DRAFT ONLY.
Ministry of Education – Te Tāhuhu o te Mātauranga
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Position Paper on Assessment Act
Draft
August 2023
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Tēnā koutou
In the ever-evolving landscape of education, the Ministry of Education – Te Tāhuhu o te Mātauranga
recognises the importance of assessment in shaping the life-long learning of ākonga.
Te Tiriti o Waitangi and its principles underpin the Ministry's position on assessment. This paper
explains how a refreshed approach to assessment will give effect to Te Tiriti and equip ākonga to
thrive in a rapidly changing world.
Historically, assessment practices have often brought about and maintained privileges for people 1982
close to the centre of power, and have created and maintained inequities for many people, including
Māori. The Ministry calls for assessment practices to pursue equity for the empowerment of all
ākonga.
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The educational landscape has transformed since the Ministry’s last position paper was published
more than a decade ago. This updated position builds on Aotearoa New Zealand’s strong
commitment to assessment for learning. It emphasises equity and highlights the importance of
partnerships for learning and assessment.
Assessment is when we check in on learning so we can decide what needs to happen next. It is a
meaning-making act that requires observing, listening, responding to others’ voices, adjusting
perspectives, and jointly constructing ways forward.
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Effective assessment considers and promotes the well-being of ākonga, identifies their strengths and
enhances their mana, both within and outside of school. Assessment practices must respect cultural
identity and must work for ākonga who have varying learning characteristics.
The Ministry’s assessment position acknowledges our place within the international context. It is
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influenced by and informs global understandings of assessment.
This position paper aims to inform all people involved in education including ākonga, kaiako,
the
whānau, iwi, communities and the wider education sector.
The Ministry’s position on assessment supports the progression-focused framework of the refreshed
New Zealand Curriculum Te Mātaiaho and a coherent pathway for learning. However, assessment
goes beyond schooling, bridging the gap between classroom, whānau and communities.
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Everyone has a role to play in nurturing an assessment culture that values and supports lifelong
learning. Ākonga, whānau and communities must have input into assessment with kaiako, schools
and the wider education system. In assessment, we must be open to learn with and from each
other.
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Te Tiriti o Waitangi
Our nation, including our education system, is founded on Te Tiriti o Waitangi. Therefore, Te Tiriti is
also foundational to the Ministry of Education’s policies and positions, including this position on
assessment.
From this foundation, our position aligns with key principles of Te Tiriti, which intersect with the set
of values carried through this paper. These values, which are explained further below, are mana
mokopuna, whāia te iti kahurangi, pono, wānanga, and whanaungatanga.
The Tiriti principle of whakamarumaru (active protection) reminds us of our obligations to uphold 1982
tikanga Māori, to reinstate the mana of mātauranga Māori and te reo Māori in education, and to
honour
mana mokopuna.
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The Tiriti principles of mana taurite (equity) and kōwhiringa (options) direct us to ensure fair and
equitable access to educational options, and fair and equitable educational processes and outcomes
for Māori. These principles reflect the notion of
whāia te iti kahurangi and the concept of
pono. Ultimately, they are about Māori achieving success as Māori.
The Tiriti principles of tino rangatiratanga (self-determination) and pātuitanga (partnership) make us
mindful of the autonomy, agency and leadership that ākonga and their whānau, hapū and iwi bring
to learning and assessment. It points to the necessity of
wānanga and
whanaungatanga as well as
collaboration and co-design between education settings and whānau, hapū and iwi.
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Our position is that fair and effective assessment practices are crucial to giving effect to Te Tiriti o
Waitangi.
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Values
The following values are embedded in our position on assessment. They are defined here in relation
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to assessment, to provide a purpose for assessment and a guide for how it is designed and
undertaken.
Mana mokopuna acknowledges the unlimited potential of tamariki to learn and develop. Mana
mokopuna requires assessment practices that affirm mokopuna identities, strengths and potential.
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He taonga te mokopuna, kia whāngaia, kia tipu, kia rea.
Pono is to honour and respect ākonga, and to bring integrity and trustworthiness to assessment
approaches that are fair and equitable. It is to fully commit to ākonga success.
Whāia te iti kahurangi is about pursuing distant horizons and looking ahead with broad thinking and
open-mindedness. It is about noticing, recognising and responding to and with ākonga and whānau
in regards to their aspirations and expectations.
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Wānanga alludes to a holistic approach to ako - reciprocal learning and teaching that encapsulates
cultural, spiritual and practical aspects of knowledge.
Whanaungatanga refers to the strong relationships and connections, and the strong sense of
belonging that is required for relevant, fair learning and assessment to occur.
