Assessment tools
In this edition of Assessment News education advisor Cathie Johnson encourages schools to consider how they can reflect and report on dimensions of engagement and learning that cannot be captured by academic achievement data. She poses a number of questions for readers to ponder and outlines some of the research findings that underpin the New Zealand Council for Educational Research’s student engagement survey, Me and My School. Cathie has supported a wide range of schools to utilise the tool and now shares some of the teaching and learning journeys that have unfolded across New Zealand as a result.
In this edition of Assessment News education advisor Cathie Johnson encourages schools to consider how they can reflect and report on dimensions of engagement and learning that cannot be captured by academic achievement data. She poses a number of questions for readers to ponder and outlines some of the research findings that underpin the New Zealand Council for Educational Research’s student engagement survey, Me and My School.
The science education team at the New Zealand Council for Educational Research (NZCER) has designed two new online student surveys, one for Years 0–4 and one for Years 5–10. They have just been loaded onto NZCER’s test platform, where they are currently free to try out.
The science education team at the New Zealand Council for Educational Research (NZCER) has designed two new online student surveys, one for Years 0–4 and one for Years 5–10. They have just been loaded onto NZCER’s test platform, where they are currently free to try out.
What tools should you use to collect the data that is relevant to the problem?
As Term 3 starts, you are probably getting ready to start gathering student achievement data. Not only will you want to use this data to measure the impact of the changes to teaching and learning you’ve made this year, but you may also want it to become the basis for your next focused inquiry.
The big question is: what tools should you use to collect the data that is relevant to the problem?
It has become increasingly common for students in New Zealand schools to sit tests using a computer. Sometimes a computer-administered test and a paper-and-pencil version of the same test are used interchangeably, depending on which administrative mode is most convenient. Does this matter? Can we just replace a paper-and-pencil test with a computerised equivalent and assume we can compare results?
It has become increasingly common for students in New Zealand schools to sit tests using a computer. Sometimes a computer-administered test and a paper-and-pencil version of the same test are used interchangeably, depending on which administrative mode is most convenient. Does this matter? Can we just replace a paper-and-pencil test with a computerised equivalent and assume we can compare results?
