Standards-based assessment was introduced into New Zealand secondary schools in 2002. This shift in assessment methodology has raised a number of issues: increased student/teacher workloads; reduced student enthusiasm towards academic excellence, and; arguments about the benefit to the nation as a result of this change in policy.
Rather than examine all the intricacies of the debate in New Zealand, this paper proposes a model in which students can gain credit across the curriculum and take greater ownership of their learning and achievement by completing one project. According to the literature the current cohort of higher secondary and undergraduate tertiary students, known as Gen “Y”, (“Y” for “Youth”) requires a customised learning model, and this paper proposes a thematic cross-curricular assessment model to suit their needs. The model is then tested for its practicability in New Zealand senior secondary schools by using a commerce project as the vehicle through which students can display their skills in mathematics, English, and IT and also gain credits in the National Certificate of Educational Achievement (the national qualification).
|Keywords:||Thematic Cross Curricular Assessment, NCEA, Curriculum Alignment, Secondary School Assessment, Standards-based Assessment, Improving Learning, Engaging Learners, New Zealand Secondary School Assessments, Young Enterprise Scheme, Plan Your Own Enterprise|
Lecturer in Finance and Economics, Unitec Business School, Unitec New Zealand, Auckland, New Zealand
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