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Notice, Recognise, Respond
‘Notice, Recognise, Respond’ is an assessment process that requires active, creative and deliberate
design. It works best when kaiako skilfully create respectful opportunities for ākonga to share what
they understand, know and can do.
Kaiako must recognise that what they are noticing is a reflection of ākonga learning and
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development. Without this understanding, important aspects of learning that have taken place may
be misinterpreted or missed altogether.
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Kaiako can then plan and enact responses for the benefit of ākonga. Any response may involve
individual and/or groups of learners, and be carried out in partnership with, for example, other
tamariki, whānau, hapū or iwi.
Understanding ākonga and whānau aspirations and expectations informs what kaiako notice and
recognise, and how they respond to patterns and set priorities. Through whāia te iti kahurangi, they
gain understandings of extended learning pathways - what is being learned and what future learning
can be planned for over time. Kaiako use their understandings to disrupt the status quo, strengthen
equity, deepen their knowledge of curriculum, and evolve practices that support every ākonga.
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Effective assessment requires kaiako to notice, recognise and respond quickly as part of the
immediate and ongoing inquiry process. Kaiako use their expertise and experience to see beneath
the surface and to inquire further.
‘Notice, Recognise, Respond’ provides a basis for kaiako and ākonga to share achievements with
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whānau in a way that is clear and demonstrates learning that has taken place. This supports
conversations about ākonga progress.
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Assessment as shared meaning-making and wānanga
Assessment founded on Te Tiriti o Waitangi and driven by a strong set of values requires us to
develop new understandings about how we conceptualise and do assessment. One way to approach
this is to develop a collective understanding of assessment as a shared process of meaning making
and wānanga.
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Shared meaning making and wānanga positions assessment as a collaborative and interpretive
activity where context and whanaungatanga matter. Its objective is to co-construct a deeper, more
holistic understanding of ākonga aspirations, progress, capabilities and needs.
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Rather than a one-sided evaluation or judgement, assessment becomes a dynamic and on-going
process that enhances understanding, builds on whanaungatanga and fosters deeper learning. The
approach recognises that all the parties involved in assessment, especially ākonga, whānau and
kaiako, have valuable perspectives and that assessment benefits when these perspectives are
integrated.
Across the education system, assessment can be seen as wānanga when it involves ākonga, kaiako,
whānau, iwi, government agencies and other stakeholders collaborating in respectful, culturally
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appropriate processes that include gathering, understanding, and interpreting evidence of learning
for a range of purposes.
The prime purpose of assessment as shared meaning making and wānanga is to enable ākonga to
flourish. By shifting the focus from a transactional view of assessment to a broader, more inclusive
one, assessment upholds mana mokopuna by responding to the unique strengths, interests and
aspirations of ākonga.
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Assessment becomes important and meaningful to ākonga and is a catalyst for motivation and a
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source of pride and accomplishment. Understood in this way, assessment embodies whāia te iti
kahurangi, the pursuit of distant horizons.
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Assessment as a shared meaning making activity has four core elements.
1. Assessment capability
Carrying out assessment as a shared meaning making activity requires capable leaders,
kaiako and ākonga who are committed to assessment for learning and who work together to
notice, recognise and respond appropriately to evidence of learning.
A key part of being assessment capable involves having a range of cultural, social and
emotional competencies that support self-regulation and social cooperation.
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The list below identifies important notions associated with being assessment capable. Some
of these are generic while others are more specifically targeted at kaiako, ākonga, whānau,
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school leaders and policy makers.
Assessment capability involves:
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believing assessment is holistic and strength-based and incorporates social,
emotional and cognitive learning;
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using assessment to uphold mana mokopuna so ākonga develop positive identities
as learners, and to build perseverance and resilience to overcome challenges and
setbacks;
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understanding the characteristics of quality assessment (e.g., principles like fairness,
dependability and manageability);
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using assessment information in ethical and pono ways, being alert to bias;
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knowing how to link appropriate assessment strategies and processes to particular
purposes for assessment;
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knowing the curriculum and understanding progression;
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knowing how to use a range of assessment strategies in ways that are culturally and
socially appropriate;
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generating rich assessment information, for example through wānanga, questioning,
observation and knowing how and when to use formal assessment tools;
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understanding the meaning and limitations of assessment measures including those
used in more formal assessments;
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critically reflecting on and interpreting assessment information to inform current
and future learning;
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making accurate judgments against criteria using appropriate evidence and
dependable processes;
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communicating assessment information in meaningful and accessible ways, and
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understanding the interdependence of multiple agencies and their roles, and the
contribution they make to a quality assessment system.
