S A B E R – S Y S T E M S A P P R O A C H F O R B E T T E R E D U C AT I O N R E S U LT S STUDENT ASSESSMENT 5 71517 The Development of the Student Assessment System in New Zealand Lester Flockton ȱ ȱ ȱ ȱ SABER – SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS STUDENT ASSESSMENT 5 TheȱDevelopmentȱofȱȱ theȱStudentȱAssessmentȱȱ SystemȱinȱNewȱZealandȱ LesterȱFlocktonȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ©ȱ2012ȱTheȱInternationalȱBankȱforȱReconstructionȱandȱDevelopmentȱ/ȱTheȱWorldȱBankȱ 1818ȱHȱStreetȱNWȱ WashingtonȱDCȱ20433ȱ Telephone:ȱ202Ȭ473Ȭ1000ȱ Internet:ȱwww.worldbank.orgȱ ȱ 1ȱ2ȱ3ȱ4ȱ 15ȱ14ȱ13ȱ12ȱȱ ȱ ThisȱworkȱisȱaȱproductȱofȱtheȱstaffȱofȱTheȱWorldȱBankȱwithȱexternalȱcontributions.ȱTheȱfindings,ȱ interpretations,ȱandȱconclusionsȱexpressedȱinȱthisȱworkȱdoȱnotȱnecessarilyȱreflectȱtheȱviewsȱofȱ TheȱWorldȱBank,ȱitsȱBoardȱofȱExecutiveȱDirectors,ȱorȱtheȱgovernmentsȱtheyȱrepresent.ȱ TheȱWorldȱBankȱdoesȱnotȱguaranteeȱtheȱaccuracyȱofȱtheȱdataȱincludedȱinȱthisȱwork.ȱTheȱ boundaries,ȱcolors,ȱdenominations,ȱandȱotherȱinformationȱshownȱonȱanyȱmapȱinȱthisȱworkȱdoȱ notȱimplyȱanyȱjudgmentȱonȱtheȱpartȱofȱTheȱWorldȱBankȱconcerningȱtheȱlegalȱstatusȱofȱanyȱ territoryȱorȱtheȱendorsementȱorȱacceptanceȱofȱsuchȱboundaries.ȱ ȱ RightsȱandȱPermissionsȱ Theȱmaterialȱinȱthisȱworkȱisȱsubjectȱtoȱcopyright.ȱBecauseȱTheȱWorldȱBankȱencouragesȱ disseminationȱofȱitsȱknowledge,ȱthisȱworkȱmayȱbeȱreproduced,ȱinȱwholeȱorȱinȱpart,ȱforȱ noncommercialȱpurposesȱasȱlongȱasȱfullȱattributionȱtoȱthisȱworkȱisȱgiven.ȱ Anyȱqueriesȱonȱrightsȱandȱlicenses,ȱincludingȱsubsidiaryȱrights,ȱshouldȱbeȱaddressedȱtoȱtheȱ OfficeȱofȱtheȱPublisher,ȱTheȱWorldȱBank,ȱ1818ȱHȱStreetȱNW,ȱWashington,ȱDCȱ20433,ȱUSA;ȱfax:ȱ 202Ȭ522Ȭ2422;ȱeȬmail:ȱpubrights@worldbank.org.ȱ ȱ Coverȱdesign:ȱPatriciaȱHord.GraphikȱDesign,ȱAlexandria,ȱVAȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Contentsȱ Abbreviationsȱ...................................................................................................................ȱ v AboutȱtheȱSeriesȱ............................................................................................................ȱvii AboutȱtheȱAuthorȱ............................................................................................................ȱ ix xi Abstractȱ............................................................................................................................ȱ ExecutiveȱSummaryȱ.....................................................................................................ȱxiii Introductionȱ......................................................................................................................ȱ1 NationalȱLargeȬScaleȱAssessmentȱ..................................................................................ȱ2 SecondaryȱSchoolȱExaminationsȱ....................................................................................ȱ5 ClassroomȱAssessmentȱ....................................................................................................ȱ7 DriversȱforȱChangeȱ .........................................................................................................ȱ11 LessonsȱLearnedȱ.............................................................................................................ȱ16 Referencesȱ.......................................................................................................................ȱ19 ȱ ȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ iiiȱ ȱ ȱ ȱ ȱ Abbreviationsȱ AtoLȱȱ AssessȱtoȱLearnȱȱ EROȱȱ EducationȱReviewȱOfficeȱȱ GDPȱ GrossȱDomesticȱProductȱȱ NCEAȱȱ NationalȱCertificateȱofȱEducationalȱAchievementȱȱ NEMPȱȱ NationalȱEducationȱMonitoringȱProjectȱȱ NZQAȱȱ NewȱZealandȱQualificationsȱAuthorityȱȱ PIRLSȱȱ ProgressȱinȱInternationalȱReadingȱLiteracyȱStudyȱȱ PISAȱȱ ProgramȱforȱInternationalȱStudentȱAssessmentȱȱ PPPȱ PurchasingȱPowerȱParityȱȱ READȱTFȱ RussiaȱEducationȱAidȱforȱDevelopmentȱTrustȱFundȱȱ SABERȱȱ SystemsȱApproachȱforȱBetterȱEducationȱResultsȱ TIMSSȱȱ TrendsȱinȱInternationalȱMathematicsȱandȱScienceȱStudyȱȱ ȱ ȱ ȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ vȱ ȱ ȱ ȱ ȱ AboutȱtheȱSeriesȱ Buildingȱ strongȱ educationȱ systemsȱ thatȱ promoteȱ learningȱ isȱ fundamentalȱ toȱ developmentȱ andȱ economicȱ growth.ȱ Overȱ theȱ pastȱ fewȱ years,ȱ asȱ developingȱ countriesȱ haveȱ succeededȱ inȱ buildingȱ moreȱ classrooms,ȱ andȱ gettingȱ millionsȱ moreȱ childrenȱ intoȱ school,ȱ theȱ educationȱ communityȱ hasȱ begunȱ toȱ activelyȱ embraceȱ theȱ visionȱ ofȱ measurableȱ learningȱ forȱ allȱ childrenȱ inȱ school.ȱ However,ȱ learningȱ dependsȱ notȱ onlyȱ onȱ resourcesȱ investedȱ inȱ theȱ schoolȱ system,ȱ butȱ alsoȱ onȱ theȱ qualityȱ ofȱ theȱ policiesȱ andȱ institutionsȱ thatȱ enableȱ theirȱ useȱ andȱ onȱ howȱ wellȱtheȱpoliciesȱareȱimplemented.ȱȱ Inȱ 2011,ȱ theȱ Worldȱ Bankȱ Groupȱ launchedȱ Educationȱ Sectorȱ Strategyȱ 2020:ȱ Learningȱ forȱ All,ȱ whichȱ outlinesȱ anȱ agendaȱ forȱ achievingȱ “Learningȱ forȱ All”ȱ inȱ theȱ developingȱ worldȱ overȱ theȱ nextȱ decade.ȱ Toȱ supportȱ implementationȱ ofȱ theȱ strategy,ȱtheȱWorldȱBankȱcommencedȱaȱmultiȬyearȱprogramȱtoȱsupportȱcountriesȱ inȱ systematicallyȱ examiningȱ andȱ strengtheningȱ theȱ performanceȱ ofȱ theirȱ educationȱ systems.ȱ Thisȱ evidenceȬbasedȱ initiative,ȱ calledȱ SABERȱ (Systemsȱ Approachȱ forȱ Betterȱ Educationȱ Results),ȱ isȱ buildingȱ aȱ toolkitȱ ofȱ diagnosticsȱ forȱ examiningȱ educationȱ systemsȱ andȱ theirȱ componentȱ policyȱ domainsȱ againstȱ globalȱ standards,ȱ bestȱ practices,ȱ andȱ inȱ comparisonȱ withȱ theȱ policiesȱ andȱ practicesȱ ofȱ countriesȱ aroundȱ theȱ world.ȱ Byȱ leveragingȱ thisȱ globalȱ knowledge,ȱ SABERȱfillsȱaȱgapȱinȱtheȱavailabilityȱofȱdataȱandȱevidenceȱonȱwhatȱmattersȱmostȱ toȱimproveȱtheȱqualityȱofȱeducationȱandȱachievementȱofȱbetterȱresults.ȱȱ SABERȬStudentȱAssessment,ȱoneȱofȱtheȱsystemsȱexaminedȱwithinȱtheȱSABERȱ program,ȱ hasȱ developedȱ toolsȱ toȱ analyzeȱ andȱ benchmarkȱ studentȱ assessmentȱ policiesȱ andȱ systemsȱ aroundȱ theȱ world,ȱ withȱ theȱ goalȱ ofȱ promotingȱ strongerȱ assessmentȱsystemsȱthatȱcontributeȱ toȱimprovedȱeducationȱqualityȱandȱlearningȱ forȱ all.ȱ Toȱ helpȱ exploreȱ theȱ stateȱ ofȱ knowledgeȱ inȱ theȱ area,ȱ theȱ SABERȬStudentȱ Assessmentȱ teamȱ invitedȱ leadingȱ academics,ȱ assessmentȱ experts,ȱ andȱ practitionersȱ fromȱ developingȱ andȱ industrializedȱ countriesȱ toȱ comeȱ togetherȱ toȱ discussȱassessmentȱissuesȱrelevantȱforȱimprovingȱeducationȱqualityȱandȱlearningȱ outcomes.ȱ Theȱ papersȱ andȱ caseȱ studiesȱ onȱ studentȱ assessmentȱ inȱ thisȱ seriesȱ areȱ theȱ resultȱ ofȱ thoseȱ conversationsȱ andȱ theȱ underlyingȱ research.ȱ Priorȱ toȱ publication,ȱ allȱ ofȱ theȱ papersȱ benefitedȱ fromȱ aȱ rigorousȱ reviewȱ process,ȱ whichȱ includedȱ commentsȱ fromȱ Worldȱ Bankȱ staff,ȱ academics,ȱ developmentȱ practitioners,ȱandȱcountryȱassessmentȱexperts.ȱ AllȱSABERȬStudentȱAssessmentȱpapersȱinȱthisȱseriesȱwereȱmadeȱpossibleȱbyȱ supportȱfromȱtheȱRussiaȱEducationȱAidȱforȱDevelopmentȱTrustȱFundȱ(READȱTF).ȱ READȱTFȱisȱaȱcollaborationȱbetweenȱtheȱRussianȱFederationȱandȱtheȱWorldȱBankȱ thatȱ supportsȱ theȱ improvementȱ ofȱ studentȱ learningȱ outcomesȱ inȱ lowȬincomeȱ countriesȱthroughȱtheȱdevelopmentȱofȱrobustȱstudentȱassessmentȱsystems.ȱȱ TheȱSABERȱworkingȱpaperȱseriesȱwasȱproducedȱunderȱtheȱgeneralȱguidanceȱ ofȱ Elizabethȱ King,ȱ Educationȱ Director,ȱ andȱ Robinȱ Horn,ȱ Educationȱ Managerȱ inȱ theȱHumanȱDevelopmentȱNetworkȱofȱtheȱWorldȱBank.ȱTheȱStudentȱAssessmentȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ viiȱ papersȱinȱtheȱseriesȱwereȱproducedȱunderȱtheȱtechnicalȱleadershipȱofȱMargueriteȱ Clarke,ȱ Seniorȱ Educationȱ Specialistȱ andȱ SABERȬStudentȱ Assessmentȱ Teamȱ CoordinatorȱinȱtheȱHumanȱDevelopmentȱNetworkȱofȱtheȱWorldȱBank.ȱPapersȱinȱ thisȱseriesȱrepresentȱtheȱindependentȱviewsȱofȱtheȱauthors.ȱ ȱ ȱ ȱ ȱ ȱ viiiȱ LesterȱFlocktonȱ AboutȱtheȱAuthorȱ LesterȱFlocktonȱisȱaȱgraduateȱofȱDunedinȱTeachersȱCollegeȱandȱtheȱUniversityȱofȱ Otago.ȱHeȱhasȱextensiveȱexperienceȱinȱNewȱZealand’sȱschoolȱsystemȱasȱaȱteacher,ȱ principal,ȱ inspectorȱ ofȱ schools,ȱ Ministryȱ ofȱ Educationȱ official,ȱ researcher,ȱ universityȱ teacher,ȱ educationalȱ thinkerȱ andȱ leader.ȱ Throughoutȱ hisȱ careerȱ inȱ educationȱheȱhasȱworkedȱonȱmanyȱnationalȱcurriculumȱcommitteesȱandȱprojects,ȱ includingȱ theȱ revisedȱ Newȱ Zealandȱ Curriculumȱ (2007),ȱ ledȱ numerousȱ professionalȱ developmentȱ programs,ȱ madeȱ dozensȱ ofȱ conferenceȱ presentations,ȱ andȱheldȱofficeȱinȱvariousȱprofessionalȱorganizations.ȱHeȱandȱhisȱcolleagueȱTerryȱ Crooksȱ wereȱ theȱ primeȱ developersȱ andȱ coȬdirectorsȱ ofȱ Newȱ Zealand’sȱ Nationalȱ Educationȱ Monitoringȱ Project,ȱ whichȱ isȱ widelyȱ recognizedȱ nationallyȱ andȱ internationally.ȱ Lesterȱ maintainsȱ aȱ wideȬrangingȱ interestȱ andȱ involvementȱ inȱ mattersȱimpactingȱonȱteachingȱandȱlearning,ȱcurriculumȱandȱassessment,ȱandȱtheȱ leadership,ȱ governanceȱ andȱ managementȱ ofȱ schools.