Unlocking the formative potential of NCEA

Examines the formative potential of the National Certificate of Educational Achievement (NCEA). Drawing on findings of a study conducted in a senior mathematics classroom, it asks the question : to what extent can high-stakes assessment be used to formatively direct and influence students' learning? Argues that, when a distinction between the gathering and the interpretation and use of assessment evidence is established, the formative function of assessment tasks need not be incompatible with high-stakes summative assessment. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.