Abstract:
Tests and examinations are frequently used to evaluate both students and schools/teachers. This is easily done and intuitive—good schools produce students who do well on examinations. However, there are problems with this simplistic approach. Tests and examinations generally report achievement using total scores (often percentages or letter grades) that are used to determine how well a candidate did compared to others. Unfortunately, this information does not help teachers, students, parents, or even employers determine the strengths and weaknesses of a learner or what the next thing to learn is. Clearly, assessments must provide richer diagnostic information so as to contribute to the improvement agenda. In New Zealand, there is wide-spread use of tests for improvement rather than evaluation or certification within a context that prioritises assessment for learning. This paper will illustrate the New Zealand approach by focusing on the Assessment Tools for Teaching and Learning system which was designed at the University of Auckland as a means of informing teachers and school leaders in Years 5 to 12 about which children needed to be taught which part of reading, writing, or mathematics curriculum.