ȱ Heȱ examinesȱ theȱ claimsȱ ofȱ research,ȱ policyȱ andȱ practiceȱ withȱ aȱ criticalȱ mind.ȱ Lesterȱ isȱ aȱ Seniorȱ Researchȱ Fellowȱ andȱ Emeritusȱ Directorȱ ofȱ theȱ Educationalȱ Assessmentȱ Researchȱ Unitȱ atȱ theȱUniversityȱofȱOtago,ȱandȱtheȱNationalȱEducationȱMonitoringȱProject.ȱHeȱhasȱ receivedȱaȱnumberȱofȱhonoursȱinȱrecognitionȱofȱhisȱserviceȱtoȱeducationȱinȱNewȱ Zealand.ȱȱ ȱ ȱ ȱ ȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ ixȱ ȱ ȱ ȱ ȱ ȱ Abstractȱ NewȱZealandȱisȱaȱrelativelyȱhighȬperformingȱcountryȱaccordingȱtoȱinternationalȱ assessments.ȱItȱhasȱtransitedȱtheȱjourneyȱtoȱdevelopȱaȱstrongȱstudentȱassessmentȱ system.ȱ Thisȱ paperȱ describesȱ thisȱ journey,ȱ highlightingȱ driversȱ thatȱ helpedȱ shapedȱtheȱassessmentȱsystem,ȱandȱdrawingȱlessonsȱforȱotherȱcountriesȱaimingȱtoȱ undertakeȱ thisȱ journey.ȱ Thisȱ caseȱ studyȱ showsȱ thatȱ Newȱ Zealandȱ revampedȱ itsȱ assessmentȱsystemȱinȱtheȱcontextȱofȱbroaderȱeducationȱandȱcurricularȱreforms.ȱAȱ newȱ visionȱ ofȱ assessmentȱ forȱ learningȱ wasȱ realizedȱ inȱ nationalȱ largeȬscaleȱ assessment,ȱsecondaryȱschoolȱexaminations,ȱandȱclassroomȱassessmentȱactivities.ȱ Keyȱdriversȱthatȱallowedȱtheseȱreformsȱtoȱtakeȱplaceȱwereȱstrongȱleadershipȱatȱallȱ levelsȱ ofȱ theȱ educationȱ system,ȱ clearȱ visionȱ andȱ agreedȱ uponȱ principles,ȱ stakeholdersȱwhoȱwereȱassessmentȱliterate,ȱandȱregulationsȱthatȱgaveȱdiscretionȱ toȱtheȱschoolsȱtoȱselfȬmonitorȱtheirȱperformance.ȱ ȱ ȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ xiȱ ȱ ȱ ȱ ȱ ExecutiveȱSummaryȱ Newȱ Zealandȱ hasȱ alreadyȱ transitedȱ theȱ journeyȱ toȱ developȱ anȱ effectiveȱ studentȱ assessmentȱ system.ȱ Countriesȱ aimingȱ toȱ developȱ theirȱ ownȱ assessmentȱ systemȱ mayȱ findȱ inȱ Newȱ Zealand’sȱ storyȱ importantȱ lessonsȱ forȱ transitingȱ thisȱ journey.ȱ Learningȱ fromȱ thisȱ experienceȱ wouldȱ putȱ themȱ inȱ aȱ betterȱ positionȱ toȱ developȱ theirȱownȱassessmentȱsystem,ȱencompassingȱnationalȬlargeȱscaleȱassessmentsȱforȱ monitoringȱ educationȱ quality,ȱ examinationsȱ forȱ certificationȱ andȱ selectionȱ ofȱ secondaryȱ schoolȱ students,ȱ andȱ classroomȱ assessmentȱ forȱ improvingȱ teachingȱ andȱlearning.ȱ Theȱ developmentȱ ofȱ theȱ assessmentȱ systemȱ inȱ Newȱ Zealandȱ isȱ closelyȱ relatedȱ toȱ theȱ introductionȱ ofȱ importantȱ reformsȱ inȱ theȱ educationȱ system.ȱ First,ȱ reformsȱ allowedȱ forȱ theȱ creationȱ ofȱ theȱ rightȱ institutionsȱ forȱ runningȱ andȱ supervisingȱ theȱ assessment.ȱ Second,ȱ aȱ curricularȱ reformȱ shapedȱ theȱ content,ȱ skills,ȱandȱformatsȱofȱallȱassessmentȱactivities.ȱ Newȱ Zealand’ȱ storyȱ showsȱ thatȱ aȱ goodȱ assessmentȱ systemȱ dependsȱ onȱ aȱ goodȱcurriculum,ȱthatȱtheȱtwoȱareȱinseparable.ȱCurriculumȱandȱassessmentȱneedȱ toȱbeȱseenȱasȱintegralȱpartsȱofȱaȱwholeȱwithinȱcontextsȱofȱteachingȱandȱlearning.ȱȱ Newȱ Zealandȱ alsoȱ introducedȱ changesȱ toȱ theȱ assessmentȱ systemȱ asȱ aȱ consequenceȱ ofȱ theȱ expansionȱ ofȱ theȱ schoolȱ system.ȱ Thisȱ expansionȱ pushedȱ forȱ theȱ developmentȱ ofȱ aȱ secondaryȱ schoolȱ examinationȱ programȱ focusedȱ onȱ providingȱ moreȱ educationalȱ opportunities,ȱ ratherȱ thanȱ onȱ selectingȱ andȱ removingȱstudentsȱfromȱsecondaryȱandȱtertiaryȱeducation.ȱ Inȱ Newȱ Zealand,ȱ theȱ developmentȱ ofȱ eachȱ typeȱ ofȱ assessmentȱ didȱ notȱ happenȱinȱparallel.ȱTheȱnationalȱlargeȬscaleȱassessmentȱwasȱcommissionedȱbyȱtheȱ Ministryȱ ofȱ Educationȱ toȱ aȱ localȱ university.ȱ Thisȱ assessmentȱ ranȱ onȱ aȱ regularȱ basisȱ forȱ 15ȱ years;ȱ however,ȱ inȱ 2010,ȱ theȱ contractȱ forȱ thisȱ programȱ withȱ theȱ universityȱ wasȱ notȱ renewed.ȱ Asȱ forȱ 2012,ȱ aȱ newȱ assessmentȱ programȱ isȱ underȱ study.ȱ Nowadays,ȱ Newȱ Zealandȱ reliesȱ moreȱ onȱ examinationsȱ andȱ classroomȱ assessment,ȱ andȱ lessȱ onȱ nationalȱ largeȬscaleȱ assessments.ȱ Internationalȱ assessmentsȱ continueȱ toȱ beȱ usedȱ byȱ governmentȱ forȱ comparisonsȱ ofȱ studentȱ achievementȱwithȱotherȱcountries.ȱ Theȱsecondaryȱschoolȱexaminationsȱandȱclassroomȱassessmentȱactivitiesȱareȱ moreȱ stableȱ featuresȱ ofȱ theȱ Newȱ Zealandȱ schoolȱ system.ȱ Examinationsȱ (Qualifications)ȱ haveȱ aȱ longȱ traditionȱ inȱ theȱ country.ȱ Inȱ theȱ 1990s,ȱ aȱ newȱ institutionȱ wasȱ createdȱ toȱ administerȱ qualificationsȱ andȱ examinations,ȱ andȱ aȱ revisedȱ examinationsȱ frameworkȱ wasȱ adoptedȱ basedȱ onȱ theȱ reformedȱ curriculum.ȱȱ Regardingȱ classroomȱ assessment,ȱ Newȱ Zealandȱ hasȱ strongȱ mechanismsȱ inȱ placeȱ toȱ supportȱ andȱ superviseȱ theȱ qualityȱ ofȱ classroomȱ assessmentȱ activities.ȱ Theȱcurricularȱreformȱofȱtheȱ1990sȱledȱtoȱchangesȱinȱscoringȱcriteriaȱforȱclassroomȱ assessments,ȱandȱtoȱaȱmoreȱdecentralizedȱapproachȱtoȱmonitorȱschoolȱqualityȱandȱ classroomȱassessmentȱactivities.ȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ xiiiȱ AȱnumberȱofȱlessonsȱcanȱbeȱdrawnȱfromȱNewȱZealand’sȱstory.ȱFirst,ȱstrongȱ leadershipȱisȱrequiredȱtoȱputȱtheȱsystemȱinȱmotionȱandȱmaintainȱitsȱimpetus.ȱThisȱ leadershipȱhasȱtoȱbeȱpresentȱatȱallȱlevelsȱofȱtheȱschoolȱsystem,ȱandȱnotȱonlyȱatȱtheȱ highȱpoliticalȱandȱgovernmentalȱlevel.ȱSecond,ȱleadershipȱhasȱtoȱtranslateȱintoȱaȱ clearȱ visionȱ andȱ agreedȱ uponȱ principles.ȱ Third,ȱ curriculumȱ reformȱ isȱ partȱ andȱ parcelȱ ofȱ assessmentȱ reform.ȱ Theȱ qualityȱ andȱ worthȱ ofȱ assessmentȱ isȱ toȱ aȱ largeȱ measureȱdeterminedȱbyȱtheȱqualityȱandȱworthȱofȱcurriculumȱandȱtheȱalignmentȱ betweenȱtheȱtwo.ȱFourth,ȱaȱstrongȱregulatoryȱframeworkȱisȱimportantȱtoȱensureȱ correctȱ implementation;ȱ however,ȱ theseȱ regulationsȱ shouldȱ giveȱ sufficientȱ discretionȱtoȱschools.ȱFinally,ȱstakeholdersȱneedȱtoȱbeȱassessmentȱliterateȱtoȱfullyȱ benefitȱ fromȱ anȱ assessmentȱ system.ȱ Knowingȱ howȱ toȱ interpretȱ andȱ useȱ assessmentȱinformationȱisȱcriticalȱtoȱtheȱdevelopmentȱofȱanȱeffectiveȱsystem.ȱ ȱ ȱ ȱ xivȱ LesterȱFlocktonȱ TheȱDevelopmentȱofȱȱ theȱStudentȱAssessmentȱȱ SystemȱinȱNewȱZealandȱ LesterȱFlocktonȱ Introductionȱ Developingȱeffectiveȱstudentȱassessmentȱsystemsȱthatȱcanȱcontributeȱtoȱimproveȱ educationȱqualityȱisȱaȱpriorityȱforȱmanyȱcountries.ȱMoreȱandȱmore,ȱgovernmentsȱ areȱ interestedȱ inȱ learningȱ fromȱ theȱ experienceȱ ofȱ otherȱ countriesȱ thatȱ haveȱ alreadyȱmadeȱtheȱjourneyȱ(orȱareȱinȱtheȱway)ȱtoȱdevelopȱtheirȱassessmentȱsystem.ȱȱ Theȱ purposeȱ ofȱ thisȱ caseȱ studyȱ isȱ toȱ showȱ theȱ journeyȱ transitedȱ byȱ Newȱ Zealandȱtoȱbuildȱbetterȱstudentȱassessmentȱsystem,ȱandȱtoȱofferȱlessonsȱtoȱotherȱ countriesȱaimingȱtoȱdevelopȱtheirȱownȱassessmentȱsystem.ȱThisȱcaseȱstudyȱtracksȱ theȱdevelopmentȱofȱthreeȱtypesȱofȱassessments:ȱnationalȱlargeȬscaleȱassessmentsȱ (nationalȱ monitoringȱ standards),ȱ examinationsȱ (qualifications),ȱ andȱ classroomȱ assessmentsȱ(schoolȬbasedȱassessment).ȱTheȱpaperȱoffersȱaȱgeneralȱdescriptionȱofȱ eachȱ assessmentȱ type,ȱ showingȱ bothȱ theirȱ currentȱ statusȱ andȱ changes.ȱ Itȱ alsoȱ presentsȱtheȱmechanismsȱthatȱallowedȱforȱchangesȱtoȱtakeȱplace,ȱandȱanalyzesȱtheȱ driversȱthatȱallowedȱforȱthoseȱchangesȱtoȱoccur.1ȱ Newȱ Zealandȱ isȱ anȱ interestingȱ caseȱ studyȱ becauseȱ itȱ isȱ aȱ relativelyȱ highȬ performingȱ countryȱ thatȱ hasȱ aȱ relativelyȱ strongȱ assessmentȱ system.ȱ Inȱ theȱ internationalȱ assessmentȱ ofȱ 2009ȱ Programȱ forȱ Internationalȱ Studentȱ Assessmentȱ (PISA)ȱ(15ȬyearȬoldȱstudents),ȱNewȱZealandȱrankedȱ7ȱoutȱofȱ65ȱcountries.ȱInȱotherȱ internationalȱassessments—namelyȱtheȱ2007ȱTrendsȱinȱInternationalȱMathematicsȱ andȱ Scienceȱ Studyȱ (TIMSS)ȱ andȱ theȱ 2006ȱ Progressȱ inȱ Internationalȱ Readingȱ Literacyȱ Studyȱ (PIRLS)—itsȱ performanceȱ hasȱ beenȱ nearerȱ theȱ internationalȱ average.ȱ NewȱZealandȱisȱaȱdevelopedȱcountryȱthatȱhasȱaȱstrongȱeducationȱsystem.ȱItȱisȱ aȱ highȬincomeȱ countryȱ withȱ aȱ grossȱ domesticȱ productȱ (GDP)ȱ atȱ purchasingȱ powerȱ parityȱ (PPP)ȱ perȱ capitaȱ ofȱ US$28,250.ȱ Itȱ hasȱ aȱ populationȱ ofȱ 4.4ȱ million,ȱ threeȬfourthsȱ ofȱ whichȱ liveȱ inȱ urbanȱ areas.ȱ Itȱ isȱ anȱ ethnicallyȱ diverseȱ country,ȱ withȱ nearlyȱ 70ȱ percentȱ ofȱ theȱ populationȱ beingȱ Europeanȱ descent,ȱ 15ȱ percentȱ Maori,ȱandȱ9ȱpercentȱAsian,ȱamongȱothers.ȱSchoolȱcoverageȱisȱuniversalȱfromȱfiveȱ yearsȱ ofȱ ageȱ throughȱ secondaryȱ education.ȱ Overȱ halfȱ ofȱ theȱ youthȱ populationȱ holdsȱaȱtertiaryȱeducationȱdegree,ȱandȱadultȱliteracyȱrateȱisȱ99ȱpercent.ȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ 1 ȱForȱaȱgeneralȱdiscussionȱofȱtheȱenablingȱcontextȱforȱstudentȱassessment,ȱseeȱClarkeȱ(2012).ȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ 1ȱ Theȱ Newȱ Zealandȱ experienceȱ showsȱ thatȱ aȱ journeyȱ towardsȱ significantȱ developmentȱ andȱ improvementȱ acrossȱ theȱ interfaceȱ ofȱ curriculumȱ andȱ assessmentȱrequiresȱdeepȱchangeȱinȱbothȱpolicyȱandȱpractice.ȱWorthwhileȱchangeȱ cannotȱ happenȱ overnight;ȱ itȱ takesȱ time,ȱ yetȱ requiresȱ strategy,ȱ pace,ȱ andȱ sharedȱ resolveȱ atȱ everyȱ levelȱ ofȱ leadership.