National Standards
A series in which we ask a leading researcher to distil three key ideas from their work over the years.
As National Standards come into force around the country, schools are starting to deal with implementing them in practice. This article explores some ideas about the implementation of National Standards in general, using the teaching of technology as an example.
"What are the conditions required for standards to not only be used to measure improvement but also to inform student learning and teaching for improvement purposes in the context of national curriculum and assessment reform?" (Klenowski & Wyatt Smith, 2010, p. 108). Isn't this what you might call a "million dollar" question? Many New Zealand schools are currently facing this challenge and asking questions such as this with good reason.
"What are the conditions required for standards to not only be used to measure improvement but also to inform student learning and teaching for improvement purposes in the context of national curriculum and assessment reform?" (Klenowski & Wyatt Smith, 2010, p. 108)
Isn't this what you might call a "million dollar" question? Many New Zealand schools are currently facing this challenge and asking questions such as this with good reason.
Drawing on secondary teachers’ experience of standards-based assessment for NCEA, this short article discusses moderation challenges that will face primary teachers as they make overall professional judgments of each student's progress against the new National Standards. Moderation potentially offers rich professional learning possibilities—but only if teachers feel safe to learn, have the time needed, and are given access to robust examples to inform their debates.
