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' lear...
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| Veröffentlicht in: | New Zealand journal of teachers' work 2008, Vol.5 (2), p.105-118 |
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| container_end_page | 118 |
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| container_issue | 2 |
| container_start_page | 105 |
| container_title | New Zealand journal of teachers' work |
| container_volume | 5 |
| creator | Rawlins, Peter |
| description | 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. |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 1176-6662 |
| ispartof | New Zealand journal of teachers' work, 2008, Vol.5 (2), p.105-118 |
| issn | 1176-6662 1176-6662 |
| language | eng |
| recordid | cdi_nlnz_indexnz_995975883602837 |
| source | Index New Zealand (Open Access); Education Source |
| subjects | Academic achievement Learning Philosophy |
| title | Unlocking the formative potential of NCEA |
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