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dc.contributor.authorThrupp, Martinen_NZ
dc.date.accessioned2018-01-21T23:01:14Z
dc.date.available2017en_NZ
dc.date.available2018-01-21T23:01:14Z
dc.date.issued2017en_NZ
dc.identifier.citationThrupp, M. (2017). National Standards 2016: Retrospective insights, continuing uncertainties and new questions. New Zealand Annual Review of Education, 22, 5–20. https://doi.org/10.26686/nzaroe.v22i0.4142en
dc.identifier.urihttps://hdl.handle.net/10289/11607
dc.description.abstractNew Zealand’s National Standards policy has been deeply controversial in the education sector, especially amongst primary teachers and principals. This article provides a view of the National Standards from their introduction up until 2016, nearly a decade after they were first mooted. The issues covered: (i) offer retrospective insights, (ii) acknowledge continuing uncertainties, or (iii) ask questions that had become newly relevant by 2016. They include processes within the Ministry of Education, the role of advisory groups, the public release of National Standards data, and the origins and impact of the National Standards. They also include whether teachers and principals have been gradually won over to the National Standards, use of the National Standards in ‘social investment’, the Progress and Consistency Tool and possible wider political purposes of headline policies like the National Standards. A theme that connects the issues is concern about policy processes. The article concludes by calling for a more genuine commitment by Government to evidence-informed policy.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherVictoria University of Wellingtonen_NZ
dc.rights© 2017 New Zealand Annual Review of Education. Used with permission.
dc.subjectnational standards
dc.subjectNew Zealand
dc.subjectprimary assessment
dc.subjectpolicy origins
dc.subjectpolicy processes
dc.titleNational Standards 2016: Retrospective insights, continuing uncertainties and new questionsen_NZ
dc.typeJournal Article
dc.identifier.doi10.26686/nzaroe.v22i0.4142
dc.relation.isPartOfNew Zealand Annual Review of Educationen_NZ
pubs.begin-page5
pubs.elements-id217035
pubs.end-page20
pubs.volume22en_NZ


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