More specifically, in the classroom being assessment capable involves:
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both kaiako and ākonga generating and acting on feedback that is focused, specific
and clear;
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activating and working with others as resources for learning (i.e., self and peer
assessment);
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taking into account all the languages ākonga know to develop a full picture of what
they know and can do, and
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being clear about what is being learned, and what success looks like. This includes
using clear criteria, exemplification, modelling, demonstrations.
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2. Whanaungatanga
Respectful, collaborative and trusting relationships are fundamental when assessment is
seen as shared meaning making and wānanga. Assessment in classrooms is at its most
potent when kaiako foster power-sharing, trusting relationships with ākonga and their
whānau.
Similarly, strong trusting relationships between colleagues, schools, whānau, iwi, community
organisations and government agencies support collaborative exchanges of information and
support meaning making across the education system.
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Whanaungatanga in assessment involves:
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forging robust, learning-focused relationships based on strong social emotional
competencies;
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fostering a sense of shared responsibility and accountability for learning;
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establishing shared criteria for what all those involved value;
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valuing learning that occurs outside of school (e.g., on the marae, sports field, in
performing arts);
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expressing learning in varied ways (e.g., portfolios, photographs, videos of
performances or other evidence);
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developing understandings about achievement and progress and how these will be
shared;
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creating regular opportunities for ākonga and whānau to participate as partners in
assessing learning progress;
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setting goals and next steps collectively with a commitment to improvement, and
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respecting privacy and consent issues.
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3. Communication and dialogue
Assessment based on shared meaning making and wānanga requires ongoing
communication and dialogue between participants. Purposeful dialogue helps develop
clarity, share understandings, co-create knowledge and build relationships.
Dialogue is vital to the feedback processes that allow assessment to make an
important contribution to better learning and teaching. Creating the conditions for dialogue
to flourish requires communication skills and cultural capabilities.
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Focusing on dialogue in assessment includes:
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creating shared norms for communication;
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actively seeking others’ perspectives;
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developing active listening skills;
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skilful questioning that promotes higher order thinking and generates reflection and
insights;
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open mindedness and curiosity;
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being able to consider a range of perspectives;
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the ability to adapt questions or feedback based on the direction of a conversation;
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the ability to reflect on your own contributions to a conversation and a willingness to
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adapt or change perspectives when warranted, and
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provision of opportunities for non-verbal check-ins and sharing of understandings
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(e.g., whiteboard, gestures).
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4. Shared responsibility
Assessment is a shared enterprise. Those with a role in assessment include ākonga, kaiako,
whānau, school leaders, the Ministry of Education, New Zealand Qualifications Authority and
other educational agencies. We all have a part in creating the conditions that enable shared
meaning making.
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Ākonga
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Ākonga are discoverers, explorers, inspirers, learners and creators of knowledge. When
ākonga are involved and their mana is supported in assessment, they reflect on and deepen
their learning, and have clear perceptions of themselves as learners to develop agency as
self-regulated learners.
They become more skilful in assessing and improving the quality of their learning and the
learning of their peers. They are also an important source of feedback information for
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kaiako.
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Kaiako
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Kaiako are orchestrators, encouragers, interpreters and mediators of learning. They need to
support ākonga to use and value assessment as a powerful means of furthering their own
learning.
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As the experts in the learning partnership, kaiako need to show leadership in assessment in
ways that encourage ākonga to become motivated, effective, self-regulating learners. To do
this, kaiako need to be knowledgeable about the curriculum and teaching, require well
developed assessment capabilities and the motivation to use these to forge learning
partnerships with ākonga.
Kaiako need to gather and use assessment information. Through whanaungatanga, they can
share this information in ways that are consistent with, and supportive of, ākonga learning.
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Whānau
Whānau are encouragers, nurturers, protectors and the first educators of their tamariki.
Wānanga with whānau, ākonga, and kaiako enables a reciprocal flow of information among
these key players.
Whānau share information to support the learning of their tamariki. They also receive
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the priorities for further learning.
Schools can encourage reciprocity by ensuring that the information they make available to
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whānau is clear, contextualised, not harmful to motivation, and by checking that whānau
understand its meaning.
School and early childhood education leaders
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School and early childhood education leaders are navigators, facilitators and motivators.
Whāia te iti kahurangi requires assessment capable leaders who establish goals and
expectations, provide appropriate support and feedback about assessment for kaiako and
plan assessment-related professional development.
