How curriculum and assessment policies affect the role of reading in an assessment culture: a New Zealand case study

Figures & data

Table 1. Overview of data material: Tests and assessment tools as described by the New Zealand ministry of education.

	Year level	Standardised?	What does it assess?	Purpose	What measures does it give?
Assessment Resource Bank (ARB) – Reading	3–10	No, but trialled with approximately 200 New Zealand students to establish difficulty levels and reliability.	Activities assess the making of meaning through text. They include some NEMP tasks. Activities are most useful in supporting learning at an identified level and can be used to diagnose individual problems.	The majority of the resources are designed specifically for formative purposes. Some include self and peer assessment.	The main emphasis is on establishing what the next learning step might be, but students and teachers can also compare achievement against the established difficulty levels.
Burt Word Reading Test	2–9	Yes, the test was revised and standardised for use in New Zealand in 1981	Word recognition and decoding skills	A quick and easy assessment of word recognition skills to enable a broad estimate of a child’s reading achievement. It should be used in conjunction with other reading assessments.	Equivalent age bands
e-asTTle Reading	5–10	Yes	Reading comprehension aligned to the New Zealand Curriculum 2007	e-asTTle is a web-based assessment tool developed from successive versions of asTTle on CD-ROM. e-asTTle allows teachers and school leaders to electronically set reading comprehension tests that are aligned to the curriculum, when they want and at the level they want; to analyse results; and to measure student progress over time. Tests can be tailored to the specific needs of the classroom. It gives teachers a rich picture of how well a student, class, or school is doing compared with national average performance and the curriculum requirements (including curriculum levels). It allows comparisons with other groupings such as gender, ethnicity, English as a second language, or ‘schools like mine’.	The tool provides e-asTTle reading scores and curriculum level and sub level equivalents. It provides rich interpretations and specific feedback that relate to student performance (rather than simply providing a score). It identifies areas of student weakness and strength that may otherwise go unnoticed.
Learning Progression Frameworks – Reading	0–10	No, although the progressions of learning and their link to curriculum levels have been established using comprehensive student data	The learning progression frameworks illustrate the significant steps that learners take as they develop their expertise in reading, writing, and mathematics from years 1 to 10.	Teachers can use the frameworks to identify students’ reading, writing, and mathematics knowledge, skills, and attitudes.	Not designed as a formal assessment tool, but instead as an illustration of progressions of learning in reading, writing and mathematics up to year 10. To be used formatively by students and teachers.
Literacy Learning Progressions – Reading	0–10	No. The Literacy Learning Progressions alert teachers to what students need to know, and be able to do, at specific points in their schooling, if they are to engage with the texts and tasks of the curriculum and make the expected progress.	The learning progressions describe the reading knowledge and skills that students need to have developed at specific points in their schooling if they are to engage with the texts and tasks of the curriculum and make the expected progress.	To provide teachers with a professional tool that shows them what reading knowledge and skills their students need to meet the reading demands of the New Zealand Curriculum.	Reading progressions are shown for the early years at school entry, after six months at school, then one, two and three years at school. For the later years, progressions show literacy expectations by the end of year 4, year 6, year 8 and year 10.
Martin & Pratt Non-word reading test	2–10	Yes, Australian normed, 2001	Assesses phonological awareness and skills. Non-words are used because they are equally unfamiliar to all students.	To assess the key word reading skill of phonological recoding to identify students who are low on these skills and will require additional assistance.	It gives a detailed diagnostic picture of each student’s errors, as well as age-standardised score, percentile, and fluency score.
National Standards – Reading	0–8	No. The Reading Standards alert teachers to what students need to know, and be able to do, for each year in their schooling, if they are to engage with the texts and tasks of the curriculum and make the expected progress.	The Reading Standards alert teachers to what students need to know, and be able to do, for each year in their schooling, if they are to engage with the texts and tasks of the curriculum and make the expected progress.	To provide teachers with professional tools that show them what reading knowledge and skills their students need for each year level in order to meet the reading demands of the New Zealand Curriculum.	Reading progressions are described and illustrated for after one, two and three years at school, then for the end of Year 4 through to the end of Year 8.
Neale Reading Analysis, 3rd edition	2–9	Yes, Australian normed, 1999	Text reading fluency, accuracy and comprehension	To measure the accuracy, comprehension and rate of reading, monitor reading progress and obtain diagnostic observations of reading behaviour.	Provides standardised scores, reading ages and national profile levels for reading accuracy and comprehension. This is useful diagnostic information when a student decodes and comprehends at markedly different levels.