ȱ Theyȱ requireȱ theȱ kindȱ ofȱ leadershipȱ thatȱ isȱ committedȱ toȱ seeingȱ keyȱ principlesȱ borneȱ outȱ inȱ practice,ȱ andȱ aȱ willingnessȱ amongȱthoseȱinȱleadershipȱpositionsȱtoȱseeȱtheirȱownȱongoingȱlearningȱasȱcentralȱ toȱtheȱprocess.ȱ Moreover,ȱifȱdevelopmentȱandȱimprovementȱareȱtoȱbeȱsustainable,ȱtheyȱmustȱ beȱconsistentlyȱunderpinnedȱbyȱaȱclearȱvision.ȱThisȱvisionȱshouldȱtranslateȱintoȱaȱ fewȱstrongȱprinciplesȱthatȱareȱunderstoodȱbyȱtheȱwidestȱpossibleȱcommunityȱofȱ interestȱ orȱ stakeholders:ȱ public,ȱ politicians,ȱ andȱ professionalsȱ alike.ȱ Aboveȱ all,ȱ worthwhileȱ changeȱ requiresȱ ongoingȱ investmentȱ inȱ theȱ widespreadȱ growthȱ ofȱ practitionerȱcapabilityȱatȱeveryȱlevelȱofȱtheȱsystem.ȱ Thisȱ paperȱ analyzesȱ theȱ assessmentȱ systemȱ inȱ Newȱ Zealand,ȱ itsȱ currentȱ status,ȱmechanismsȱofȱchange,ȱandȱdriversȱthatȱallowedȱforȱthoseȱchangesȱtoȱtakeȱ place.ȱ Afterȱ thisȱ introduction,ȱ theȱ paperȱ presentsȱ theȱ nationalȱ largeȬscaleȱ assessmentȱ program,ȱ itsȱ mainȱ features,ȱ andȱ mechanismsȱ thatȱ wereȱ putȱ inȱ placeȱ forȱ theȱ programȱ toȱ operate.ȱ Theȱ followingȱ sectionsȱ presentȱ similarȱ informationȱ forȱ theȱ secondaryȱ schoolȱ examinationsȱ andȱ forȱ classroomȱ assessmentȱ activities.ȱ Theȱfifthȱsectionȱreflectsȱonȱtheȱdriversȱthatȱallowedȱforȱtheȱdevelopmentȱofȱtheȱ assessmentȱsystem,ȱhighlightingȱtheȱkeyȱroleȱplayedȱbyȱtheȱcurriculum.ȱTheȱlastȱ sectionȱsynthesizesȱtheȱmainȱlessonsȱforȱotherȱcountriesȱaimingȱtoȱdevelopȱtheirȱ assessmentȱsystem.ȱ NationalȱLargeȬScaleȱAssessmentȱ Thisȱ sectionȱ reviewsȱ theȱ evolutionȱ ofȱ Newȱ Zealand’sȱ nationalȱ largeȬscaleȱ assessmentȱ program.ȱ Theȱ firstȱ subsectionȱ presentsȱ aȱ generalȱ descriptionȱ ofȱ theȱ program,ȱwhileȱtheȱsecondȱsubsectionȱpresentsȱtheȱmechanismsȱthatȱallowedȱforȱ theȱprogramȱtoȱtakeȱplace.ȱ GeneralȱDescriptionȱ Newȱ Zealandȱ hadȱ aȱ nationalȱ largeȬscaleȱ assessmentȱ program,ȱ theȱ Nationalȱ EducationȱMonitoringȱProjectȱ(NEMP),2ȱwhichȱoperatedȱonȱaȱregularȱbasisȱfromȱ 1995ȱ untilȱ 2010.ȱ Theȱ purposeȱ ofȱ NEMPȱ wasȱ toȱ collectȱ informationȱ overȱ timeȱ onȱ howȱ wellȱ studentsȱ wereȱ reachingȱ nationalȱ learningȱ standardsȱ statedȱ inȱ theȱ nationalȱ curriculum,ȱ andȱ toȱ informȱ whereȱ improvementȱ mightȱ beȱ neededȱ (Ministryȱ ofȱ Educationȱ 1993).ȱ Theȱ informationȱ providedȱ wouldȱ allowȱ successesȱ toȱbeȱcelebratedȱandȱprioritiesȱforȱcurriculumȱchangeȱandȱteacherȱdevelopmentȱtoȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ 2 ȱNationalȱEducationȱMonitoringȱProject:ȱhttp://nemp.otago.ac.nz.ȱ ȱ 2ȱ LesterȱFlocktonȱ beȱ debatedȱ moreȱ effectively,ȱ withȱ theȱ goalȱ ofȱ helpingȱ toȱ improveȱ theȱ educationȱ thatȱNewȱZealand’sȱchildrenȱreceive.ȱ NEMPȱ assessedȱ studentsȱ atȱ twoȱ targetȱ grades:ȱ yearȱ 4ȱ (8–9ȱ yearsȱ old)ȱ andȱ yearȱ 8ȱ (12–13ȱ yearsȱ old).ȱ Yearȱ 4ȱ wasȱ chosenȱ becauseȱ itȱ isȱ theȱ firstȱ gradeȱ whereȱ mostȱstudentsȱhaveȱtheȱskillsȱtoȱparticipateȱinȱrichȱassessmentȱtasks.ȱYearȱ8ȱisȱaȱ transitionȱpointȱfromȱprimaryȱtoȱsecondaryȱschooling.ȱNewȱZealandȱchoseȱnotȱtoȱ includeȱaȱthirdȱgradeȱinȱtheȱfinalȱyearsȱofȱcompulsoryȱschoolingȱforȱreasonsȱtoȱdoȱ withȱ secondaryȱ schoolȱ examinations.ȱ Nationallyȱ representativeȱ samplesȱ ofȱ studentsȱ wereȱ selectedȱ toȱ participateȱ inȱ eachȱ targetȱ grade.ȱ Nearȱ 3,000ȱ studentsȱ fromȱaroundȱ120ȱschoolsȱparticipatedȱinȱtheȱassessmentȱeveryȱyear.3ȱ Theȱassessmentȱprogramȱprovidedȱaȱdetailedȱandȱcomprehensiveȱpictureȱofȱ trendsȱ inȱ educationalȱ achievementȱ nationally.ȱ Standardizedȱ proceduresȱ wereȱ usedȱtoȱensureȱtheȱvalidityȱandȱreliabilityȱofȱtheȱassessmentȱresults.ȱNEMPȱwasȱ administeredȱ onceȱ aȱ yearȱ inȱ theȱ secondȱ halfȱ ofȱ theȱ schoolȱ year.ȱ Nationally,ȱ theȱ exerciseȱlastedȱfiveȱweeks.ȱInȱeachȱschool,ȱstudentsȱhadȱtoȱworkȱforȱaboutȱthreeȱtoȱ fourȱhoursȱspreadȱoverȱaȱperiodȱofȱfiveȱdays.ȱ NEMPȱcoveredȱtheȱfullȱbreadthȱofȱtheȱcurriculum,ȱratherȱthanȱlimitingȱtoȱtheȱ soȬcalledȱ “basics.”ȱ Differentȱ areasȱ ofȱ theȱ curriculumȱ wereȱ testedȱ inȱ everyȱ year,ȱ withȱ theȱ sameȱ areasȱ ofȱ theȱ curriculumȱ beingȱ testedȱ againȱ everyȱ threeȱ orȱ fourȱ years.ȱ Thisȱ ensuredȱ aȱ strongerȱ alignmentȱ betweenȱ curriculumȱ andȱ assessment,ȱ recognizingȱandȱvaluingȱtheȱimportanceȱofȱaȱbroadȱandȱbalancedȱapproachȱthatȱ integratesȱ bothȱ aspectsȱ ofȱ theȱ educationȱ process.ȱ Amongȱ theȱ areasȱ ofȱ theȱ curriculumȱ includedȱ inȱ theȱ assessmentȱ wereȱ reading,ȱ writing,ȱ mathematics,ȱ science,ȱtechnology,ȱsocialȱstudies,ȱphysicalȱeducationȱandȱhealth,ȱart,ȱandȱmusic.ȱ NEMPȱ usedȱ aȱ varietyȱ ofȱ formatsȱ toȱ assessȱ studentȱ performanceȱ inȱ theȱ curriculum.ȱ Tasksȱ rangeȱ includedȱ paperȱ andȱ pencilȱ tests,ȱ interviews,ȱ videos,ȱ performanceȬbasedȱtasks,ȱsmallȱscienceȱexperiments,ȱreadingȱfromȱbooks,ȱwritingȱ letters,ȱdramatizationȱwithȱpuppets,ȱmakingȱartȱworks,ȱsingingȱandȱdancing,ȱandȱ physicalȱagility.ȱTheseȱtasksȱhadȱrelevanceȱtoȱtheȱlivesȱofȱstudentsȱ(authenticity)ȱ andȱengagingȱappeal.ȱ NEMPȱ contributedȱ toȱ strengthenȱ theȱ teachingȱ forceȱ inȱ Newȱ Zealand.ȱ Thisȱ contributionȱ wasȱ theȱ resultȱ ofȱ involvingȱ teachersȱ inȱ theȱ assessmentȱ design,ȱ administration,ȱ andȱ inȱ theȱ markingȱ (scoring)ȱ ofȱ studentȱ tasks.ȱ Afterȱ 15ȱ yearsȱ ofȱ NEMP,ȱ 1,365ȱ teachersȱ benefittedȱ fromȱ valuableȱ opportunitiesȱ toȱ extendȱ theirȱ knowledgeȱandȱskillsȱinȱassessmentȱasȱaȱresultȱofȱthisȱinȬdepthȱexperience.ȱ Eachȱ yearȱ theȱ assessmentsȱ wereȱ administeredȱ byȱ aboutȱ 100ȱ experiencedȱ teachersȱsecondedȱtoȱtheȱprojectȱforȱaȱperiodȱofȱsixȱweeks.ȱFollowingȱaȱweekȱofȱ trainingȱ atȱ aȱ nationalȱ workshop,ȱ theȱ teachersȱ workedȱ inȱ pairsȱ forȱ fiveȱ weeksȱ toȱ conductȱ assessmentsȱ inȱ theȱ selectedȱ schools.ȱ Duringȱ thatȱ time,ȱ eachȱ teacherȱ assessedȱ 60ȱ students.ȱ Teachersȱ wereȱ notȱ assignedȱ toȱ theirȱ ownȱ schoolsȱ toȱ administerȱtheȱassessment.4ȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ 3 ȱNationalȱEducationȱMonitoringȱProject:ȱhttp://nemp.otago.ac.nz/PDFs/key_features/chapter1_06B.pdf.ȱ 4 ȱNationalȱEducationȱMonitoringȱProject:ȱhttp://nemp.otago.ac.nz.ȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ 3ȱ Teachersȱ alsoȱ playedȱ anȱ importantȱ roleȱ inȱ carefullyȱ guidedȱ andȱ supervisedȱ markingȱ ofȱ studentȱ tasks.ȱ Markingȱ usingȱ commonȱ criteriaȱ alignedȱ withȱ theȱ curriculumȱ requiresȱ highȱ levelsȱ ofȱ professionalȱ judgment.ȱ Thisȱ isȱ aȱ coreȱ competenceȱ thatȱ teachersȱ canȱ thenȱ transferȱ toȱ theȱ markingȱ ofȱ classroomȱ assessmentȱtasks.ȱȱ NEMPȱ producedȱ annualȱ assessmentȱ reportsȱ informingȱ howȱ wellȱ studentȱ wereȱ reachingȱ nationalȱ learningȱ standardsȱ overȱ time.ȱ Theȱ reportsȱ gaveȱ detailedȱ taskȬbyȬtaskȱ resultsȱ thatȱ showȱ strengthsȱ andȱ weaknessȱ inȱ studentȱ performance.ȱ Theyȱalsoȱinformedȱaboutȱdifferencesȱinȱperformanceȱforȱdifferentȱdemographicȱ groupsȱandȱcategoriesȱofȱschoolsȱ(e.g.ȱstudentȱgender,ȱethnicity,ȱhomeȱlanguage,ȱ andȱsocioȬeconomicȱlevelȱofȱschool).ȱTheȱreportsȱalsoȱinformedȱaboutȱchangesȱinȱ studentȱperformanceȱfromȱoneȱassessmentȱroundȱtoȱtheȱother.ȱAboutȱtwoȱthirdsȱ ofȱ theȱ tasksȱ usedȱ inȱ theȱ assessmentȱ eachȱ yearȱ wereȱ madeȱ availableȱ forȱ generalȱ classroomȱuse.5ȱ Theȱ NEMPȱ resultsȱ triggeredȱ aȱ nationalȱ discussionȱ amongȱ educators,ȱ whichȱ wasȱ theȱ baseȱ forȱ pedagogicalȱ change.ȱ Theȱ widelyȱ circulatedȱ reportsȱ wereȱ accompaniedȱ byȱ anȱ initialȱ responseȱ toȱ theȱ reportsȱ fromȱ aȱ nationalȱ forumȱ ofȱ educators.ȱ Theȱ forum’sȱ commentsȱ helpedȱ beginȱ debateȱ aboutȱ theȱ meaningȱ andȱ implicationsȱofȱtheȱreportedȱresults.ȱThisȱdebateȱwasȱaȱcriticalȱstepȱforȱpromotingȱ changesȱinȱteachingȱandȱlearningȱatȱtheȱschoolȱlevel.ȱ MechanismsȱofȱChangeȱ NEMPȱ wasȱ originallyȱ commissionedȱ byȱ theȱ Ministryȱ ofȱ Educationȱ toȱ aȱ localȱ universityȱ (Educationalȱ Assessmentȱ Researchȱ Unit,ȱ Universityȱ ofȱ Otago).ȱ Theȱ commissionȱstatedȱthatȱtheȱuniversityȱwouldȱbeȱinȱchargeȱofȱrunningȱallȱaspectsȱ ofȱtheȱassessments,ȱincludingȱdesign,ȱadministration,ȱandȱreporting,ȱfromȱ1995ȱtoȱ 2010.ȱȱ Theȱ unitȱ inȱ chargeȱ ofȱ theȱ assessmentȱ hadȱ aȱ clearȱ organizationalȱ structure.ȱ Theȱ projectȱ wasȱ ledȱ byȱ theȱ unitȱ coȬdirectors,ȱ 10ȱ otherȱ staff,ȱ aȱ nationalȱ advisoryȱ committee,ȱaȱMaoriȱreferenceȱgroup,ȱandȱcurriculumȱadvisoryȱpanels.ȱEachȱyearȱ theȱprojectȱemployedȱ96ȱpracticingȱteachersȱonȱshortȬtermȱcontractsȱtoȱadministerȱ theȱassessmentsȱinȱschools,ȱandȱ180ȱpracticingȱteachersȱandȱ45ȱseniorȱeducationȱ tertiaryȱstudentsȱtoȱassistȱwithȱtheȱmarkingȱofȱtheȱassessments.ȱȱ Wideȱ consultationsȱ tookȱ accountȱ ofȱ professionalȱ andȱ communityȱ interestsȱ andȱ eachȱ yearȱ schools,ȱ teachers,ȱ andȱ studentsȱ wereȱ involvedȱ withȱ taskȱ developmentȱ andȱ trialing.ȱ Wideȱ consultationsȱ tookȱ accountȱ ofȱ professionalȱ andȱ communityȱinterestsȱandȱeachȱyearȱschools,ȱteachers,ȱandȱstudentsȱwereȱinvolvedȱ withȱtaskȱdevelopmentȱandȱtrialing.ȱ NEMPȱwasȱfundedȱbyȱtheȱMinistryȱofȱEducationȱandȱhadȱaȱyearlyȱbudgetȱofȱ aboutȱUS$2ȱmillion,ȱlessȱthanȱ0.1ȱpercentȱofȱtheȱbudgetȱallocationȱforȱprimaryȱandȱ secondaryȱ education.