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Assessment capability helps school leaders to ensure kaiako have the resources and
capabilities they need for their assessment programme and provide additional support for
ākonga who need it.
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Leaders are responsible for building collaboration around the interpretation and use of
assessment information, for critiquing, synthesizing and communicating quality assessment
information. Fostering dialogue with whānau and boards of trustees about their aspirations,
what matters to them and what success looks like is another important role for school
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leaders.
Leaders need to address unethical and inappropriate assessment processes and manage
tensions between varying purposes of assessment. Leaders do not have to have all the
expertise, but it is important that they position themselves as contributors to the
assessment process alongside their colleagues, and that they show by their actions and
words that assessment matters.
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School leaders need to understand how national and international assessment initiatives
inform a robust and effective nationwide ensure national system. Taking part and
contributing assessment information enhances national understanding of ākonga learning
and progress. It also enriches decision making about learning and resourcing needs.
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Ministry of Education
The Ministry of Education has a key role to play in creating conditions for effective
assessment practices to occur across the education sector. Its key responsibility is to create
an environment of collaborative dialogue to deepen trust, understanding and effective
practices in assessment through developing sound assessment related policies.
Such policies will encourage sharing of knowledge and expertise on assessment between 1982
ākonga, kaiako and whānau, within and across schools and the wider community. Guidance
and support in developing quality approaches to assessment require ongoing provision of
professional learning and development for educators. There must be sufficient resourcing of
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time, collaborations and assessment tools to assist kaiako to notice, recognise and
respond.
The Ministry of Education has a key responsibility to lead development of curriculum that
provides clarity about what is important to learn when and how so that useful assessment
can be aligned to inform learning, teaching and curriculum processes. The Ministry models
the use of assessment information to inform and adjust learning, by responding to schools
with resourcing to support schools improve learning and providing leadership on what is
assessed, how and why.
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Critical, too, is addressing unethical and inappropriate practices with assessment
information, managing tensions between varying purposes of assessment, and to facilitate
and support ākonga success.
The Ministry needs to ensure that assessment processes are used at national level to inform
decision making and monitor outcomes. In doing this, it must be mindful of the impacts and
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consequences associated with any nationally based assessment programme. Assessment
systems that are low stakes for ākonga, that are timely and that generate rich information
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for collaborative use have the greatest potential to support ākonga and kaiako.
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New Zealand Qualifications Authority (NZQA)
NZQA have an important role in assuring the public that qualifications such as the National
Certificate of Educational Achievement (NCEA) are based on accurate and high-quality
assessment practices. As such, it is important that NZQA is up to date with contemporary
thinking and practice regarding assessment.
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As a national agency, it needs to actively seek out the views and needs of stakeholders
throughout Aotearoa and internationally to inform how assessment is carried out. This
includes understanding and incorporating Māori perspectives through Te Tiriti based
partnership process. It also involves monitoring and being mindful of the impact that high
stakes assessment processes have on individuals and their communities.
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NZQA needs to ensure that all formal assessment processes are driven by robust assessment
principles and the strong value commitments discussed in this paper. Encouraging and
nurturing strong, growth-minded learning identities for those being assessed should be a
fundamental driver for assessment design and quality assurance decisions.
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National Certificate of Educational Achievement (NCEA)
A lot of time and resource in the senior secondary school is given over to NCEA. This involves
ākonga, kaiako and administrators in a wide range of assessment activities that shape how
curriculum is enacted and experienced.
Assessment activities and processes for NCEA impact on the wellbeing of ākonga and kaiako. NCEA
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assessments are also important outside of school. The results are used by employers, tertiary
organisations and other stakeholders to make decisions that affect life pathways.
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The Ministry’s position is that the assessment that underpins NCEA strengthens learning and
supports ākonga to flourish. This requires:
• mana ōrite mō te mātauranga Māori - equal status, support and resourcing for assessment
of mātauranga Māori in NCEA, opening up greater opportunities for ākonga to access
mātauranga Māori and the pathways that lead from it;
• that NCEA provides room for innovation and personalisation and recognises a broad range of
achievement so that ākonga are able to record a wide range of accomplishments and
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capabilities as part of their NCEA transcripts;
• ākonga and whānau are supported to create and navigate pathways through NCEA that
prepare them well for their futures and do not close off opportunities prematurely;
• standards clearly communicate what ākonga are expected to understand and know, and able
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to do when they achieve the standard;
• appropriate supports for kaiako are available to ensure assessments are dependable,
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including access to exemplar material and regular involvement in a community of practice;
• activities that involve ākonga themselves in selecting and collating the evidence needed to
warrant an achievement claim, and
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• assessment processes and arrangements that dovetail neatly with learning programmes and
are aligned with curriculum principles and values.