NEMP (National Education Monitoring Project) – Reading	4, 8	Yes	A range of assessment tasks in Reading and Speaking is provided from the rounds of testing between 1996 and 2010.	The tasks allow comparison of the performance of a school’s students with national results on some aspects of the curriculum; provide models of good assessment practice; can be modified to suit a school’s own purposes; are highly valid and useful for assessing student learning.	Results can be measured against the results for representative samples of New Zealand school students at successive points in time
PAT (Progressive Achievement Test) – Reading comprehension: Revised 2008	4–10	Yes, in 2007, with standardised administration.	Reading comprehension	The tests reflect current developments in the teaching and learning of reading comprehension and are primarily designed to help classroom teachers determine achievement levels in reading comprehension, and to indicate possible gaps in learning.	Test scores convert to scale scores. They can be compared against national norms and converted into stanines. Progress of individuals and groups can be tracked longitudinally. National norms come from testing done at the beginning of the school year, so if students sit PATs towards the end of the year, it is best to compare their achievement against the national reference group for the next year level.
PAT (Progressive Achievement Test) – Reading vocabulary: Revised 2008	4–10	Yes, in 2007, with standardised administration.	Reading vocabulary	The tests are designed to assess students’ ability to understand the words they read.	Test scores convert to scale scores. They can be compared against national norms and converted into stanines. Progress of individuals and groups can be tracked longitudinally. National norms come from testing done at the beginning of the school year, so if students sit PATs towards the end of the year, it is best to compare their achievement against the national reference group for the next year level.
PAT (Progressive Achievement Tests) – Grammar and punctuation: 2013	4–10	Yes, assessments have undergone a comprehensive standardisation trial with a representative sample of NZ students.	Assesses the students’ ability to recognise and use the grammatical conventions of standard NZ English, including punctuation, in context.	The questions assess the skills students need to make meaning as they read, to write meaningful texts, and to understand the patterns of standard New Zealand English. The questions are aligned with The Literacy Learning Progressions.	Test scores convert to scale scores. They can be compared against national norms and converted into stanines. Progress of individuals and groups can be tracked longitudinally. National norms come from testing done at the beginning of the school year, so if students sit PATs towards the end of the year, it is best to compare their achievement against the national reference group for the next year level.
PM Benchmark Literacy Assessment 1	0–8	No, but texts have been levelled through extensive trialling.	It measures students’ instructional or independent reading levels.	Captures students’ progress in reading fluency, retelling abilities and comprehension within and beyond the text.	Pre level 1: Six assessments that focus on Oral Literacy, Alphabetic Knowledge, Phonological Awareness, Phonics and Concepts about Print. Consists of two cards and one assessment sheet. Instructional or independent reading levels to level 14, reading and reading-age levels thereafter to level 30 using the Fry Readability Formula. Post-Level 30: Six cards for independent readers – reading ages from 12 to 14 years.
PM Benchmarks	1–8	No, but texts have been levelled through extensive trialling	Silent reading for the purpose of oral retelling, oral reading for miscue analysis and comprehension to ascertain the student’s level of understanding	To assess student reading accuracy, fluency, behaviour, and comprehension using unseen texts. Developed from the Price Milburn readers as an assessment tool.	Instructional or independent reading levels to level 14, reading and reading-age levels thereafter to level 30 using the Fry Readability Formula
PROBE 2 (Prose Reading Observation, Behaviour and Evaluation)	3–10	No, although texts have been levelled through trialling	Reading accuracy, reading behaviour, and reading comprehension. It may also be used as a measure of silent reading comprehension and listening comprehension.	Works in determining a reading comprehension level and as a controlled in-depth interview to achieve a greater understanding as to how readers engage with text and what specific teaching is required.	Decoding and comprehension combine to calculate reading age
Progress and Consistency Tool (PaCT) – Reading	0–8	No, although the progressions of learning within the tool and their link to curriculum levels have been established using comprehensive student data.	PaCT is an ‘engine’ that captures teacher ‘best fit’ judgements on aspects of mathematics, reading and writing and recommends an overall judgement that a teacher confirms or reviews.	The PaCT is designed to support teachers to make dependable judgements about their students’ achievement and progress in relation to standards.	The PaCT captures teachers’ decisions and uses psychometric calibrations to recommend an overall judgement in relation to standards.
Running records	1–8	No. Running Records are scored and a conversion rate is used to calculate a percentage accuracy score. According to the number of errors and self-corrections, a mathematical formula is used to determine the level of text difficulty.	A Running Record provides a score of word reading accuracy, an analysis of a reader’s errors and self-corrections, and an analysis of the reading strategies used.	With a running record a teacher can quickly and accurately record what the reader says as they read a text or section of a text aloud. After the reading, the teacher completes an analysis to ascertain specific teaching required to meet the student’s learning needs.	Based on material used for testing a score of word reading accuracy an analysis of a reader’s errors and self-corrections, the reading strategies used helps to calculate the student’s reading age and learning needs.
