National Standards Statement For School Newsletters
Our school firmly believes that National Standards in their current form are not national nor are they standards. It is increasingly evident, from New Zealand research, and that different schools continue to interpret the standards in different ways. Individual schools have moderated and adapted the standards to fit within their own context.
The Research, Analysis and Insight into National Standards (RAINS) project is a three year study in recognition of the need for high quality research into the effects of the Government’s National Standards policy on New Zealand schools and students.
The project is investigating how schools are actually responding to the National Standards in everyday practice and how this response is affecting student learning.
A major concern of the project is that overseas research has shown that ‘high stakes’ forms of assessment may have adverse effects such as narrowing of the curriculum, teachers prioritising the teaching of some students over others and damaging effects on students conceptions of themselves as learners.
In our school we continue to provide a rich, balanced curriculum, as research continues to show that this is what increases student and learning achievement not the narrowing of the curriculum by a compliance driven system.
Our school firmly believes that National Standards in their current form are not national nor are they standards. It is increasingly evident, from New Zealand research, and that different schools continue to interpret the standards in different ways. Individual schools have moderated and adapted the standards to fit within their own context.
The Research, Analysis and Insight into National Standards (RAINS) project is a three year study in recognition of the need for high quality research into the effects of the Government’s National Standards policy on New Zealand schools and students.
The project is investigating how schools are actually responding to the National Standards in everyday practice and how this response is affecting student learning.
A major concern of the project is that overseas research has shown that ‘high stakes’ forms of assessment may have adverse effects such as narrowing of the curriculum, teachers prioritising the teaching of some students over others and damaging effects on students conceptions of themselves as learners.
In our school we continue to provide a rich, balanced curriculum, as research continues to show that this is what increases student and learning achievement not the narrowing of the curriculum by a compliance driven system.
