Work

How curriculum and assessment policies affect the role of reading in an assessment culture: a New Zealand case study

Year: 2024

Type: article

Abstract: Reading assessment is a critical feature of education systems. The aim of this study is to explore reading assessment policy in the New Zealand (NZ) assessment culture. We reviewed research publications, national policy documents and test protocols on reading for year levels 6–9 (ages 9–13). We found that assessment data are broadly conceptualised and used for multiple purposes, that the representation of reading assessment data is located in an improvement-oriented environment and that the use of reading assessment for improvement purposes involves multiple actors and organisation levels. We discuss to what extent reading assessment policy supports student learning and teacher professional learning.

Source: Assessment in Education Principles Policy and Practice

DOI: 10.1080/0969594x.2024.2365645

Authors: Henning Fjørtoft, Mei Kuin Lai, Mengnan Li

Institutions: Norwegian University of Science and Technology, University of Auckland

Language: English

Topic: Educational Assessment and Improvement

Subfield: Information Systems and Management

Field: Decision Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Funder: University of Auckland