ȱ Almostȱ halfȱ ofȱ theȱ fundingȱ wasȱ usedȱ toȱ payȱ forȱ theȱ timeȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ 5 ȱNationalȱEducationȱMonitoringȱProject:ȱhttp://nemp.otago.ac.nz.ȱ ȱ 4ȱ LesterȱFlocktonȱ andȱ expensesȱ ofȱ theȱ teachers,ȱ whoȱ assistedȱ withȱ theȱ assessmentsȱ asȱ taskȱ developers,ȱteacherȱadministrators,ȱorȱmarkers.6ȱ Theȱassessmentȱoperatedȱonȱaȱyearlyȱbaseȱbetweenȱ1995ȱandȱ2010.ȱAfterȱthat,ȱ theȱMinistryȱofȱEducationȱdiscontinuedȱtheȱprogramȱandȱbeganȱtoȱreplaceȱitȱwithȱ oneȱthatȱfocusedȱlargelyȱonȱtheȱassessmentȱofȱreading,ȱwriting,ȱandȱmathematicsȱ inȱ lineȱ withȱ theȱ government’sȱ 2010ȱ introductionȱ ofȱ Nationalȱ Standardsȱ inȱ theseȱ threeȱ areas.ȱ Beyondȱ theȱ contractȱ withȱ theȱ university,ȱ theȱ governmentȱ didȱ notȱ haveȱanyȱobligationȱtoȱensureȱtheȱcontinuityȱofȱtheȱassessmentȱprogram.ȱ SecondaryȱSchoolȱExaminationsȱ Thisȱsectionȱreviewsȱtheȱcreationȱofȱtheȱnewȱsecondaryȱschoolȱexaminations,ȱtheȱ Nationalȱ Certificateȱ ofȱ Educationalȱ Achievementȱ (NCEA),7ȱ whichȱ cameȱ toȱ replaceȱ theȱ previousȱ Schoolȱ Certificate.ȱ Theȱ firstȱ subsectionȱ presentsȱ theȱ historicalȱ contextȱ inȱ whichȱ thisȱ changeȱ occurred,ȱ togetherȱ withȱ theȱ newȱ institutionalȱ arrangementȱ putȱ inȱ place.ȱ Theȱ secondȱ subsectionȱ presentsȱ informationȱonȱtheȱenablingȱcontextȱandȱmechanismsȱofȱchangeȱthatȱallowedȱforȱ changesȱtoȱtakeȱplace.ȱ GeneralȱDescriptionȱ Forȱoverȱ50ȱyearsȱstudentsȱinȱtheȱfinalȱthreeȱyearsȱofȱsecondaryȱschoolȱhadȱbeenȱ assessedȱwithȱnationalȱexaminationsȱ(qualifications)ȱthroughȱendȬofȬyearȱexams,ȱ moderatedȱclassroomȱassessmentsȱ(schoolȬbasedȱassessments),ȱorȱaȱcombinationȱ ofȱboth.ȱTheȱformȱofȱtheseȱassessmentsȱhadȱbeenȱadjustedȱseveralȱtimes.ȱ Throughȱmostȱofȱtheȱ1950sȱandȱ1960s,ȱwithȱtheȱschoolȱleavingȱageȱsetȱatȱ15ȱ years,ȱtheȱfirstȱmajorȱexaminationȱforȱstudents,ȱSchoolȱCertificate,ȱwasȱinȱYearȱ11ȱ (studentsȱ 15–16ȱ yearsȱ old).ȱ Inȱ mostȱ subjects,ȱ studentsȱ wereȱ judgedȱ solelyȱ onȱ aȱ threeȬhourȱ writtenȱ nationalȱ examination.ȱ Toȱ passȱ andȱ beȱ allowedȱ toȱ proceedȱ toȱ theȱnextȱhigherȱlevelȱinȱsecondaryȱschool,ȱstudentsȱneededȱtoȱaverageȱ50ȱpercentȱ orȱ betterȱ inȱ fourȱ academicȱ subjects.ȱ Theȱ standardsȱ wereȱ setȱ soȱ thatȱ onlyȱ aboutȱ halfȱofȱallȱcandidatesȱwouldȱpass.ȱ Thoseȱ whoȱ succeededȱ couldȱ thenȱ proceedȱ toȱ Universityȱ Entranceȱ examinationsȱ inȱ theirȱ nextȱ yearȱ ofȱ schooling.ȱ Thisȱ consistedȱ ofȱ threeȬhourȱ nationalȱexaminationȱpapersȱinȱeachȱsubjectȱandȱrequiredȱ50ȱpercentȱorȱbetterȱinȱ eachȱofȱfourȱsubjectsȱtoȱpass.ȱ Manyȱ schoolsȱ wereȱ permittedȱ toȱ “accredit”ȱ aȱ quotaȱ ofȱ studentsȱ inȱ thisȱ qualificationȱ onȱ theȱ basisȱ ofȱ schoolȱ workȱ andȱ schoolȱ examinations,ȱ theȱ quotaȱ beingȱbasedȱonȱtheȱschool’sȱpassȱratesȱinȱSchoolȱCertificate.ȱStudentsȱwhoȱgainedȱ Universityȱ Entranceȱwereȱentitledȱtoȱproceedȱtoȱuniversityȱstudy,ȱorȱtheyȱcouldȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ 6 ȱNationalȱEducationȱMonitoringȱProject:ȱhttp://nemp.otago.ac.nz/PDFs/key_features/chapter1_06B.pdf.ȱ 7 ȱNCEAȱWebsite:ȱhttp://www.nzqa.govt.nz/ȱqualificationsȬstandards/qualifications/ncea/.ȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ 5ȱ remainȱatȱschoolȱforȱaȱfurtherȱyearȱandȱsitȱUniversityȱBursariesȱexaminationsȱorȱ UniversityȱScholarshipȱexaminations.ȱ Inȱ theȱ midȬ1960s,ȱ aboutȱ 60ȱ percentȱ ofȱ secondaryȱ studentsȱwhoȱ remainedȱ atȱ schoolȱafterȱageȱ15ȱattemptedȱSchoolȱCertificate.ȱAboutȱ20ȱpercentȱofȱthoseȱwhoȱ continuedȱ toȱ remainȱ atȱ schoolȱ attemptedȱ Universityȱ Entrance.ȱ Itȱ isȱ obvious,ȱ therefore,ȱ thatȱ aȱ largeȱ percentageȱ ofȱ studentsȱ leftȱ secondaryȱ schoolȱ withȱ noȱ formalȱqualifications.ȱTheȱsystemȱwasȱdesignedȱtoȱeitherȱrejectȱorȱpromote,ȱwithȱ majorȱimplicationsȱforȱlifeȱopportunities.ȱ Byȱ1990,ȱtheȱpercentageȱofȱstudentsȱstayingȱinȱsecondaryȱschoolȱtoȱtheȱseniorȱ yearsȱ hadȱ increasedȱ dramatically.ȱ Theȱ employmentȱ marketȱ hadȱ tightenedȱ fromȱ theȱ 1960s,ȱ soȱ theȱ governmentȱ wasȱ keenȱ forȱ studentsȱ toȱ remainȱ longerȱ inȱ theȱ educationȱsystem,ȱyetȱmanyȱwereȱnotȱintendingȱtoȱgoȱonȱtoȱuniversity.ȱ Asȱpartȱofȱtheȱeducationȱreforms,ȱtheȱNewȱZealandȱQualificationsȱAuthorityȱ (NZQA)8ȱwasȱestablishedȱinȱ1990ȱwithȱresponsibilityȱforȱqualificationsȱawardedȱ inȱsecondaryȱschools.9ȱItȱwasȱchargedȱwithȱdevelopingȱqualificationsȱsystemsȱthatȱ providedȱ variedȱ pathwaysȱ towardsȱ appropriateȱ qualificationsȱ forȱ asȱ manyȱ studentsȱ asȱ possible,ȱ notȱ justȱ thoseȱ whoȱ survivedȱ theȱ percentageȱ passȱ ratesȱ dictatedȱbyȱSchoolȱCertificateȱandȱUniversityȱEntrance.ȱ NZQAȱ adoptedȱ aȱ singleȱ Qualificationsȱ Frameworkȱ forȱ bothȱ academicȱ andȱ vocationalȱ qualificationsȱ fromȱ seniorȱ secondaryȱ schoolingȱ throughȱ toȱ tertiaryȱ qualifications.ȱ Inȱ 2002ȱ theȱ NZQAȱ implementedȱ NCEAȱ asȱ theȱ mainȱ seniorȱ secondaryȱschoolȱnationalȱqualification.ȱȱ Overȱ theȱ years,ȱ NCEAȱ hasȱ undergoneȱ aȱ numberȱ ofȱ reviewsȱ andȱ improvements.ȱ Itȱ challengesȱ studentsȱ ofȱ allȱ abilitiesȱ inȱ allȱ learningȱ areas,ȱ andȱ showsȱ creditsȱ andȱ gradesȱ forȱ separateȱ skillsȱ andȱ knowledge.ȱ Usingȱ aȱ rangeȱ ofȱ assessmentȱprocedures,ȱ itȱ enablesȱ studentsȱ toȱ gainȱ creditsȱ fromȱ bothȱ traditionalȱ schoolȱ curriculumȱ areasȱ andȱ alternativeȱ programs.ȱ Theȱ qualificationȱ isȱ recognizedȱ byȱ employersȱ andȱ isȱ usedȱ forȱ selectionȱ byȱ universitiesȱ andȱ polytechnics,ȱ bothȱ inȱ Newȱ Zealandȱ andȱ overseas.ȱ Itȱ combinesȱ muchȱ ofȱ whatȱ isȱ understoodȱ toȱ beȱ progressiveȱ educationalȱ andȱ assessmentȱ practiceȱ inȱ andȱ forȱ aȱ modernȱworld.ȱDistinctiveȱfeaturesȱare:ȱ x Eachȱyear,ȱstudentsȱcanȱstudyȱaȱnumberȱofȱcoursesȱorȱsubjects,ȱacademicȱ andȱvocational.ȱ x Inȱ eachȱ subject,ȱ skillsȱ andȱ knowledgeȱ areȱ assessedȱ againstȱ aȱ numberȱ ofȱ standards.ȱȱ x Schoolsȱuseȱaȱrangeȱofȱinternalȱandȱexternalȱassessmentsȱtoȱmeasureȱhowȱ wellȱstudentsȱmeetȱtheseȱstandards.ȱ x Whenȱ aȱ studentȱ achievesȱ aȱ standard,ȱ theyȱ gainȱ aȱ numberȱ ofȱ credits.ȱ Studentsȱ mustȱ achieveȱ aȱ certainȱ numberȱ ofȱ creditsȱ toȱ gainȱ anȱ NCEAȱ certificate.ȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ 8 ȱNZQAȱWebsite:ȱhttp://www.nzqa.govt.nz/.ȱ 9 ȱNZQAȱisȱalsoȱresponsibleȱforȱtheȱqualityȱassuranceȱofȱnonuniversityȱtertiaryȱtrainingȱproviders.ȱ ȱ 6ȱ LesterȱFlocktonȱ x Thereȱareȱthreeȱ levelsȱofȱNCEAȱcertificate,ȱdependingȱonȱtheȱdifficultyȱofȱ theȱstandardsȱachieved.ȱInȱgeneral,ȱstudentsȱworkȱthroughȱlevelsȱ1ȱtoȱ3ȱinȱ yearsȱ11ȱtoȱ13ȱatȱschool.ȱ x Studentsȱ areȱ recognizedȱ forȱ highȱ achievementȱ atȱ eachȱ levelȱ byȱ gainingȱ NCEAȱwithȱMeritȱorȱNCEAȱwithȱExcellence.ȱ MechanismsȱofȱChangeȱ TheȱchangeȱfromȱtheȱSchoolȱCertificateȱtoȱNCEAȱrequiredȱimportantȱadjustmentsȱ inȱtermsȱofȱpolicies,ȱinstitutionalȱstructures,ȱandȱhumanȱandȱfiscalȱresources.ȱTheȱ mostȱimportantȱofȱtheseȱchangesȱwasȱtheȱcreationȱofȱNZQA.ȱȱ NZQAȱisȱbackedȱbyȱlawȱandȱwasȱcreatedȱunderȱtheȱEducationȱActȱofȱ1989.ȱItȱ isȱaȱstable,ȱindependentȱgovernmentȱorganizationȱthatȱreportsȱtoȱtheȱMinisterȱofȱ EducationȱandȱtheȱMinisterȱforȱTertiaryȱEducation,ȱSkills,ȱandȱEmployment.ȱItȱisȱ headedȱ byȱ aȱ boardȱ appointedȱ byȱ theȱ Ministerȱ ofȱ Education,ȱ andȱ hasȱ aȱ Chiefȱ Executiveȱsupportedȱbyȱfourȱdivisions:ȱQualifications,ȱQualityȱAssurance,ȱOfficeȱ ofȱ Deputyȱ Chiefȱ Executiveȱ Maori,ȱ andȱ Strategicȱ andȱ Corporateȱ Services.ȱ Theȱ Qualificationȱ divisionȱ overseesȱ allȱ tasksȱ relatedȱ toȱ secondaryȱ schoolȱ examinations.ȱ Theȱ Chiefȱ Executiveȱ isȱ alsoȱ supportedȱ byȱ externalȱ advisoryȱ groups.ȱ Inȱ2010,ȱtheȱstaffȱemployedȱatȱNZQAȱreachedȱ401ȱpeople,ȱalmostȱallȱbeingȱonȱ aȱfullȬtimeȱcontractȱ(NZQAȱ2010).ȱAȱnumberȱofȱtheȱstaffȱhadȱpreviouslyȱworkedȱ forȱtheȱDepartmentȱofȱEducationȱandȱtheȱSchoolȱCertificate,ȱbeforeȱtheȱcreationȱofȱ theȱNZQA.ȱAdditionally,ȱnewȱstaffȱmembersȱwereȱrecruitedȱafterȱtheȱcreationȱofȱ NZQA.ȱ TheȱNZQAȱisȱfundedȱbyȱbothȱpublicȱandȱearnedȱfunding.ȱInȱ2010,ȱtheȱtotalȱ incomeȱreachedȱalmostȱUS$60ȱmillion,ȱhalfȱofȱwhichȱcameȱfromȱpublicȱ(Crown)ȱ funding.ȱ ClassroomȱAssessmentȱ Thisȱ sectionȱ reviewsȱ theȱ enablingȱ contextȱ forȱ classroomȱ assessmentȱ activitiesȱ inȱ Newȱ Zealand.ȱ Theȱ firstȱ subsectionȱ analyzesȱ theȱ institutionalȱ arrangementsȱ inȱ placeȱ toȱ ensureȱ theȱ qualityȱ ofȱ classroomȱ assessmentȱ activities.ȱ Theȱ secondȱ subsectionȱ reviewsȱ theȱ mechanismsȱ ofȱ changeȱ putȱ inȱ placeȱ toȱ allowȱ forȱ theȱ currentȱlevelȱofȱdevelopmentȱofȱclassroomȱassessmentȱactivitiesȱinȱNewȱZealand.ȱȱ GeneralȱDescriptionȱ Theȱ regulatoryȱ andȱ curriculumȱ reformsȱ ofȱ theȱ 1990sȱ setȱ aȱ newȱ frameȱ forȱ classroomȱ assessmentȱ (schoolȬbasedȱ assessment)ȱ activitiesȱ inȱ Newȱ Zealand.ȱ Achievementȱ objectivesȱ pertainingȱ toȱ eightȱ incrementallyȱ steppedȱ curriculumȱ ‘levels”ȱ spanningȱ primaryȱ andȱ secondaryȱ schoolingȱ wereȱ toȱ provideȱ theȱ referenceȱ forȱ teacherȱ judgmentsȱ andȱ reportingȱ ofȱ achievement.