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“I think my knowledge of intentional teaching is coming from those around me ...”: Intentional teaching and Te Whāriki

The 2017 refresh of Aotearoa New Zealand’s early childhood education (ECE) curriculum Te Whāriki was undertaken to better guide teachers in understanding their role in supporting children’s learning...
| Year published: 2023 | Publication type: Journal article | Publisher: NZCER Press | Content type: Early Childhood Folio article

Including autistic children in mainstream early childhood and care settings: What teachers do

Autism/takiwātanga causes differences in the way people develop and learn. This research, using case study methodology, focused on teacher interactions with young autistic children in different early...
| Year published: 2023 | Publication type: Journal article | Publisher: NZCER Press | Content type: Early Childhood Folio article

Exploring tangled interrelationships between assessment and curriculum

| Year published: 2022 | Publication type: Journal article | Publisher: NZCER Press | Free Full text: PDF icon AM2022_001.pdf | Content type: Assessment Matters article

Assessing science capabilities in New Zealand secondary schools: Thinking required for planning to enacting

Science capabilities were introduced within the New Zealand context following the revised New Zealand Curriculum (NZC). These capabilities are a small set of things that NZC intends students to be...
| Year published: 2022 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Towards science assessment with an orientation to science for societal good

In this article, we consider how assessment might reinforce New Zealand curriculum goals of knowing and doing in science for active and informed participation in societies that rely on scientific...
| Year published: 2022 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Stop tinkering around the edges: A call for the deterritorialisation of assessment praxis in the age of Anthropocene predicaments

Due to anthropogenic impacts generated by colonial and neocapitalist cultures, the world is now moving on accelerating trajectories toward dystopian futures. Education, traditionally engineered as an...
| Year published: 2022 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Could the design of assessment standards be adapted to better reflect curriculum intentions?

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...
| Year published: 2022 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Challenges for assessing curriculum learning in initial teaching education programmes

Designing an assessment that is fit for purpose in the initial teacher education (ITE) setting is complex. The assessment must meet the university and New Zealand Teaching Council regulations, mirror...
| Year published: 2022 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Enhancing talk with visual representations to understand children’s ideas about celestial phenomena

This article provides a snapshot of assessment for learning in action. It introduces the drawings made by children who had been studying “Planet Earth and Beyond”—Matariki as a context in science in...
| Year published: 2022 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

21st-century learning a-buzz: Integrating and assessing an arts-centred STEAM approach to learning with apsicopes (beehives) in two Aotearoa intermediate classrooms

Integrated STEAM education (science, technology, engineering, art, and mathematics) has been shown to effectively foster global competencies as well as school and societal engagement for 21st century...
| Year published: 2022 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

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