Challenges, tensions and possibilities
an analysis of assessment policy and practice in new zealand
pp. 287-304
in: Shelleyann Scott (ed), Leadership of assessment, inclusion, and learning, Berlin, Springer, 2016Abstract
This chapter draws on insights from education policy sociology to explore the dynamics between international, national, and institutional arenas of assessment and assessment systems. It interrogates the interactions between curriculum, pedagogy and assessment and explores the enabling constraints at different levels of the assessment system. Attention is drawn to the ways in which tensions offer spaces for creative action in relation to current policies and practices in New Zealand.