STAR (Supplementary Test of Achievement in Reading), 2nd edition	3–9	Yes, norms established in Term One, 2011. Standardised administration.	The aspects of reading – learning the code of written language, making meaning of texts (for Years 3 to 9), and thinking critically about texts (for Years 7 to 9). Each test assesses a range of reading skills that correspond closely to the main components of reading skill outlined in The Literacy Learning Progressions (Ministry of Education, 2010).	To supplement the assessments that teachers make about their students’ progress and achievement in reading.	Test scores convert to scale scores. They can be compared against national norms and converted into stanines. Progress of individuals and groups can be tracked longitudinally. There are 10 tests, each designed for a particular year level and time of year. National norms are set from students tested in Term 1. Consequently, if a student is tested in Term 4, then stanines for the following year reference group should be used.
Tests of Reading Comprehension, 3rd edition (TORCH–3)	3–10	Yes, normed in Australia in 2013. Tests are standardised at each year level to allow for continuity of measurement of student progress over time.	Reading comprehension	Identifies reading comprehension levels and can be used to measure progress and help identify those skills requiring further instruction. TORCH Plus is an extension for this edition which was developed in response to requests for more challenging material for upper primary and secondary schools.	Levels of the Victorian (Australia) Learning Standards

Note. Descriptions in this table are quoted verbatim from the TKI website (https://assessment.tki.org.nz/).

Table 2. Overview of data material: Policy documents, peer-reviewed research publications, and technical documents.

Document	Description
(1)2010 Cut-Score Tables. (2010).	Technical document
(2)Benade (2015). Teaching as Inquiry: Well Intentioned, but Fundamentally Flawed. New Zealand Journal of Educational Studies, 50(1), 107–120. https://doi.org/10.1007/s40841-015-0005-0	Research publication
(3)Borderfields Consulting (2009). Literacy learning progressions: Report on an analysis of feedback on the draft. https://www.educationcounts.govt.nz/__data/assets/pdf_file/0005/45338/340178-LLPs-report-on-feedback.pdf	Technical document
(4)Brown, G. T. L (Brown, 2014). AsTTle – A national testing system for formative assessment: How the national testing policy ended up helping schools and teachers. In A Developmental and Negotiated Approach to School Self-Evaluation (Vol. 14, pp. 39–56). Emerald Group Publishing Limited.https://doi.org/10.1108/S1474–7863(2013)0000014003	Research publication
(5)Brown, G. T. L., Irving, S. E., & Keegan, P. J (Brown, 2014). System assessment policies. In An introduction to educational assessment, measurement and evaluation: Improving the quality of teacher-based assessment (Third edition). Dunmore Publishing	Research publication
(6)Describe a moment in time. Writing prompts with specific exemplars (n.d.). https://e-asttle.tki.org.nz/content/download/1567/6301/file/Describe%20a%20moment%20in%20time%20-%20specific%20exemplars.pdf	Technical document
(7)Describe a process. Writing prompts with specific exemplars (n.d.). https://e-asttle.tki.org.nz/content/download/1561/6277/file/Describe%20a%20process%20-%20specific%20exemplars.pdf	Technical document
(8)Douglas, S., New Zealand, Ministry of Education, New Zealand, & Learning Media. (2009). Reading and writing standards for years 1–8. Ministry of Education.	Policy document
(9)Dymoke, S. (2012). Poetry is an Unfamiliar Text: Locating Poetry in Secondary English Classrooms in New Zealand and England during a Period of Curriculum Change. Changing English, 19(4), 395–410. https://doi.org/10.1080/1358684X.2012.736741	Research publication
(10)East, M (East, 2011). Teaching as inquiry: Is investigation into practice of any benefit? New Zealand Language Teacher, 37, 10–11.	Research publication
(11)New Zealand Ministry of Education, (n.d.-b). e-asTTle and assessment for learning. https://e-asttle.tki.org.nz/content/download/1296/5136/file/e-asTTle%20and%20assessment%20for%20learning.pdf	Technical document
(12) e-asTTle Glossary (n.d.). https://e-asttle.tki.org.nz/content/download/1439/5835/file/e-asTTle%20writing%20–%20Glossary%20and%20definitions.pdf	Technical document
(13)e-asTTle Glossary (n.d.). https://e-asttle.tki.org.nz/content/download/2247/13763/file/e-asTTle+Glossary.pdf	Technical document
(14)e-asTTle mathematics (n.d.)	Technical document
(15)e-asTTle Norms (n.d.). https://e-asttle.tki.org.nz/content/download/1229/4816/file/e-asTTle%20norm%20tables%20Sept%202010.doc	Technical document
