree of Master of Business Studies in Sport Management and Coaching at Massey University

Coaching New Zealand New Zealand Sports Science and Technology Board Hill ary Commission for Sport, Fitness and Recreation New Zealand Sports Foundation New Zealand Olympic and Commonwea[r]

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CONCEPTIONS AND PRACTICES OF ASSESSMENT: A CASE OF TEACHERS REPRESENTING IMPROVEMENT CONCEPTION

CONCEPTIONS AND PRACTICES OF ASSESSMENT: A CASE OF TEACHERS REPRESENTING IMPROVEMENT CONCEPTION

However, my participants were constrained to evaluate and summarise students’ achievement at particular times. These assessment practices included traditional assessments like paper and pencil tests with items covering multiple choices, true/false, matching, fill in /completion, short answers and essay tests. Any teaching adjustments were included in a remedial programme made after the teacher test which involved re-teaching the same materials with or without significant changes in strategies or giving students another chance to re-do the tests. This conception and practice contradicts earlier interpretations of class- room assessment (Resnick & Resnick, 1992; Stiggins, 1999). These authors contended that changes in teaching instruction should be conducted in day to day operation in order to maximise the diagnosable function of assessment to improve teaching and learning.
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Assessment in early childhood education in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology at Massey University, Albany, New Zealand

Assessment in early childhood education in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology at Massey University, Albany, New Zealand

A large percentage of teachers reported assessing monthly for the purposes of teaching, learning, programme planning and providing information to others. Two of the pre-service education providers, however, indicated that assessment for all the purposes should be conducted daily. The literature review includes the concern as to whether all areas of learning can be effectively assessed and enhanced if assessments are conducted once a month. The review encourages teachers to compile regular and ongoing assessment for every child in order to ensure continuity in learning and development. Carr (2008) states that continuity links past, present and possible futures and that separate pieces of assessment are unlikely to make sense of overall progress if the framework within which they are organised is not clear (Sutton, 1992). Carr also discusses the importance of assessing “connected” thinking which involves “the students’ own perceptions of similar and different learning tasks and learning experiences” (Carr, 2008, p.11).
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Competitive advantage through responsible innovation in the New Zealand sheep dairy industry

Competitive advantage through responsible innovation in the New Zealand sheep dairy industry

The RI literature describes an input, throughput and an output model of RI (Blok and Lemmens, 2015). The output model evaluates the results of innovation in terms of their ethical acceptability, sustainability and social desirability without specifying the process by which this is achieved. (Scholten and Van der Duin, 2015; Von Schomberg, 2013). In a similar way Von Schomberg (2013) describes a product dimension and a process dimension of RI. The product dimension is similar to the output model as it evaluates the products (outputs) of innovation in terms of their environmental protection, human health, sustainability and societal desirability. The process dimension refers to the management of the innovation process with the belief that an inclusive RI process will result in responsible innovation outcomes. Most definitions of RI tend to focus more on the input or throughput model. For example, Von Schomberg (2013: 9) defines RI as ‘A transparent, interactive process by which societal actors and innovators become mutually responsive with a view to the (ethical), acceptability, sustainability and societal desirability of the innovation process and its marketable products’ Stilgoe et al. (2013: 1570) offers a broader definition that involves, ‘taking care of the future through collective stewardship of science and innovation in the present’. They propose four dimensions of a RI process as a way to promote a more responsible vision of innovation. These include anticipation, reflexivity, inclusion and responsiveness. There has been some criticism of this approach, for example, Blok and Lemmens (2015) argue that transparency, mutual responsiveness and collective responsiveness are unrealistic as firms need to use information asymmetries as a source of competitive advantage. Furthermore, due to the inherent unpredictability of innovation a RI process does not guarantee that the outcome will ultimately be responsible. However, they do state that the RI process may be realistic where society and ethical acceptability is an important part of the product’s competitive advantage. Another challenge to the RI concept is that engaging in RI requires additional resources in terms of time, financial capital and human resources (Orlitzky et al., 2011; Scholten and Van der Duin, 2015). These result from the need to identify the relevant stakeholders, negotiating with their representatives and consideration of their response (King, 2007). Waldman and Siegel (2008) highlight an additional challenge by pointing out that a company’s responsibility is to maximise profitability for its shareholders and therefore a firm’s performance should not be sacrificed for the sake of social responsibility. These dilemmas are of particular importance for emerging industries such as the New Zealand sheep dairy (NZSD) industry.
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Common threads: A report for the Wanganui community on the first stages of the adult literacy and employment programme

Common threads: A report for the Wanganui community on the first stages of the adult literacy and employment programme

vocational  providers  as  it  helps  participants  see  the  relevance  of  the  literacy  skills  they  are  learning,  this  can  provide  challenges  of  its  own.  Providers  recognise  a  funding shortfall in providing resources and staff training, with Government‐funding  shifting and short term, and based on outcomes that might differ in subsequent years.  This  seems  an inadequate  basis  to  meet the  skills shortage  identified  by  employers,  and  is  a  poor  model  for  providing  the  on‐going  training  needed  by  a  number  of  clients.  Further,  while  providers  do  report  sharing  information  and  resources  with  other  providers,  the  competitive  model  of  funding  also  does  not  encourage  the  Government’s expressed desire to achieve collaboration amongst providers.          
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A comparative study of the sources of competitive advantage in the New Zealand and Uruguayan beef industries

A comparative study of the sources of competitive advantage in the New Zealand and Uruguayan beef industries

New Zealand has one of its most significant advantages in its beef quota in the North American market, which is mainly grinding manufacture market. Having a quota of 300,000 tonnes in this market allowed New Zealand to allocate frozen manufacture beef from the type of animals that this country possesses (with a high proportion of dairy animals). In Uruguay, the beef industry is like a dismantling industry where companies buy the animals and then need to allocate each part of the animal in several markets, which have different requirements and specifications. This situation makes very difficult for Uruguayan processing companies to have an adequate market for all the cuts of the animal. Finally, considering other more differentiated markets such as the prime beef market, New Zealand has shown a more pro-active marketing strategy and a better reputation to obtain and maintain new markets.
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