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      Te Whariki revisited: How approaches to assessment can make valued learning visible

      McLachlan, Claire
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      He Kupu 2018 McLachlan.pdf
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       www.hekupu.ac.nz
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      McLachlan, C. (2018). Te Whariki revisited: How approaches to assessment can make valued learning visible. He Kupu The Word, 5, 45–56.
      Permanent Research Commons link: https://hdl.handle.net/10289/11854
      Abstract
      In 2016, Te Whariki: He Whariki Matauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whariki) (Ministry of Education [MoE], 2017), New Zealand’s early childhood curriculum was updated for the first time in 20 years. Although the gazetted principles, strands and goals of the curriculum were not part of the update, the remainder of the curriculum was revised to meet the changing social and linguistic context, the revised national curriculum and associated documents, reviews of early childhood practice and relevant theory and research. The updated curriculum has reduced learning outcomes (from 118 to 20) and stronger guidance on the need for both informal and formal approaches to assessment to ensure children’s learning in each strand are assessed. This article reflects on the changes between the 1996 and 2017 version of the curriculum in relation to assessment and the rationale for the changes. Approaches to both ‘in the moment’ and planned assessment are explored and the usefulness of approaches which enable teachers to reflect on ‘discrepant data’ and support children’s learning in each strand are examined.
      Date
      2018
      Type
      Journal Article
      Publisher
      New Zealand Tertiary College
      Rights
      This article is published in the He Kupu The Word. Used with permission.
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      • Science and Engineering Papers [3086]
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