Challenges, Tensions and Possibilities: An Analysis of Assessment Policy and Practice in New Zealand

Bronwen Cowie; Dawn Penney

doi:10.1007/978-3-319-23347-5_12

Challenges, Tensions and Possibilities: An Analysis of Assessment Policy and Practice in New Zealand

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-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 language	English
Title of host publication	Leadership of Assessment, Inclusion, and Learning
Editors	Shelleyann Scott, Donald E Scott, Charles F Webber
Place of Publication	Cham Switzerland
Publisher	Springer
Pages	287 - 304
Number of pages	18
ISBN (Print)	9783319233468
DOIs	https://doi.org/10.1007/978-3-319-23347-5_12
Publication status	Published - 2016

Publication series

Name	The Enabling Power of Assessment

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

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

Cite this

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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 proceeding › Chapter (Book) › Research › peer-review

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