The NCEA in the Context of the Knowledge Society and National Policy Expectations
AbstractThe introduction of the National Certificates of Educational Achievement (NCEA), as the key school-based components of New Zealand’s National Qualifications Framework (NQF) has been accompanied by controversy around a range of issues. It seems that much of the debate has centred on surface level symptoms, and has not probed the deep underlying causes of the tensions. In this article I locate the assessment changes of the NQF/NCEA within the “knowledge society” imperative for “life-long learning” and explore consequences of the expectation that assessment can serve this overarching goal at the same time as the results are used for accountability purposes – that, is for “raising standards”. The tensions created by these conflicting expectations must be confronted openly before they can be resolved.
Download data is not yet available.
How to Cite
HIPKINS, Rosemary. The NCEA in the Context of the Knowledge Society and National Policy Expectations. The New Zealand Annual Review of Education, [S.l.], n. 14, july 2004. ISSN 1178-3311. Available at: <https://ojs.victoria.ac.nz/nzaroe/article/view/1486>. Date accessed: 28 oct. 2020. doi: https://doi.org/10.26686/nzaroe.v0i14.1486.
Assessment, Evaluation and Accountability
NZAROE gives authors full permission to deposit their articles in publicly accessible institutional repositories, providing that:
- Articles are placed in repositories after publication.
- Metadata about articles include the DOI and journal issue information.