Measuring learning

Schools need a planned process for assessment, data collection, and analysis to ensure that teaching and learning programmes are informed by ongoing self-review and evaluation processes using student achievement data.

New Zealand articles and resources

Teachers Make a Difference: What is the Research Evidence?

by John Hattie

This very engaging paper was delivered at the Australian Council for Educational Research Annual Conference in 2003 by Professor John Hattie. It discusses the research evidence showing that “it is what teachers know, do and care about which is very powerful in the learning equation”.

Comments (0)

Other resources

Practical steps: how to tackle variation

by Heather Ditch and Ray Tarleton

This is a short article from ldr the research-based magazine for school leaders at the National College of School Leadership. It provides a UK example of a major issue also facing New Zealand schools - within-school variation. It links into the findings of New Zealand research on the issue.

Comments (0)

Assessment Through the Student’s Eyes

by Rick Stiggins

This article is very useful for New Zealand school leaders. The New Zealand Curriculum emphasises that the purpose of assessment is to improve learning: The reading makes the point that student's motivation to remain engaged with learning is enhanced when students are clear about assessment practices and purposes. The reading is also relevant to discussions about NCEA.

Comments (0)

Balanced Leadership: What 30 Years of Research Tells Us About the Effect of Leadership on Student Achievement

by Tim Waters, Robert J. Marzano, and Brian McNulty

This paper provides a review and quantitative analysis of 30 years of research into the impact of leadership on schooling.

Comments (0)

Seven Practices for Effective Learning

by Jay McTighe and Ken O’Connor

This article considers assessment practices that improve both teaching and learning and provide descriptions and examples of summative, diagnostic, and formative assessment.

Comments (0)

Tell a colleague | Back to top