Challenges, Tensions and Possibilities

An Analysis of Assessment Policy and Practice in New Zealand

Bronwen Cowie, Dawn Penney

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

This chapter draws on insights from education policy sociology to explore the dynamics between international, national, and institutional arenas of assessment and assessment systems. It interrogates the interactions between curriculum, pedagogy and assessment and explores the enabling constraints at different levels of the assessment system. Attention is drawn to the ways in which tensions offer spaces for creative action in relation to current policies and practices in New Zealand.
Original languageEnglish
Title of host publicationLeadership of Assessment, Inclusion, and Learning
EditorsShelleyann Scott, Donald E Scott, Charles F Webber
Place of PublicationCham Switzerland
PublisherSpringer
Pages287 - 304
Number of pages18
ISBN (Print)9783319233468
DOIs
Publication statusPublished - 2016

Publication series

NameThe Enabling Power of Assessment

Cite this

Cowie, B., & Penney, D. (2016). Challenges, Tensions and Possibilities: An Analysis of Assessment Policy and Practice in New Zealand. In S. Scott, D. E. Scott, & C. F. Webber (Eds.), Leadership of Assessment, Inclusion, and Learning (pp. 287 - 304). (The Enabling Power of Assessment). Cham Switzerland: Springer. https://doi.org/10.1007/978-3-319-23347-5_12
Cowie, Bronwen ; Penney, Dawn. / Challenges, Tensions and Possibilities : An Analysis of Assessment Policy and Practice in New Zealand. Leadership of Assessment, Inclusion, and Learning. editor / Shelleyann Scott ; Donald E Scott ; Charles F Webber. Cham Switzerland : Springer, 2016. pp. 287 - 304 (The Enabling Power of Assessment).
@inbook{ee095abcbe9b4d1eb23b2447a7a3d5ad,
title = "Challenges, Tensions and Possibilities: An Analysis of Assessment Policy and Practice in New Zealand",
abstract = "This chapter draws on insights from education policy sociology to explore the dynamics between international, national, and institutional arenas of assessment and assessment systems. It interrogates the interactions between curriculum, pedagogy and assessment and explores the enabling constraints at different levels of the assessment system. Attention is drawn to the ways in which tensions offer spaces for creative action in relation to current policies and practices in New Zealand.",
author = "Bronwen Cowie and Dawn Penney",
year = "2016",
doi = "10.1007/978-3-319-23347-5_12",
language = "English",
isbn = "9783319233468",
series = "The Enabling Power of Assessment",
publisher = "Springer",
pages = "287 -- 304",
editor = "Shelleyann Scott and Scott, {Donald E} and Webber, {Charles F}",
booktitle = "Leadership of Assessment, Inclusion, and Learning",

}

Cowie, B & Penney, D 2016, Challenges, Tensions and Possibilities: An Analysis of Assessment Policy and Practice in New Zealand. in S Scott, DE Scott & CF Webber (eds), Leadership of Assessment, Inclusion, and Learning. The Enabling Power of Assessment, Springer, Cham Switzerland, pp. 287 - 304. https://doi.org/10.1007/978-3-319-23347-5_12

Challenges, Tensions and Possibilities : An Analysis of Assessment Policy and Practice in New Zealand. / Cowie, Bronwen; Penney, Dawn.

Leadership of Assessment, Inclusion, and Learning. ed. / Shelleyann Scott; Donald E Scott; Charles F Webber. Cham Switzerland : Springer, 2016. p. 287 - 304 (The Enabling Power of Assessment).

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

TY - CHAP

T1 - Challenges, Tensions and Possibilities

T2 - An Analysis of Assessment Policy and Practice in New Zealand

AU - Cowie, Bronwen

AU - Penney, Dawn

PY - 2016

Y1 - 2016

N2 - This chapter draws on insights from education policy sociology to explore the dynamics between international, national, and institutional arenas of assessment and assessment systems. It interrogates the interactions between curriculum, pedagogy and assessment and explores the enabling constraints at different levels of the assessment system. Attention is drawn to the ways in which tensions offer spaces for creative action in relation to current policies and practices in New Zealand.

AB - This chapter draws on insights from education policy sociology to explore the dynamics between international, national, and institutional arenas of assessment and assessment systems. It interrogates the interactions between curriculum, pedagogy and assessment and explores the enabling constraints at different levels of the assessment system. Attention is drawn to the ways in which tensions offer spaces for creative action in relation to current policies and practices in New Zealand.

U2 - 10.1007/978-3-319-23347-5_12

DO - 10.1007/978-3-319-23347-5_12

M3 - Chapter (Book)

SN - 9783319233468

T3 - The Enabling Power of Assessment

SP - 287

EP - 304

BT - Leadership of Assessment, Inclusion, and Learning

A2 - Scott, Shelleyann

A2 - Scott, Donald E

A2 - Webber, Charles F

PB - Springer

CY - Cham Switzerland

ER -

Cowie B, Penney D. Challenges, Tensions and Possibilities: An Analysis of Assessment Policy and Practice in New Zealand. In Scott S, Scott DE, Webber CF, editors, Leadership of Assessment, Inclusion, and Learning. Cham Switzerland: Springer. 2016. p. 287 - 304. (The Enabling Power of Assessment). https://doi.org/10.1007/978-3-319-23347-5_12