ȱ Theȱ regulatoryȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ 7ȱ stipulationsȱ (Nationalȱ Educationȱ Guidelines)ȱ wereȱ broadlyȱ stated,ȱ consistentȱ withȱaȱselfȬmanagementȱphilosophy,ȱgivingȱschoolsȱconsiderableȱdiscretionȱoverȱ howȱtheyȱwouldȱmanageȱtheirȱassessmentȱprocesses.ȱȱ However,ȱ theȱ governmentȱ auditȱ agencyȱ (Educationȱ Reviewȱ Office,ȱ ERO),ȱ whichȱconductsȱonȬsiteȱinspectionsȱofȱtheȱworkȱofȱeveryȱschoolȱeveryȱthreeȱorȱsoȱ years,ȱhadȱitsȱownȱinterpretationȱofȱwhatȱcomplianceȱwithȱtheȱguidelinesȱshouldȱ lookȱlikeȱinȱpractice.ȱBecauseȱERO’sȱpublicȱreportsȱonȱindividualȱschoolsȱbecameȱ highȱ stakes,ȱ schoolsȱ tendedȱ toȱ bendȱ theirȱ practicesȱ towardsȱ thoseȱ thatȱ wonȱ theȱ endorsementȱ ofȱ ERO,ȱ despiteȱ widespreadȱ concernsȱ amongȱ curriculumȱ specialists,ȱ assessmentȱ experts,ȱ andȱ others,ȱ andȱ despiteȱ manyȱ schoolȱ personnelȱ themselvesȱhavingȱnegativeȱattitudesȱtoȱwhatȱtheyȱwereȱbeingȱexpectedȱtoȱdo.ȱȱ Classroomȱassessmentȱ becameȱ aȱ mechanisticȱ industryȱ ofȱ checkȬlistingȱ largeȱ andȱunconnectedȱnumbersȱofȱachievementȱobjectivesȱinȱallȱsubjectȱareasȱforȱeveryȱ student.ȱ Theȱ achievementȱ objectivesȱ wereȱ variouslyȱ specificȱ orȱ broadlyȱ stated,ȱ andȱ theirȱ placementȱ inȱ oneȱ levelȱ ratherȱ thanȱ anotherȱ wasȱ difficultȱ toȱ justifyȱ inȱ termsȱ ofȱ aȱ demonstrablyȱ differentȱ orȱ higherȱ stageȱ ofȱ learningȱ andȱ achievement.ȱ Summingȱupȱachievementȱ(producingȱscoresȱorȱgradesȱforȱreporting)ȱfromȱlargeȱ numbersȱofȱirregularȱobjectivesȱacrossȱmultipleȱcurriculumȱcontentȱstrandsȱwasȱaȱ flawedȱstrategyȱbecauseȱtheyȱdidȱnotȱlendȱthemselvesȱtoȱcredibleȱaggregation.ȱ Eventuallyȱ theȱ compellingȱ argumentsȱ andȱ representationsȱ ofȱ numerousȱ criticsȱofȱtheȱsystemȱgainedȱtraction,ȱparticularlyȱasȱaȱresultȱofȱthreeȱgovernmentȬ requestedȱ reviewsȱ ofȱ theȱ roleȱ andȱ functioningȱ ofȱ ERO.ȱ Aȱ majorȱ turningȱ pointȱ occurredȱwithȱtheȱappointmentȱofȱaȱnewȱheadȱofȱtheȱEROȱinȱ2002.ȱȱ Accountabilityȱ reviews,ȱ assuranceȱ audits,ȱ andȱ effectivenessȱ reviews,ȱ whichȱ wereȱ doneȱtoȱschoolsȱandȱgaveȱlittleȱsenseȱofȱownershipȱoverȱtheȱfindings,ȱwereȱ replacedȱwithȱanȱevaluativeȱapproachȱthatȱsoughtȱtoȱassistȱschoolsȱtoȱstrengthenȱ theirȱownȱreviewȱstrategies.ȱȱ Aȱ newȱ reviewȱ frameworkȱ introducedȱ inȱ 2002ȱ recognizedȱ thatȱ schoolsȱ themselvesȱ neededȱ toȱ beȱ atȱ theȱ centerȱ ofȱ goalȱ settingȱ withȱ robustȱ processesȱ forȱ assessingȱ andȱ reviewingȱ theȱ effectivenessȱ ofȱ theirȱ strategiesȱ forȱ improvingȱ studentȱ achievement.ȱ Theyȱ neededȱ toȱ learnȱ howȱ toȱ getȱ betterȱ atȱ gathering,ȱ analyzing,ȱ andȱ interpretingȱ qualityȱ informationȱ toȱ informȱ theirȱ judgmentsȱ andȱ directȱtheirȱactions.ȱMostȱimportant,ȱtheyȱneededȱtoȱ ownȱtheȱprocessesȱandȱtakeȱ responsibilityȱ forȱ makingȱ themȱ work.ȱ Mechanisticȱ classroomȱ assessmentȱ methodsȱwereȱnoȱlongerȱcenterȱstage.ȱ Theȱ shiftȱ ofȱ directionȱ byȱ theȱ EROȱ cameȱ togetherȱ withȱ theȱ Educationȱ StandardsȱActȱofȱ2001ȱthatȱwouldȱrequireȱschoolsȱtoȱsetȱgoals,ȱannualȱpriorities,ȱ andȱ targetsȱ forȱ improvementȱ ofȱ studentȱ achievement.ȱ Inȱ 2010ȱ theȱ governmentȱ introducedȱ regulationsȱ thatȱ requiredȱ everyȱ primaryȱ schoolȱ toȱ setȱ andȱ measureȱ studentȱ achievementȱ againstȱ targetsȱ inȱ theȱ threeȱ areasȱ ofȱ newlyȱ introducedȱ Nationalȱ Standards:ȱ reading,ȱ writing,ȱ andȱ mathematics.ȱ Eachȱ schoolȱ wouldȱ beȱ requiredȱ toȱ monitorȱ performanceȱ againstȱ theseȱ andȱ reportȱ annuallyȱ toȱ theȱ Ministryȱ ofȱ Educationȱ andȱ itsȱ communityȱ withȱ anȱ analysisȱ ofȱ theȱ differencesȱ ȱ 8ȱ LesterȱFlocktonȱ betweenȱtheȱschool’sȱperformanceȱandȱ“theȱrelevantȱaims,ȱobjectives,ȱdirections,ȱ prioritiesȱ orȱ targetsȱ setȱ outȱ inȱ theȱ school’sȱ charter”ȱ (Newȱ Zealandȱ Parliamentȱ 2001).ȱȱ Consequentlyȱ theȱ variableȱ andȱ localizedȱ targetȱ settingȱ andȱ reportingȱ fromȱ individualȱ schoolsȱ madeȱ itȱ impossibleȱ toȱ obtainȱ aȱ coherentȱ nationalȱ pictureȱ ofȱ studentȱachievementȱinȱanyȱoneȱparticularȱsubject.ȱ Becauseȱ ofȱ concernsȱ aboutȱ significantȱ achievementȱ disparitiesȱ betweenȱ MaoriȱandȱPasifikaȱandȱtheȱrestȱofȱtheȱstudentȱpopulation,ȱtheȱanalysesȱwereȱtoȱ includeȱ specificȱ informationȱ onȱ theȱ effectivenessȱ ofȱ schoolȱ strategiesȱ forȱ thoseȱ students.ȱ Itȱ wasȱ leftȱ toȱ theȱ individualȱ school,ȱ however,ȱ toȱ decideȱ itsȱ curricularȱ prioritiesȱforȱmandatoryȱannualȱtargetsȱforȱimprovingȱstudentȱachievement.ȱ AdditionalȱtoȱtheȱimpactȱofȱnewȱEROȱapproachesȱandȱtheȱnewȱplanningȱandȱ reportingȱlegislationȱonȱschoolȬbasedȱassessmentȱpracticesȱwasȱaȱmajorȱreviewȱofȱ theȱ nationalȱ curriculumȱ itself.ȱ Whileȱ theȱ newȱ curriculumȱ continuesȱ toȱ includeȱ listsȱofȱachievementȱobjectivesȱorganizedȱintoȱlevelsȱinȱeachȱsubjectȱarea,ȱtheyȱareȱ somewhatȱ discretionary.ȱ Theȱ emphasisȱ hasȱ shiftedȱ awayȱ fromȱ atomizedȱ bitsȱ ofȱ learningȱ toȱ aȱ moreȱ coherentȱ viewȱ ofȱ knowledge,ȱ concepts,ȱ andȱ understandings,ȱ withȱintegratedȱconnectionsȱacrossȱsubjectȱareas.ȱȱ Pedagogically,ȱ learningȱ howȱ toȱ learnȱ hasȱ becomeȱ inseparableȱ fromȱ theȱ contentȱ ofȱ learning.ȱ InquiryȬbasedȱ learningȱ hasȱ emergedȱ asȱ aȱ majorȱ curricularȱ approachȱ withȱ significantȱ implicationsȱ forȱ whatȱ isȱ assessed,ȱ andȱ howȱ itȱ isȱ assessed.ȱ Itȱ isȱ noȱ longerȱ commonplaceȱ toȱ findȱ schoolsȱ checkȬlistingȱ againstȱ subjectȱareaȱachievementȱobjectives.ȱRather,ȱtheyȱareȱtrendingȱtowardsȱskillsȱsuchȱ asȱsettingȱgoalsȱforȱinquiry;ȱquestioning;ȱcollecting,ȱinvestigating,ȱandȱanalyzingȱ information;ȱ creatingȱ somethingȱ fromȱ theȱ inquiry;ȱ sharingȱ knowledge;ȱ andȱ reflectingȱandȱselfȬassessingȱonȱtheȱpartȱofȱstudents.ȱ Throughoutȱ theȱ curricularȱ andȱ assessmentȱ reforms,ȱ considerableȱ attentionȱ hasȱ beenȱ directedȱ towardsȱ anȱ overarchingȱ theoreticalȱ paradigmȱ thatȱ separatesȱ assessmentȱintoȱtwoȱmainȱareasȱofȱactivityȱandȱfunction:ȱassessmentȱ forȱlearning,ȱ andȱ assessmentȱ ofȱ learning,ȱ orȱ formativeȱ andȱ summativeȱ assessments.ȱ Thisȱ paradigm,ȱ whichȱ emanatedȱ largelyȱ fromȱ assessmentȱ academicsȱ inȱ Englandȱ andȱ theȱ Unitedȱ States,ȱ wasȱ aȱ reactionȱ againstȱ testingȱ drivingȱ teachingȱ andȱ learning,ȱ andȱ testingȱ dominatingȱ schoolȬbasedȱ practices.ȱ Itȱ wonȱ muchȱ supportȱ inȱ Newȱ ZealandȱtoȱtheȱpointȱthatȱitȱbecameȱinfusedȱinȱMinistryȱofȱEducationȱpolicy.ȱWithȱ policyȱ focusȱ nowȱ squarelyȱ onȱ learning,ȱ itȱ wasȱ expectedȱ thatȱ classroomȱ assessmentȱpracticesȱ shouldȱ beȱ totallyȱ consistentȱ withȱthis.ȱ Theȱ policyȱ directionȱ wasȱmadeȱclearȱinȱtheȱnewȱnationalȱcurriculum:ȱ ȱ Theȱ primaryȱ purposeȱ ofȱ assessmentȱ isȱ toȱ improveȱ students’ȱ learningȱ andȱ teachers’ȱ teachingȱ asȱ bothȱ studentȱ andȱ teacherȱ respondȱ toȱ theȱ informationȱ thatȱ itȱ provides.ȱ Withȱ thisȱ inȱ mind,ȱ schoolsȱ needȱ toȱ considerȱ howȱ theyȱ willȱ gather,ȱ analyze,ȱ andȱ useȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ 9ȱ assessmentȱ informationȱ soȱ thatȱ itȱ isȱ effectiveȱ inȱ meetingȱ thisȱ purpose.ȱȱ Assessmentȱforȱtheȱpurposeȱofȱimprovingȱstudentȱlearningȱisȱ bestȱ understoodȱ asȱ anȱ ongoingȱ processȱ thatȱ arisesȱ outȱ ofȱ theȱ interactionȱbetweenȱteachingȱandȱlearning.ȱItȱinvolvesȱtheȱfocusedȱ andȱ timelyȱ gathering,ȱ analysis,ȱ interpretation,ȱ andȱ useȱ ofȱ informationȱ thatȱcanȱprovideȱevidenceȱofȱstudentȱprogress.ȱMuchȱ ofȱ thisȱ evidenceȱ isȱ “ofȱ theȱ moment.”ȱ Analysisȱ andȱ interpretationȱ oftenȱ takesȱ placeȱ inȱ theȱ mindȱ ofȱ theȱ teacher,ȱ whoȱ thenȱ usesȱ theȱ insightsȱ gainedȱ toȱ shapeȱ theirȱ actionsȱ asȱ theyȱ continueȱ toȱ workȱ withȱtheirȱstudentsȱȱ (MinistryȱofȱEducationȱ2007)ȱ MechanismsȱofȱChangeȱ Inȱ Newȱ Zealand,ȱ twoȱ governmentȱ agenciesȱ playȱ majorȱ rolesȱ inȱ overseeingȱ theȱ workȱ ofȱ schools:ȱ theȱ Ministryȱ ofȱ Educationȱ andȱ theȱ ERO.ȱ Theȱ Ministryȱ ofȱ Education,ȱ workingȱ withȱ theȱ government,ȱ definesȱ theȱ resourcesȱ availableȱ toȱ schools,ȱ theȱ curriculumȱ toȱ beȱ followed,ȱ accountabilityȱ systems,ȱ andȱ theȱ boundariesȱofȱacceptableȱpracticeȱwithinȱaȱselfȬmanagingȱsystem.ȱȱ EROȱ isȱ aȱ publicȱ serviceȱ departmentȱ independentȱ fromȱ theȱ Ministry.ȱ Itȱ wasȱ establishedȱ inȱ 1988,ȱ inȱ theȱ contextȱ ofȱ aȱ comprehensiveȱ reformȱ toȱ theȱ educationȱ system.ȱ Itsȱ functionsȱ andȱ budgetȱ areȱ backedȱ byȱ law.ȱ EROȱ worksȱ asȱ aȱ qualityȱ assuranceȱinstitutionȱandȱisȱchargedȱwithȱevaluating,ȱsupporting,ȱandȱreportingȱ publiclyȱ onȱ theȱ performanceȱ ofȱ individualȱ schoolsȱ (EROȱ 2011).ȱ Theȱ EROȱ staffȱ includesȱaȱchiefȱexecutive,ȱplusȱ150ȱreviewȱofficersȱlocatedȱinȱfourȱregions.ȱ Theȱ enablingȱ contextȱ forȱ classroomȱ assessmentȱ alsoȱ encompassedȱ buildingȱ teacherȱ capabilityȱ inȱ assessmentȱ forȱ learning.ȱ Inȱ 2002ȱ theȱMinistryȱ ofȱ Educationȱ establishedȱ andȱ fundedȱ aȱ teacherȱ developmentȱ projectȱ titledȱ “Assessȱ toȱ Learn”ȱ (AtoL),ȱ whichȱ isȱ deliveredȱ byȱ contractorsȱ inȱ differentȱ partsȱ ofȱ Newȱ Zealand.ȱ SchoolsȱthatȱchooseȱtoȱdoȱtheȱprogramȱareȱrequiredȱtoȱcommitȱtoȱtheȱMinistry’sȱ outcomes:ȱ x improvedȱstudentȱlearningȱandȱachievementȱȱ x shiftȱinȱteachers’ȱknowledgeȱandȱassessmentȱpracticeȱȱ x developmentȱ ofȱ coherenceȱ betweenȱ assessmentȱ processes,ȱ practicesȱ andȱ systemsȱinȱclassroomsȱandȱinȱschoolsȱsoȱthatȱtheyȱpromoteȱbetterȱlearningȱȱ x aȱcultureȱofȱcontinuousȱschoolȱimprovement.ȱ Commissionedȱ researchȱ showsȱ thatȱ theȱ model,ȱ whichȱ isȱ tailoredȱ toȱ individualȱschool’sȱspecificȱgoals,ȱisȱprovingȱsuccessfulȱinȱachievingȱallȱintendedȱ outcomesȱ(PoskittȱandȱTaylorȱ2008).ȱ Sinceȱ 2002ȱ onlyȱ aboutȱ 35ȱ percentȱ ofȱ primaryȱ schoolsȱ andȱ 15ȱ percentȱ ofȱ secondaryȱ schoolsȱ nationallyȱ haveȱ takenȱ partȱ inȱ thisȱ program.ȱ Someȱ haveȱ participatedȱ forȱ oneȱ year;ȱ othersȱ forȱ twoȱ orȱ threeȱ years,ȱ whichȱ resultsȱ inȱ deepȱ ȱ 10ȱ LesterȱFlocktonȱ learningȱandȱreviewȱofȱpractice.ȱFundingȱallocation,ȱtheȱavailabilityȱofȱsufficientȱ numbersȱ ofȱ suitablyȱ qualifiedȱ facilitators,ȱ andȱ competingȱ prioritiesȱ forȱ teacherȱ professionalȱdevelopmentȱtimeȱareȱlimitingȱfactors,ȱyetȱtheȱprogramȱisȱhavingȱaȱ valuableȱinfluence.ȱȱ Toȱ supportȱ schoolsȱ andȱ teachersȱ withȱ analyzing,ȱ interpreting,ȱ andȱ judgingȱ studentȱ achievement,ȱ theȱ systemȱ hasȱ playedȱ aȱ keyȱ roleȱ inȱ supportingȱ theȱ developmentȱandȱuseȱofȱaȱrangeȱofȱassessmentȱtoolsȱthatȱprovideȱbothȱnormȱandȱ criterionȱreferencedȱdata.ȱEffortsȱhaveȱbeenȱmadeȱtoȱalignȱassessmentȱtasksȱandȱ testȱitemsȱtoȱcurricularȱobjectives,ȱandȱinȱsomeȱcases,ȱtheȱcurriculumȱlevels.ȱ Inȱ Newȱ Zealandȱ thereȱ isȱ noȱ requirementȱ onȱ schoolsȱ toȱ useȱ anyȱ particularȱ testsȱorȱtoolsȱforȱclassroomȱassessment;ȱalmostȱallȱschoolsȱselectivelyȱchooseȱfromȱ thoseȱ availableȱ fromȱ theȱ Ministryȱ ofȱ Educationȱ andȱ theȱ market.ȱ Thereȱ areȱ noȱ mandatedȱ tests.ȱ Itȱ hasȱ becomeȱ clearȱ thatȱ unlessȱ teachersȱ learnȱ howȱ toȱ connectȱ dataȱ toȱ teachingȱ andȱ learning,ȱ theȱ useȱ ofȱ suchȱ toolsȱ becomesȱ ritualisticallyȱ mechanistic.ȱSinceȱteachingȱtoȱtestsȱisȱstronglyȱdiscouragedȱinȱNewȱZealand,ȱtheȱ valueȱofȱtestsȱforȱimprovingȱlearningȱcanȱbeȱsomewhatȱtenuous.ȱ DriversȱforȱChangeȱ Newȱ Zealand’sȱ storyȱ ofȱ theȱ developmentȱ ofȱ nationalȱ largeȬscaleȱ assessment,ȱ secondaryȱ schoolȱ examinations,ȱ andȱ classroomȱ assessmentȱ hasȱ evolvedȱ overȱ severalȱdecades.ȱThisȱevolutionȱwasȱpossibleȱthanksȱtoȱaȱcombinationȱofȱfactorsȱ thatȱ wentȱ farȱ beyondȱ theȱ assessmentȱ system.ȱ Thisȱ sectionȱ reviewȱ theȱ mainȱ driversȱthatȱallowedȱforȱtheȱreformsȱinȱtheȱassessmentȱsystemȱtoȱoccur,ȱincludingȱ reformsȱtoȱtheȱschoolȱsystemȱandȱaȱreportȱcallingȱtoȱimproveȱstudentȱassessment.ȱ ReformsȱtoȱtheȱSchoolȱSystemȱ Aȱ keyȱ factorȱ toȱ furtherȱ developingȱ theȱ assessmentȱ systemȱ inȱ Newȱ Zealandȱ wasȱ anȱhistoricalȱrestructuringȱofȱtheȱadministrationȱofȱtheȱeducationȱsystemȱthroughȱ aȱ seriesȱ ofȱ reformsȱ thatȱ startedȱ inȱ theȱ earlyȱ 1990s.ȱ Inȱ theȱ schoolȱ sector,ȱ theseȱ reformsȱwereȱspelledȱoutȱinȱ Tomorrow’sȱSchoolsȱ(MinistryȱofȱEducationȱ1988).ȱTheȱ reformsȱencompassedȱaȱcomprehensiveȱreviewȱofȱcurriculumȱandȱassessment.ȱ Theȱ reviewȱ ofȱ theȱ administrativeȱ systemȱ wasȱ instigatedȱ byȱ theȱ Primeȱ Minister,ȱ whoȱ wasȱ bothȱ Primeȱ Ministerȱ andȱ Ministerȱ ofȱ Educationȱ atȱ theȱ sameȱ timeȱsoȱthatȱheȱcouldȱplayȱaȱpivotalȱpartȱinȱensuringȱsubstantialȱchange.ȱTheȱfiveȬ personȱtaskȱforceȱheȱappointedȱtoȱcarryȱoutȱtheȱreviewȱandȱproposeȱdirectionȱforȱ theȱ reformsȱ includedȱ community,ȱ business,ȱ andȱ professionalȱ people.ȱ Theȱ taskȱ forceȱ summedȱ upȱ theȱ situationȱ asȱ itȱ stoodȱ whenȱ itȱ said,ȱ “Goodȱ people.ȱ Badȱ system”ȱ(MinistryȱofȱEducationȱ1988).ȱ Theȱ decisionȱ toȱ addressȱ theȱ administrativeȱ structureȱ ofȱ theȱ schoolȱ systemȱ beforeȱtacklingȱtheȱcoreȱbusinessȱofȱeducationȱitselfȱ(thatȱis,ȱteachingȱandȱlearning,ȱ curriculum,ȱandȱassessmentȱandȱreporting)ȱwasȱcritical.ȱItȱwasȱheldȱthatȱtheȱrightȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ 11ȱ sortȱofȱadministrativeȱenvironmentȱwasȱaȱprerequisiteȱnotȱonlyȱtoȱenablingȱthingsȱ toȱ happenȱ inȱ differentȱ ways,ȱ butȱ alsoȱ inȱ significantlyȱ betterȱ ways.ȱ Perhapsȱ theȱ mostȱ radicalȱ changeȱ toȱ comeȱ outȱ ofȱ theȱ review,ȱ therefore,ȱ wasȱ theȱ decentralizationȱofȱschoolȱadministrationȱwithȱaȱsubstantiallyȱdifferentȱapproachȱ toȱregulation.ȱ Schoolsȱ becameȱ selfȬmanaging,ȱ regulationȱ lessȱ prescriptive,ȱ andȱ accountabilityȱ moreȱ defined.ȱ Theȱ governanceȱ ofȱ eachȱ schoolȱ becameȱ theȱ responsibilityȱofȱaȱBoardȱofȱTrusteesȱelectedȱbyȱparentsȱandȱschoolȱstaff.ȱItȱwasȱtoȱ beȱanȱenablingȱpartnershipȱbetweenȱtheȱcommunityȱandȱtheȱprofession,ȱwithȱtheȱ principalȱhavingȱtheȱstatusȱofȱaȱfullyȱconstitutionalȱmemberȱofȱtheȱBoard,ȱwhileȱ alsoȱbeingȱresponsibleȱtoȱtheȱBoardȱforȱtheȱdayȬtoȬdayȱmanagementȱofȱtheȱschool.ȱ Theȱ Newȱ Zealandȱ Departmentȱ ofȱ Educationȱ wasȱ replacedȱ byȱ aȱ Ministryȱ ofȱ Education,ȱwithȱkeyȱresponsibilityȱforȱnationalȱpolicyȱandȱfiscalȱmanagement.ȱ IndependentȱofȱtheȱMinistryȱofȱEducation,ȱEROȱwasȱestablishedȱtoȱregularlyȱ auditȱ andȱ publiclyȱ reportȱ onȱ theȱ performanceȱ ofȱ individualȱ schoolsȱ inȱ termsȱ ofȱ theȱ objectivesȱ inȱ theirȱ charterȱ “undertaking.”ȱ Everyȱ stateȬfundedȱ schoolȱ wasȱ requiredȱ byȱ lawȱ toȱ haveȱ aȱ charterȱ thatȱ setsȱ outȱ theȱ goals,ȱ aims,ȱ priorities,ȱ andȱ targetsȱforȱtheȱschoolȱconsistentȱwithȱgovernmentȱpolicy.ȱTheȱ“undertaking”ȱisȱaȱ declarationȱ ofȱ commitmentȱ byȱ theȱ schoolȱ Boardȱ ofȱ Trusteesȱ toȱ upholdȱ andȱ pursueȱthoseȱintentions.ȱ Theȱ NZQAȱ wasȱ alsoȱ setȱ upȱ toȱ overseeȱ andȱ increaseȱ theȱ coherenceȱ ofȱ qualificationȱ systemsȱ soȱ thatȱ thereȱ wouldȱ beȱ aȱ unifyingȱ frameworkȱ (Theȱ Newȱ ZealandȱQualificationsȱFramework)ȱforȱallȱqualityȬassuredȱqualificationsȱinȱNewȱ Zealand,ȱ fromȱ secondaryȱ throughȱ toȱ tertiary.ȱ Majorȱ reformȱ toȱ secondaryȱ schoolȱ examinationsȱ andȱ awardsȱ wasȱ alsoȱ toȱ beȱ undertakenȱ byȱ NZQA.ȱ Traditionalȱ approachesȱwereȱtoȱbeȱreplacedȱbyȱthoseȱthatȱwouldȱbetterȱ meetȱtheȱneedsȱofȱaȱ diverseȱsocietyȱandȱeconomy.ȱ Severalȱ factorsȱ pushedȱ forȱ theȱ reformsȱ toȱ theȱ examinations.ȱ Thereȱ wasȱ aȱ perceptionȱ thatȱ (i)ȱ theȱ examinationsȱ wereȱ notȱ fairȱ toȱ aȱ largeȱ majorityȱ ofȱ theȱ students;ȱ(ii)ȱthatȱinsteadȱofȱopeningȱeducationalȱopportunities,ȱtheȱexaminationsȱ wereȱ pushingȱ studentsȱ outȱ ofȱ theȱ educationȱ system;ȱ andȱ (iii)ȱ thatȱ theȱ examinationsȱ wereȱ notȱhelpingȱ produceȱ betterȱ jobȱ skillsȱ forȱ aȱ moreȱ competitiveȱ laborȱmarket.ȱ Regardingȱ classroomȱ assessment,ȱ changesȱ toȱ theȱ natureȱ ofȱ regulationȱ wereȱ particularlyȱ noteworthy.ȱ Priorȱ toȱ theȱ reforms,ȱ allȱ educationalȱ entities—fromȱ councilsȱ thatȱ governedȱ tertiaryȱ institutions,ȱ toȱ districtȱ educationȱ boardsȱ thatȱ controlledȱ schools,ȱ toȱ schoolsȱ themselves—wereȱ requiredȱ toȱ operateȱ withinȱ countlessȱregulationsȱauthorizedȱbyȱtheȱMinisterȱofȱEducation.ȱ Consequently,ȱ theȱ reformsȱ ledȱ toȱ theȱ systematicȱ dismantlingȱ ofȱ theȱ regulatoryȱ system,ȱ replacingȱ itȱ withȱ aȱ newȱ statutoryȱ approachȱ calledȱ Nationalȱ Educationȱ Guidelinesȱ (Ministryȱ ofȱ Educationȱ 1993).ȱ Schoolsȱ wereȱ givenȱ responsibilityȱ forȱ settingȱ theirȱ ownȱ policiesȱ andȱ practicesȱ withinȱ theȱ scopeȱ andȱ flexibilityȱofferedȱbyȱtheȱGuidelines;ȱtheyȱwereȱalsoȱrequiredȱtoȱsubstantiateȱtheȱ ȱ 12ȱ LesterȱFlocktonȱ effectivenessȱ ofȱ theirȱ policiesȱ andȱ practices.ȱ Theȱ curriculumȱ andȱ assessmentȱ sectionȱofȱtheȱguidelinesȱillustrateȱtheirȱopen,ȱnonprescriptiveȱnature:ȱ ȱ BoardsȱofȱTrusteesȱmustȱfosterȱstudentȱachievementȱbyȱprovidingȱ aȱbalancedȱcurriculumȱinȱaccordanceȱwithȱtheȱnationalȱcurriculumȱ statementsȱ (i.e.ȱ theȱ Newȱ Zealandȱ Curriculumȱ Frameworkȱ andȱ otherȱdocumentsȱbasedȱuponȱit).ȱ Inȱ orderȱ toȱ provideȱ aȱ balancedȱ programme,ȱ eachȱ Board,ȱ throughȱtheȱPrincipalȱandȱstaff,ȱwillȱbeȱrequiredȱto:ȱ x implementȱ learningȱ programmesȱ basedȱ uponȱ theȱ underlyingȱ principles,ȱ essentialȱ learningȱ areasȱ andȱ skills,ȱ andȱtheȱnationalȱachievementȱobjectives;ȱandȱ x monitorȱstudentȱprogressȱagainstȱtheȱnationalȱachievementȱ objectives;ȱandȱ x analyseȱbarriersȱtoȱlearningȱandȱachievement;ȱandȱ x developȱ andȱ implementȱ strategiesȱ whichȱ addressȱ identifiedȱ learningȱ needsȱ inȱ orderȱ toȱ overcomeȱ barriersȱ toȱ studentsȇȱlearning;ȱandȱ x assessȱ studentȱ achievement,ȱ maintainȱ individualȱ recordsȱ andȱreportȱonȱstudentȱprogress.ȱȱ (MinistryȱofȱEducationȱ1993)ȱ ȱ TheseȱGuidelinesȱbecameȱtheȱsumȱtotalȱofȱmandatoryȱclassroomȱassessmentȱ requirements.ȱ Theȱ majorityȱ ofȱ schoolsȱ respondedȱ withȱ renewedȱ energy,ȱ ideas,ȱ andȱinitiative.ȱEROȱnonethelessȱfoundȱthatȱsomeȱstruggled.ȱInȱsuchȱcasesȱEROȱsetȱ expectationsȱforȱimprovementȱthatȱitȱwouldȱcheckȱinȱaȱsubsequentȱinspection.ȱItȱ wasȱ theȱ responsibilityȱ ofȱ theȱ schoolȱ toȱ seekȱ outȱ theȱ kindȱ ofȱ assistanceȱ itȱ consideredȱappropriate.