Managing NCEA assessment practice more effectively |
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| Authors: | Murray Fastier |
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| Institution: | College of Education, University of Canterbury, Christchurch, New Zealand |
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| Abstract: | The National Certificate of Educational Achievement (NCEA), introduced early this decade, is the national qualification for New Zealand senior secondary school students. Commencing with Level 1 in 2002, the implementation of NCEA represented a marked change from previous norm-referenced-based qualifications and required a considerable paradigm shift in teacher assessment practice. During the transition period, learner needs often took second place to assessment in geography classrooms. This paper identifies the practices that Year 11 geography teachers used post NCEA implementation to manage assessment practice more effectively and to address the perceived over-emphasis on assessment. |
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| Keywords: | achievement standard credit reduction formative assessment innovative practice National Certificate of Educational Achievement reassessment resubmission |
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