Professor Paul Black of King's College, London, was invited to write a report on the proposals for the National Certificate of Educational Achievement in 2000. This page provides a summary and analysis of Professor Black's report, and the report itself is available for download below.
Summary
The paper's summary identifies three sets of issues raised and discussed during the paper.
1 For clarification or re-examination
Reporting of percentiles
The model of percentile reporting to be used differs from that assumed by Professor Black. The Ministry and NZQA are currently working to agree a paper on reporting which takes account of and addresses the issues raised in this paper.
Continuity of standards
No formal position has as yet been formulated on this issue. However the history within New Zealand of the return of examination scripts to students has created a wider awareness of the continuity issue.
Award of certificates to particular aggregations of credits
The Ministry would view this as an issue of reporting, seeking a balance in the provision of information at a higher level than the detail of individual standard reporting. The points raised in the report regarding the need to mediate the expectations of users of the certificate are valid, and will be taken into account in the implementation. It is not, however, at this stage, intended to review this aspect of the policy.
2 Aspects for research in implementation
Effects of the various source of error in the different types of assessment
Funding has been provided for ongoing analysis and evaluation during the implementation stage. This issue has been identified as of importance in this analysis and evaluation.
Bias in procedures and methods
The Ministry agrees that this is also a key area for ongoing analysis.
Publication of data for evaluation, and the evaluation studies themselves, in both areas, will also be important.
3 Roles of teachers, teaching and learning in classrooms and assessment practices
Effects of new system on teaching and learning
Professor Black identifies that these issues have not been fully addressed in the policy papers. However consideration has been given to them in the development of the wider national assessment policy framework. While the focus of this lies in years 1-10, issues of the impact of high stakes assessment, a category in which qualification / certification assessment sits, have been well canvassed.
The issues raised in his report have been taken into account in the professional development programme currently being implemented, and will be monitored during implementation.
Underlying assumptions about the academic/vocational divide
This issue will be monitored through the implementation period.
Impact on enhanced participation in further education
The research suggested by Professor Black in this area goes beyond the qualification system per se and considers the wider social and economic impacts of participation in further education.