All NCEA assessment, whether internal or external, should be designed so that ākonga with diverse
learning characteristics have appropriate opportunity to show what they understand, know and can
do.
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Assessment for coherent education pathways
Assessment is relevant throughout the lifespan – from infancy through to old age.
In early childhood, ākonga can be guided through early skills in self and peer assessment. With
support, they take on increasingly challenging tasks.
The same is the case throughout schooling for primary through to secondary and tertiary, where 1982
ākonga are guided to become increasingly capable of reflecting on and adjusting their learning in
relation to specified criteria or exemplars of more advanced learning.
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As ākonga progress through schooling, demands for achievement increase (e.g., senior school
assessments for qualifications like NCEA). Because these assessments can be perceived as high
stakes where the results either open or close off pathways for ākonga, the focus is often tilted more
towards optimising performance than optimising learning.
Yet, for continual enhancement of learning for life, use of assessment for learning knowledge and
skills is vital. Accordingly, ākonga, whānau and kaiako need encouragement and support to keep a
balanced approach to assessment.
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This can be difficult particularly at times of transition – e.g., the move from early childhood to
primary, moves into intermediate/middle and senior secondary schooling, moves from Kura
Kaupapa Māori to English language learning environments and vice versa, or when transitioning to
tertiary study or work.
Historically, these transitions marked steps towards more formalised and academic learning, and
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pathway decisions were usually based on a narrow range of information, predominantly assessment
of learning (achievement data) provided by educators.
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The Ministry as steward of education in Aotearoa New Zealand now has different expectations with
respect to what information is provided, who provides the information, how and for what
purposes:
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What – Te Tiriti o Waitangi obligates educational institutions to respect te ao Māori,
Mātauranga Māori, and te reo Māori. In terms of assessment, this respect embodies Te
Whare Tapa Whā, wherein the person is more than their cognitive capacities.
There are five dynamically interrelated dimensions of personhood (taha whānau
family/social, taha wairua spiritual, taha whenua connection to the land/roots, taha
hinengaro mental/emotional, and taha tinana physical). Information shared at transition
needs to be broadened beyond cognitive/academic aspects.
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Who - The United Nations Convention on the Rights of the Child indicates the rights of
parents/caregivers to provide appropriate information and influence on the direction of
decisions affecting their child, and that the child has the right to impart information and
express their views.
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The implication is that ākonga and whānau, as partners in the learning journey, have a right
to provide information, especially at transition points.
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How – Respectful relationships between educators, ākonga and whānau underpin the
assessment sharing process, where dialogue guides the negotiation of pertinent
information to be shared by all parties (with due consideration to privacy and consent
issues).
This could be in the form of, for example, learning stories, portfolios, photographs,
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hyperlinks to performances and application of learning to practice.
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Purposes – the prime purpose is to enable ākonga to flourish, to be successful in who they
are (cultural, family, spiritual beliefs, personality and unique combination of talents), which
requires values of mutual respect, reciprocity, shared responsibility and relevance for all.
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Conclusion
Everyone has a role to play in nurturing our tamariki. For ākonga to flourish we need ongoing,
coherent, mana enhancing assessment.
The five values which are embedded in the Ministry’s position on assessment are mana mokopuna,
whāia te iti kahurangi, pono, wānanga, and whanaungatanga.
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Assessment values and supports lifelong learning and is based on partnership and dialogue. It is
committed to equity and educational success. These goals will be achieved when ākonga, kaiako,
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whānau, iwi understand assessment's purpose and value and work together in this mahi.
Te Tiriti o Waitangi and its principles are at the heart of this refreshed Position Paper on Assessment.
We invite everyone involved in education and beyond to absorb and enact the ideas of this position.
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Contributors
The Ministry would like to thank the members of the Position Paper: Assessment Contributors Group
for their work:
Maraea Hunia
Tātai Aho Rau | Core Education
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Kaye Brunton
Evaluation Associates | Te Huinga Kākākura Mātauranga
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Jenny Poskitt
Te Kunenga ki Pūrehuroa | Massey University
Lesley Rameka
Waikato University | Te Whare Wānanga o Waikato Esther Smaill
Rangahau Mātauranga o Aotearoa | New Zealand Council for Educational Research
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Garry Taylor
Evaluation Associates | Te Huinga Kākākura Mātauranga
Charles Darr
Rangahau Mātauranga o Aotearoa | New Zealand Council for Educational Research
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