POU RUA | Te Marautanga, Curriculum

Part 1: The goal of assessment is to help us shape teaching and learning to achieve improved student learning outcomes. To do this we need to use assessment tools that best fit students’ needs. That means they will not all be the same.

Assessment informs instructional strategies. In consultation with Regional Presidents, NZPF has reaffirmed its position on assessment, aligning closely with perspectives outlined in a recent article by Cosslett and Darr.

NZPF stands firmly against the notion of a single assessment tool for all schools. We do not want to see a laser focus on reading, writing and maths to the detriment of every other subject in the curriculum. Our diversity is such that young people access literacy and numeracy from many different areas of the curriculum. If we are focused on improved learning outcomes, then we are focused on a broad comprehensive curriculum.

NZPF advocates for equitable access to assessment resources for all schools, irrespective of their size or location. In line with our commitment to equity, every school would be provided with free Ministry of Education and sector-endorsed assessment tools.

So that the public has a measure of school performance, country-wide, we recommend the expansion of the National Monitoring Study of Student Achievement (NMSSA) to include a more extensive range of schools. Broadening the scope of NMSSA will generate reliable data, so that the Government can make informed decisions on education funding and policy development.

NZPF's advocacy for diverse assessment tools and equitable practices reflects a commitment to reimagining education in New Zealand. Challenging the introduction of standardized assessments and championing inclusive practices is a more responsive and student-centered approach to assessment in education.

—

Part 2: The Government's decision to delay the rollout of NCEA Level 2 qualifications to 2028 and Level 3 qualifications to 2029 has been generally welcomed by Secondary School Principals and teachers. This adjustment allows time to enhance school curricula and address feedback from educators about the need for curriculum development before implementing corresponding NCEA assessments. The change aims to better align the curriculum with NCEA assessments and alleviate concerns among teachers regarding the scale and pace of educational changes.

Heidi Hayward, Shane Buckner and Blair Dravitski