ȱ Theȱ curriculumȱ andȱ assessmentȱ reformsȱ thatȱ followedȱ twoȱ yearsȱ intoȱ theȱ administrativeȱ restructuringȱ ofȱ theȱ systemȱ wereȱ ledȱ byȱ aȱ newȱ Ministerȱ ofȱ Educationȱinȱaȱnewlyȱelectedȱgovernment.ȱȱ Theȱ newȱ governmentȱ wasȱ committedȱ toȱ aȱ curriculumȱ restructuringȱ thatȱ wouldȱ enableȱ strongerȱ schoolȱ accountabilityȱ forȱ studentȱ achievement.ȱ Theȱ sweepingȱ changesȱ itȱ introduced,ȱ calledȱ theȱ “Achievementȱ Initiative,”ȱ wereȱ largelyȱ influencedȱ byȱ curriculumȱ andȱ assessmentȱ reformsȱ madeȱ inȱ Englandȱ inȱ theȱ lateȱ 1980s—reformsȱ thatȱ provedȱ toȱ haveȱ littleȱ empiricalȱ supportȱ yetȱ considerableȱideologicalȱandȱpoliticalȱpatronage.ȱTheȱrationaleȱforȱtheseȱchangesȱ wasȱimprovedȱstudentȱlearningȱthroughȱaȱmoreȱstructuredȱnationalȱcurriculum,ȱ moreȱ focusedȱ teachingȱ andȱ assessment,ȱ andȱ greaterȱ continuityȱ whenȱ studentsȱ movedȱ fromȱ oneȱ schoolȱ toȱ another.ȱ Moreȱ insistentȱ accountabilityȱ throughȱ measurementȱandȱreportingȱwereȱtoȱgiveȱtheȱrationaleȱitsȱleverage.ȱ Anȱ overarchingȱ Newȱ Zealandȱ Curriculumȱ Frameworkȱ (Ministryȱ ofȱ Educationȱ 1993)ȱ introducedȱ aȱ newȱ curriculumȱ structureȱ thatȱ shiftedȱ theȱ focusȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ 13ȱ fromȱ contentȱ andȱ approachȱ toȱ aȱ policyȱ basedȱ onȱ outcomes.ȱ Eachȱ subject,ȱ orȱ curriculumȱ area,ȱ wasȱ organizedȱ intoȱ threeȱ orȱ fourȱ majorȱ contentȱ strands,ȱ andȱ withinȱ eachȱ strandȱ aȱ substantialȱ numberȱ ofȱ achievementȱ objectivesȱ wereȱ prescribed.ȱȱ Theȱ objectivesȱ wereȱ organizedȱ intoȱ eightȱ levelsȱ toȱ representȱ theȱ plannedȱ progressȱ expectedȱ ofȱ studentsȱ overȱ theirȱ yearsȱ ofȱ primaryȱ andȱ secondaryȱ schooling.ȱ Theȱ achievementȱ objectivesȱ andȱ levelsȱ becameȱ theȱ centralȱ focusȱ forȱ assessmentȱ andȱ reporting.ȱ Showingȱ theȱ amountȱ ofȱ progressȱ againstȱ theȱ levelsȱ wasȱ intendedȱ toȱ raiseȱ accountabilityȱ forȱ theȱ improvementȱ ofȱ studentȱ achievement.ȱȱ Asȱ intended,ȱ theȱ nationalȱ curriculumȱ becameȱ theȱ pointȱ ofȱ referenceȱ forȱ assessment,ȱ reporting,ȱ andȱ accountability.ȱ Theȱ modelȱ seemedȱ logicalȱ andȱ pragmatic.ȱ Yetȱ almostȱ fromȱ theȱ outsetȱ itȱ wasȱ underȱ constantȱ challengeȱ fromȱ subjectȱareaȱexperts,ȱprofessionalȱorganizations,ȱandȱpractitionersȱalike.ȱȱ Arguablyȱ theȱ newȱ curriculumȱ systemȱ didȱ offerȱ teachersȱ moreȱ structuredȱ guidance,ȱ particularlyȱ lessȱ experiencedȱ teachersȱ andȱ thoseȱ notȱ soȱ confidentȱ inȱ planningȱ goodȱ programsȱ withoutȱ detailedȱ expectations.ȱ Andȱ itȱ didȱ provideȱ forȱ someȱ consistencyȱ fromȱ schoolȱ toȱ school.ȱ Onȱ theȱ otherȱ hand,ȱ teachersȱ andȱ studentsȱfellȱintoȱaȱtreadmillȱ ofȱ curriculumȱ coverageȱ andȱ assessmentȱ “tickȱ box”ȱ approachesȱ thatȱ largeȱ listsȱ ofȱ mandatoryȱ achievementȱ objectivesȱ encourage.ȱ Allȱ ofȱ thisȱ typicallyȱ leadsȱ toȱ shallowȱ andȱ temporaryȱ learningȱ ratherȱ thanȱ deepȱ andȱ sustainableȱ learning.ȱ Moreover,ȱ associatedȱ assessmentȱ dataȱ wereȱ weakȱ inȱ validityȱ andȱ usefulness.ȱ Manyȱ teachersȱ feltȱ aȱ lossȱ ofȱ theȱ trust,ȱ innovation,ȱ andȱ explorationȱ thatȱ theyȱ hadȱ previouslyȱ enjoyedȱ andȱ valuedȱ inȱ theȱ workingȱ ofȱ theȱ NewȱZealandȱeducationȱsystem.ȱ Beforeȱ theȱ implementationȱ ofȱ theȱ newȱ curriculumȱ hadȱ beenȱ completed,ȱ theȱ governmentȱ hadȱ changedȱ again.ȱ Inȱ 2000ȱ theȱ newȱ governmentȱ agreedȱ toȱ theȱ Ministryȱ ofȱ Education’sȱ “stocktake”ȱ ofȱ theȱ Newȱ Zealandȱ Curriculumȱ toȱ investigateȱsectorȱconcernsȱandȱ“theȱqualityȱofȱtheseȱcurriculaȱinȱcontributingȱtoȱ improvedȱstudentȱoutcomes”ȱ(MinistryȱofȱEducationȱ2002).ȱ Workȱonȱtheȱrevision,ȱwhichȱfollowedȱaȱcoȬconstructedȱdevelopmentȱprocessȱ (wideȱinvolvementȱofȱtheȱeducationȱcommunity),ȱbeganȱinȱ2004.ȱAȱdraftȱversionȱ publishedȱ inȱ 2006ȱ receivedȱ overwhelmingȱ supportȱ nationally,ȱ andȱ aȱ confirmedȱ revisedȱ nationalȱ curriculumȱ wasȱ launchedȱ byȱ theȱ Primeȱ Ministerȱ inȱ November,ȱ 2007.ȱ Thisȱ newȱ curriculumȱ openedȱ theȱ wayȱ forȱ improvementsȱ inȱ theȱ designȱ ofȱ learningȱprogramsȱandȱtheȱassessmentȱofȱlearning.ȱȱ ReportȱtoȱImproveȱStudentȱAssessmentȱ Aȱ secondȱ significantȱ eventȱ amongȱ manyȱ inȱ Newȱ Zealand’sȱ storyȱ ofȱ theȱ developmentȱ ofȱ assessmentȱ policyȱ andȱ practiceȱ wasȱ theȱ reportȱ ofȱ aȱ Ministerialȱ Workingȱ Partyȱ titledȱ Assessmentȱ forȱ Betterȱ Learning:ȱ Tomorrow’sȱ Standards,ȱ presentedȱinȱ1990ȱ(MinistryȱofȱEducationȱ1990).ȱTheȱWorkingȱParty,ȱcomprisingȱ sevenȱpeopleȱfromȱprofessionalȱandȱacademicȱfields,ȱwasȱsetȱupȱatȱtheȱrequestȱofȱ ȱ 14ȱ LesterȱFlocktonȱ theȱ Ministerȱ ofȱ Educationȱ toȱ recommendȱ toȱ theȱ governmentȱ assessmentȱ proceduresȱforȱ(i)ȱmonitoringȱtheȱeffectivenessȱofȱtheȱNewȱZealandȱschoolȱsystemȱ onȱ studentȱ learning,ȱ andȱ (ii)ȱ assessingȱ theȱ impactȱ ofȱ individualȱ schoolsȱ onȱ studentȱlearning.ȱ Theȱ Workingȱ Partyȱ onȱAssessmentȱhadȱtoȱ adviseȱwaysȱ ofȱ reporting,ȱ takingȱ accountȱ ofȱ differentȱ audienceȱ needs,ȱ andȱ theȱ possibleȱ effectsȱ ofȱ assessmentȱ andȱ reportingȱproceduresȱforȱstudents,ȱteachers,ȱtheȱcurriculum,ȱschools,ȱemployers,ȱ andȱ theȱ widerȱ community.ȱ Notably,ȱ thereȱ wasȱ consensusȱ fromȱ publicȱ consultationsȱ usedȱ toȱ informȱ theȱ workingȱ party’sȱ reportȱ thatȱ assessmentȱ forȱ judgmentalȱ andȱ comparativeȱ purposesȱ canȱ beȱ veryȱ damagingȱ toȱ studentsȱ andȱ schools.ȱ “Butȱ whenȱ itsȱ objectiveȱ isȱ toȱ bringȱ aboutȱ improvedȱ learningȱ andȱ teaching,ȱandȱitȱisȱseenȱasȱanȱintegralȱpartȱofȱtheȱlearningȱcycle,ȱitȱcanȱhaveȱveryȱ positiveȱ influencesȱ onȱ theȱ qualityȱ ofȱ learning”ȱ (Departmentȱ ofȱ Educationȱ 1990).ȱ Thisȱsumsȱupȱwhatȱhasȱbecomeȱforemostȱinȱtheȱthinkingȱbehindȱtheȱformulationȱ ofȱassessmentȱpolicyȱandȱpracticeȱinȱtheȱNewȱZealandȱsystemȱoverȱrecentȱyears.ȱ Regardingȱ nationalȱ largeȬscaleȱ assessment,ȱ aȱ growingȱ demandȱ forȱ informationȱ aboutȱ educationȱ qualityȱ pushedȱ forȱ theȱ developmentȱ ofȱ Newȱ Zealand’sȱ NEMP.ȱ Atȱ aȱ nationalȱ level,ȱ government,ȱ policyȱ makers,ȱ andȱ theȱ generalȱ publicȱ neededȱ informationȱ onȱ howȱ wellȱ theȱ schoolȱ systemȱ wasȱ performingȱ overallȱ andȱ howȱ particularȱ groupsȱ ofȱ studentsȱ wereȱ achieving.ȱ Moreover,ȱ theyȱ wereȱ interestedȱ inȱ knowingȱ trendsȱ overȱ timeȱ andȱ theȱ extentȱ toȱ whichȱ theseȱ mightȱ reflectȱ policyȱ initiativesȱ andȱ otherȱ changes.ȱ Upȱ untilȱ 1995,ȱ thereȱ wasȱ noȱ suchȱ informationȱ availableȱ inȱ Newȱ Zealand,ȱ despiteȱ aȱ numberȱ ofȱ governmentalȱ reportsȱ overȱ aȱ 50Ȭyearȱ periodȱ stronglyȱ recommendingȱ thatȱ thereȱ shouldȱbeȱnationalȱmonitoringȱofȱstandards.ȱ ItȱwasȱtheȱMinisterialȱWorkingȱPartyȱonȱAssessmentȱforȱBetterȱLearningȱthatȱ broughtȱsuchȱrecommendationsȱtoȱaȱhead.ȱTheirȱreportȱputȱtheȱcaseȱforȱnationalȱ monitoring.ȱ Itȱ proposedȱ aȱ broadȱ frameworkȱ forȱ howȱ itȱ couldȱ beȱ administered,ȱ specifyingȱ gradeȱ levelsȱ toȱ beȱ tested,ȱ andȱ statingȱ thatȱ aȱ wideȱ rangeȱ ofȱ curriculaȱ outcomesȱshouldȱbeȱmonitored.ȱȱ Approvalȱ toȱ proceedȱ withȱ theȱ nationalȱ largeȬscaleȱ assessmentȱ programȱ restedȱwithȱtheȱMinisterȱofȱEducation.ȱHeȱwasȱconvincedȱthatȱitȱwasȱaȱnecessaryȱ partȱ ofȱ anȱ overallȱ assessmentȱ policy,ȱ andȱ thatȱ itȱ wouldȱ beȱ integralȱ toȱ theȱ CurriculumȱFrameworkȱthatȱheȱwantedȱinȱplace.ȱThusȱheȱapprovedȱtheȱnationalȱ assessmentȱtoȱevaluateȱoverallȱeducationalȱstandards.ȱ Theȱ Ministryȱ calledȱ forȱ registrationsȱ ofȱ interestȱ toȱ furtherȱ developȱ andȱ operationalizeȱ theȱ nationalȱ assessmentȱ design.ȱ Aȱ contractȱ wasȱ awardedȱ toȱ theȱ EducationalȱAssessmentȱResearchȱUnitȱatȱtheȱUniversityȱofȱOtago,ȱwhoseȱtwoȱcoȬ directorsȱ proceededȱ toȱ investigate,ȱ observe,ȱ andȱ evaluateȱ modelsȱ ofȱ systemȱ monitoringȱinȱotherȱcountries,ȱbeforeȱproposingȱaȱdetailedȱplanȱforȱNewȱZealand.ȱ Theȱ criticalȱ preliminaryȱ stepȱ inȱ theȱ nationalȱ assessmentȱ designȱ requiredȱ developingȱaȱvisionȱbasedȱonȱsolidȱprinciplesȱthatȱwouldȱensureȱtheȱintegrityȱofȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ 15ȱ theȱassessment.ȱTenȱprinciplesȱthatȱwouldȱdirectȱandȱunderpinȱtheȱdevelopmentȱ ofȱtheȱnationalȱassessmentȱwereȱidentified:ȱ 1. Createȱnonthreateningȱassessmentȱconditions.ȱ 2. Assessȱaȱbroadȱrangeȱofȱachievements.ȱ 3. Chooseȱonlyȱtasksȱthatȱrevealȱimportantȱlearningȱoutcomes.ȱ 4. Includeȱaȱwideȱrangeȱofȱtaskȱdifficulty.ȱ 5. Useȱengagingȱtaskȱapproachesȱȱ 6. Presentȱtasksȱinȱformatsȱappropriateȱtoȱtheȱskillsȱbeingȱassessed.ȱ 7. Involveȱpracticingȱteachersȱthroughoutȱtheȱprocess.ȱ 8. Inȱtheȱscoring/markingȱprocess,ȱfocusȱonȱwhatȱisȱimportantȱforȱlearning.ȱ 9. Provideȱtrustworthyȱinformation.ȱ 10. Contributeȱinformationȱforȱimprovement.ȱ 11. TheseȱprinciplesȱbecameȱtheȱfoundationȱofȱNEMP.ȱ LessonsȱLearnedȱ Newȱ Zealand’sȱ storyȱ revealsȱ aȱ numberȱ ofȱ keyȱ driversȱ behindȱ theȱ changesȱ thatȱ wereȱnecessaryȱforȱtheȱgoalȱofȱassessmentȱforȱbetterȱinformationȱandȱlearningȱtoȱ beȱ achieved.ȱ Theseȱ driversȱ tendedȱ toȱ beȱ commonȱ acrossȱ policiesȱ andȱ programsȱ forȱdifferentȱassessmentȱcomponentsȱinȱtheȱsystem,ȱratherȱthanȱspecificȱtoȱoneȱorȱ another.