National Assessment Tools – Making a difference to student learning.
Use this PowerPoint presentation to update, review and reflect on the use of nationally available assessment tools and their use to inform strategic planning for improving student achievement. (PowerPoint, 1.5MB)
Assessment Resource Banks (ARBs)
The ARBs are an online collection of materials for mathematics, science, and English. They are designed to assess achievement through learning programmes that reflect the national curriculum, at levels 2–5.
National Certificate of Educational Achievement (NCEA)
The level 1 National Certificate of Educational Achievement will be introduced in 2003. This new qualification will recognise student achievement across a wide range of studies. Most achievement standards reflect the knowledge and skills that are already assessed for the current awards.
National Education
Monitoring Project (NEMP)
The purpose of NEMP is to get a broad picture of the achievements of representative, successive samples of New Zealand school students. National monitoring assesses and reports on what children know and can do at year 4 (8–9 years of age) and year 8 (12–13 years of age).
NEMP–curriculum map (PDF, 111KB)
These charts are designed to help teachers use the NEMP resources in the classroom. They link the NEMP assessment tasks to the related areas of the curriculum.
New Zealand Curriculum Exemplars
These exemplars of student work highlight features of learning that teachers can watch for, collect information about, and act on to support growth in learning.
School Entry Assessment/Aro matawai urunga-ākura (SEA/AKA)
Tasks designed to assess emerging concepts about print and numeracy, and spoken language. They are all performance based, and use close observation to identify strengths and weaknesses. Ministry of Education. (1997). School Entry Assessment/Aro matawai Urunga-a-kura (SEA/AKA). Wellington: Learning Media. Read a review of SEA/AKA (PDF 428KB) in the Stocktake/Evaluation of Existing Diagnostic Tools in Literacy and Numeracy (pp. 27–35 of PDF version).
