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New Zealand has taken the goal of creating ‘active citizens’ further than most countries in its assessment of social action in the National Certificate of Educational Achievement (NCEA). Three of the current NCEA achievement standards (AS) in social studies (one at each level) now require students to undertake ‘personal social action’. Yet, beyond the brief Explanatory Notes in the AS and three exemplars, there is little guidance on how students should undertake ‘personal social action’, what it means to do so, or how it should be assessed. This project aims to support teachers and students with interpreting and implementing the NCEA assessment requirements for students to take ‘personal social action’ in senior social studies. The research seeks to answer the following questions: What factors influence teachers’ decisions to offer (or not offer) the personal social action achievement standards? How do teachers assess the social actions that students undertake and how do they facilitate student success? What do students understand the NCEA social action requirements to be and what are their views on the value of the personal social action standards? How can teachers encourage critical and transformative forms of social action? Key outputs of this research will include the development of effective practice guidelines for implementing this aspect of learning..
RTVUNIW-Research Trust of Victoria Unive
Dr Bronwyn Wood, Victoria University of Wellington (Project Leader)
Dr Rowena Taylor, Massey University
Rose Atkins, Massey University
Dr Michael Johnston, Victoria University of Wellington
Amy Perkins, Bishop Viard, Porirua, Wellington
Caroline Wallis, Paraparaumu College, Paraparaumu
Kathy Grey, Horowhenua College, Levin
Joanne Wilson, Palmerston North Girls’ High, Palmerston North
Mary Greenland, Nayland College, Nelson
Page authorised by Director, Institute of Education
Last updated on Monday 11 February 2019