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Doctor of Philosophy, (Education)
Study Completed: 2007
College of Education
Students' Perceptions of the Formative Potential of the National Certificate of Educational Achievement
Dr Rawlins’ research investigated the formative potential of New Zealand’s new secondary school assessment system, the National Certificate of Educational Achievement (NCEA). This thesis used a case study approach to examine students’ perspectives of assessment practices in three Year 12 mathematics classrooms. This research concludes that whilst the NCEA has the potential to serve both summative and formative purposes of assessment, this potential it is yet to be fully realised. To effectively integrate assessment practices into learning, classroom practices need to move from assessment of learning to assessment for learning. The thesis offers practical and theoretical suggestions to improve the integration of formative assessment practices within classroom communities of practice.
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Last updated on Tuesday 04 April 2017