ȱ Paradoxically,ȱ manyȱ institutionalȱ andȱ policyȱ positionsȱ thatȱ wereȱ powerfulȱ driversȱ ofȱ changeȱ wereȱ inȱ factȱ disenablingȱ ofȱ theȱ kindȱ ofȱ changesȱ neededȱtoȱachieveȱimprovementsȱofȱtrueȱandȱsustainableȱeducationalȱworth.ȱȱ Newȱ Zealand’sȱ storyȱ showsȱ thatȱ notȱ allȱ changeȱ isȱ goodȱ orȱ achievesȱ theȱ resultsȱintended.ȱTheȱsubstanceȱandȱprocessesȱofȱchangeȱneedȱtoȱbeȱthoroughlyȱ understoodȱandȱtheirȱconsequencesȱcarefullyȱcalculated.ȱItȱisȱnotȱenoughȱtoȱhaveȱ strongȱleadership,ȱwhetherȱpoliticalȱorȱprofessional;ȱitȱneedsȱtoȱbeȱleadershipȱthatȱ isȱ knowledgeable,ȱ insightful,ȱ wellȱ informed,ȱ properlyȱ analytic,ȱ andȱ preparedȱ toȱ entertainȱ ideasȱ thatȱ mayȱ beȱ atȱ oddsȱ withȱ itsȱ own.ȱ Itȱ isȱ notȱ enoughȱ toȱ simplyȱ followȱ anotherȱ system’sȱ modelȱ becauseȱ ideologyȱ (politicalȱ orȱ professional),ȱ demographics,ȱ andȱ fiscalȱ capabilityȱ seemȱ toȱ alignȱ withȱ one’sȱ own.ȱ Allȱ modelsȱ shouldȱbeȱcriticallyȱinvestigatedȱforȱtheirȱmeritsȱandȱshortcomingsȱwithȱaȱviewȱtoȱ selectiveȱadaptation.ȱItȱisȱnotȱenoughȱtoȱconsiderȱassessmentȱasȱanȱentityȱinȱitselfȱ whenȱdevelopingȱpolicyȱandȱpractice.ȱAssessmentȱisȱdeeplyȱentwinedȱinȱcontextsȱ ofȱ curriculum,ȱ teachingȱ andȱ learning,ȱ andȱ reporting,ȱ whichȱ areȱ invariablyȱ underpinnedȱbyȱphilosophicȱasȱwellȱasȱpragmaticȱconsiderations.ȱ Ofȱ theȱ keyȱ mechanismsȱ orȱ driversȱ thatȱ haveȱ facilitatedȱ changeȱ towardsȱ improvedȱ assessmentȱ inȱ Newȱ Zealand,ȱ fiveȱ areȱ arguablyȱ relevantȱ toȱ mostȱ systems:ȱ x Leadershipȱandȱconsensusȱbuilding.ȱTheȱNewȱZealandȱexperienceȱhasȱshownȱ thatȱgoodȱleadershipȱatȱeveryȱlevelȱ(governmentalȱtoȱeducators)ȱisȱcritical,ȱ ȱ 16ȱ LesterȱFlocktonȱ andȱ thatȱ goodȱ leadersȱ areȱ highlyȱ activeȱ learners.ȱ Leadershipȱ effectsȱ areȱ mostȱ beneficialȱ forȱ systemȱ developmentȱ whenȱ political,ȱ administrative,ȱ professional,ȱ academic,ȱ andȱ communityȱ representationsȱ workȱ together;ȱ areȱ respectfulȱ ofȱ others’ȱ expertiseȱ andȱ ambitions;ȱ andȱ areȱ ableȱ toȱ reachȱ commonȱgroundȱandȱshareȱcommonȱgoals.ȱWhenȱallȱsuchȱconstituenciesȱ pushȱ togetherȱ towardsȱ sharedȱ goalsȱ andȱ howȱ thoseȱ goalsȱ shouldȱ beȱ operationalized,ȱtheȱchancesȱofȱsuccessȱareȱsignificantlyȱbrighterȱandȱtheȱ workȱrequiredȱisȱmoreȱproductive.ȱȱ x Clearȱvisionȱandȱguidingȱprinciples.ȱTheȱNewȱZealandȱexperienceȱhasȱshownȱ thatȱ firstȱ andȱ foremostȱ toȱ securingȱ soundȱ assessmentȱ systemsȱ isȱ theȱ identificationȱ andȱ statementȱ ofȱ aȱ clearȱ visionȱ andȱ aȱ setȱ ofȱprinciplesȱ thatȱ giveȱ clearȱ ethicalȱ andȱ qualityȱ boundariesȱ forȱ theȱ developmentȱ andȱ workingȱ ofȱ theȱ assessmentȱ systemȱ atȱ everyȱ point.ȱ Principlesȱ expressȱ beliefs,ȱvalues,ȱandȱexpectationsȱthatȱshouldȱunderpinȱtheȱgoals,ȱpolicies,ȱ andȱpractices.ȱTheyȱincludeȱtheȱcharacteristicsȱofȱqualityȱassessment,ȱandȱ theyȱ areȱ usedȱ regularlyȱ toȱ reviewȱ andȱ checkȱ theȱ integrityȱ ofȱ intentionsȱ andȱ actions.ȱ Theȱ processȱ ofȱ developingȱ principlesȱ inȱ Newȱ Zealandȱ isȱ typicallyȱ collaborativeȱ andȱ consultative,ȱ withȱ sectorwideȱ opportunitiesȱ forȱ specialistȱ andȱ nonspecialistȱ contributionȱ andȱ commentȱ beforeȱ theȱ principlesȱareȱformalizedȱbyȱthoseȱresponsibleȱforȱtheȱprocess.ȱ x Regulation.ȱ Theȱ Newȱ Zealandȱ experienceȱ hasȱ shownȱ thatȱ systemicȱ improvementȱ ofȱ assessmentȱ forȱ informationȱ andȱ learningȱ typicallyȱ requiresȱ someȱ measureȱ ofȱ regulatoryȱ reformȱ toȱ giveȱ opportunityȱ forȱ capabilityȱ toȱ beȱ developedȱ andȱ expanded.ȱ Overprescriptiveȱ regulationȱ tendsȱtoȱdelimitȱtheȱexplorationȱneededȱforȱdevelopment,ȱsoȱthereȱisȱaȱfineȱ balanceȱtoȱbeȱstruck.ȱNewȱZealandȱoptedȱtoȱreconceptualizeȱregulationȱsoȱ thatȱitȱsetsȱaȱframeworkȱofȱexpectations,ȱyetȱgivesȱsufficientȱdiscretionȱtoȱ schoolsȱoverȱtheȱformȱinȱwhichȱthoseȱexpectationsȱmayȱbeȱconducted.ȱ x Curriculum.ȱ Theȱ Newȱ Zealandȱ experienceȱ hasȱ shownȱ thatȱ curriculumȱ reformȱ isȱ partȱ andȱ parcelȱ ofȱ assessmentȱ reform.ȱ Curriculumȱ setsȱ outȱ theȱ learningȱ expectationsȱ forȱ differentȱ levelsȱ ofȱ schooling;ȱ assessmentȱ isȱ concernedȱ withȱ judgmentsȱ aboutȱ theȱ degreeȱ toȱ whichȱ theȱ learningȱ hasȱ occurred.ȱ Curriculumȱ informsȱ theȱ scopeȱ ofȱ whatȱ shouldȱ beȱ assessed;ȱ assessmentȱ informsȱ curriculumȱ actionȱ (teachingȱ andȱ learning).ȱ Theȱ importantȱimplicationȱisȱthatȱtheȱqualityȱandȱworthȱofȱassessmentȱisȱtoȱaȱ largeȱmeasureȱdeterminedȱbyȱtheȱqualityȱandȱworthȱofȱcurriculum.ȱȱ x Assessmentȱ literacy.ȱ Thisȱ mightȱ seemȱ anȱ obviousȱ necessityȱ forȱ theȱ improvementȱ ofȱ assessmentȱ systems,ȱ butȱ itȱ cannotȱ beȱ overstatedȱ andȱ shouldȱ neverȱ beȱ assumed.ȱ Theȱ Newȱ Zealandȱ experienceȱ hasȱ shownȱ thatȱ whenȱ thereȱ isȱ aȱ lowȱ levelȱ ofȱ assessmentȱ literacyȱ amongȱ leadersȱ andȱ administratorsȱthemselves,ȱtheȱassessmentȱsystemȱcanȱsufferȱandȱbecomeȱ misdirected—atȱ aȱ cost.ȱ Teacherȱ professionalȱ learning,ȱ however,ȱ isȱ oftenȱ theȱ “makeȱ orȱ break”ȱ ofȱ anȱ assessmentȱ system,ȱ noȱ matterȱ howȱ wellȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ 17ȱ designed.ȱ Newȱ Zealandȱ recognizesȱ this,ȱ butȱ fundsȱ neededȱ forȱ powerfulȱ andȱ sustainedȱ learningȱ acrossȱ aȱ systemȱ areȱ considerable,ȱ andȱ moreȱ thanȱ mostȱ governmentsȱ canȱ afford.ȱ Commitmentȱ toȱ steadyȱ incrementalȱ improvementȱ overȱ timeȱ isȱ theȱ reality.ȱ Allȱ goodȱ changeȱ takesȱ time,ȱ andȱ improvementȱ requiresȱ changeȱ toȱ beȱ understoodȱ asȱ aȱ continuousȱ processȱ ratherȱthanȱaȱoneȬoffȱevent.ȱ Theȱstoryȱofȱassessmentȱinȱanyȱeducationȱsystemȱmustȱconnectȱwithȱtheȱpastȱ inȱ orderȱ toȱ understandȱ theȱ presentȱ andȱ constructȱ possibilitiesȱ forȱ theȱ future.ȱ Hopefullyȱ theseȱ lessonsȱ willȱ helpȱ otherȱ countriesȱ buildȱ theirȱ ownȱ assessmentȱ story.ȱ ȱ 18ȱ LesterȱFlocktonȱ Referencesȱ Clarke,ȱ M.ȱ 2012.ȱ “Whatȱ Mattersȱ Mostȱ forȱ Studentȱ Assessmentȱ Systems:ȱ Aȱ Frameworkȱ Paper.”ȱ SABER–Studentȱ Assessmentȱ Workingȱ Paperȱ No.ȱ 1.ȱ WorldȱBank,ȱWashington,ȱDC.ȱȱ Departmentȱ ofȱ Education.ȱ 1989.ȱ “Assessmentȱ forȱ Betterȱ Learning:ȱ Aȱ Publicȱ DiscussionȱDocument.”ȱWellington:ȱDepartmentȱofȱEducation.ȱ Educationȱ Reviewȱ Officeȱ (ERO).ȱ 2011.ȱ Annualȱ Reportȱ forȱ theȱ Yearȱ Endedȱ 30ȱ Juneȱ 2011.ȱWellington:ȱERO.ȱ MinistryȱofȱEducation.ȱ1988.ȱ AdministeringȱforȱExcellence:ȱReportȱofȱtheȱTaskforceȱtoȱ ReviewȱEducationȱAdministration.ȱWellington:ȱMinistryȱofȱEducation.ȱ ———.ȱ 1988.ȱ Tomorrow’sȱ Schools.ȱ Theȱ Reformȱ ofȱ Educationȱ Administrationȱ inȱ Newȱ Zealand.ȱTheȱRt.ȱHon.ȱDavidȱLange,ȱMinisterȱofȱEducation.ȱ Ministryȱ ofȱ Education.ȱ 1990.ȱ Tomorrow’sȱ Standards:ȱ Theȱ Reportȱ ofȱ theȱ Ministerialȱ Workingȱ Partyȱ onȱ Assessmentȱ forȱ Betterȱ Learning.ȱ Wellington:ȱ Learningȱ Media,ȱMinistryȱofȱEducation.ȱ ———.ȱ1993.ȱNationalȱEducationȱGuidelines.ȱWellington:ȱMinistryȱofȱEducation.ȱ ———.ȱ 1993.ȱ Theȱ Newȱ Zealandȱ Curriculumȱ Framework.ȱ Wellington:ȱ Ministryȱ ofȱ Education.ȱ ———.ȱ2002.ȱ CurriculumȱStocktakeȱReportȱtoȱtheȱMinisterȱofȱEducation.ȱWellington:ȱ MinistryȱofȱEducation.ȱ ———.ȱ 2007.ȱ Theȱ Newȱ Zealandȱ Curriculum.ȱ Wellington:ȱ Learningȱ Mediaȱ forȱ MinistryȱofȱEducation.ȱ Newȱ Zealandȱ Parliament.ȱ 2001.ȱ Educationȱ Standardsȱ Act.ȱ Wellington:ȱ Newȱ ZealandȱParliament.ȱ NewȱZealandȱQualificationsȱAuthorityȱ(NZQA).ȱ2010.ȱ AnnualȱReportȱ2009–2010.ȱ Wellington:ȱNewȱZealandȱQualificationsȱAuthority.ȱ Poskitt,ȱJ.,ȱandȱK.ȱTaylor.ȱ2008.ȱNationalȱEducationȱFindingsȱofȱAssessȱtoȱLearnȱ(AtoL)ȱ Report.ȱWellington:ȱMinistryȱofȱEducation.ȱ ȱ ȱ ȱ TheȱDevelopmentȱofȱtheȱStudentȱAssessmentȱSystemȱinȱNewȱZealandȱ 19ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ New Zealand is a relatively high-performing country according to interna- tional assessments. It has transited the journey to develop a strong student assessment system. This paper describes this journey, highlighting drivers that helped shaped the assessment system, and drawing lessons for other countries aiming to undertake this journey. This case study shows that New Zealand revamped its assessment system in the context of broader education and curricular reforms. A new vision of assessment for learning was realized in national large-scale assessment, secondary school examina- tions, and classroom assessment activities. Key drivers that allowed these reforms to take place were strong leadership at all levels of the education system, clear vision and agreed upon principles, stakeholders who are as- sessment literate, and regulations that gave discretion to the schools to self-monitor their performance. Lester Flockton, Emeritus Director, Educational Assessment Research Unit, University of Otago, New Zealand The Russia Education Aid for Development Trust Fund is a collaboration between the Russian Federation and the World Bank that supports the improvement of student learning outcomes in low-income countries through the development of robust student assessment systems. Visit the READ website at www.worldbank.org/readtf for additional information.