Counting the Cost of Assessment

We have some strong voices in criticism here in this edition. Terry Locke gives us a historical tour of the inception of NCEA and the era immediately preceding it. Louise Munro argues articulately that we have fallen victim to a focus on credit-gaining rather than critical thinking skills and powerful knowledge. If you are interested in reading some of the recent literature on NCEA, Louise’s article is a good place to start.

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Continuing the conversation in the previous edition about text selection, Dr Gillian Hubbard shares her recent research into teachers’ decisions regarding their choice of texts, and Sarah Frost gives us an entertaining glimpse into conversations about texts in her department at McAuley High School.

Most philosophically inspiring, however, is Welby Ing’s piece on assessment which leads this edition.