(16)e-asTTle Norms and Curriculum Expectation by Quarter: Writing (July 2013). (n.d.). https://e-asttle.tki.org.nz/content/download/2034/8595/file/Writing%20Norms%20and%20%20curriculum%20expectations%20(July%202013).pdf	Technical document
(17)e-asTTle Project Team, Visible Learning Lab, Faculty of Education, and The University of Auckland (2008). Generation 2: e-asTTle Year Three External Coordinator Manual. Auckland Uniservices Limited.	Technical document
(18)e-asTTle writing marking rubric (E-asTTle Glossary (writing), n.d). https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnx0dXRhZXBvcm9wb3JvfGd4OjYxOGE3MzM2ODMzY2NhMTA	Technical document
(19)e-asTTle writing	Technical document
(20)e-asTTle writing: The technical report (E-asTTle Glossary (writing), n.d). https://e-asttle.tki.org.nz/content/download/1574/6323/file/e-asTTle%20writing%20(revised)%20Manual%202012%20(3).pdf	Technical document
(21)e‐asTTle Cut‐Score Tables. Reading, Writing and Mathematics	Technical document
(22)Education Review Office (2009). Reading and Writing in Years 1 and 2. https://ero.govt.nz/sites/default/files/2021–05/readingwriting-y12-dec09.pdf	Technical document
(23)Education Review Office. (2007). The Collection and Use of Assessment Information.	Policy document
(24)Edwards, F., & Ogle, D (Edwards & Ogle, 2021). Data informed leadership: The work of primary mathematics lead teachers in New Zealand. Teacher Development, 25(1), 18–36.https://doi.org/10.1080/13664530.2020.1837217	Research publication
(25)Explain writing prompt with specific exemplars (n.d.). https://e-asttle.tki.org.nz/content/download/1565/6295/file/Explain%20-%20specific%20exemplars.pdf	Technical document
(26)Featonby, A. (2012). The Use of the ‘Teaching as Inquiry Model’ to Develop Students’ Self-efficacy in Literature Response Essay Writing. Kairaranga, 13(1), 24–35.	Research publication
(27)Fowler, M. (2012). Leading inquiry at a teacher level: It’s all about mentorship. Set: Research Information for Teachers, 3, Article 3. https://doi.org/10.18296/set.0391	Research publication
(28)Fowler, M. (2012). Leading inquiry at a teacher level: It’s all about mentorship. Set: Research Information for Teachers, 3, 2–7. https://doi.org/10.18296/set.0391	Research publication
(29)Hattie, J.A.C., Brown, G.T.L., Keegan, P.J., MacKay, A.J., Irving, S.E., Patel, P., Sussex, K., McCall, S., Sutherland, T., Yu, J., Cutforth, S., Mooyman, D., Leeson, H.V., & Campbell, A.R.T (Broadfoot & Black, 2004). Assessment Tools for Teaching and Learning (asTTle) Version 4, 2005: Manual. University of Auckland/Ministry of Education/Learning Media.	Technical document
(30)Irving, S. E., Harris, L. R., & Peterson, E. R (Irving et al., 2011). ‘One assessment doesn’t serve all the purposes’ or does it? New Zealand teachers describe assessment and feedback. Asia Pacific Education Review, 12(3), 413–426. https://doi.org/10.1007/s12564-011-9145-1	Research publication
(31)Ministry of Education (n.d.). Modernisation of the e-asTTle assessment tool. Ministry of Education	Policy document
(32)Ministry of Education. (2011, August). The New Zealand Curriculum Update. 12. https://nzcurriculum.tki.org.nz/content/download/8955/121786/file/NZC-update-12.pdf	Policy document
(33)Ministry of Education. (2013). Literacy and Language Learning. https://nzcurriculum.tki.org.nz/System-of-support-incl.-PLD/School-initiated-supports/Professional-learning-and-development/Literacy	Policy document
(34)Ministry of Education. (2015). Professional learning and development (English medium setting). https://nzcurriculum.tki.org.nz/System-of-support-incl.-PLD/School-initiated-supports/Professional-learning-and-development	Policy document
(35)Ministry of Education. (2020). Teaching as inquiry. https://nzcurriculum.tki.org.nz/Teaching-as-inquiry	Policy document
(36)Ministry of Education. (n.d.-b). Making an overall teacher judgement. Retrieved February 28, 2023, from https://assessment.tki.org.nz/Overall-teacher-judgment/Making-an-overall-teacher-judgment	Policy document
(37)Ministry of Education. (n.d.). Professional learning. Retrieved February 28, 2023, from https://assessment.tki.org.nz/Assessment-tools-resources/Professional-learning	Policy document
(38)Narrate writing prompts with specific exemplars (n.d.). https://e-asttle.tki.org.nz/content/download/1639/6596/file/Narrate%20-%20specific%20exemplars.pdf	Technical document
(39)New Zealand & Ministry of Education (2007). Achievement objectives by learning area: Set of 8 charts.Published for the Ministry of Education by Learning Media.	Policy document
(40)New Zealand & Ministry of Education. (2010). Literacy learning progressions: Meeting the reading and writing demands of the curriculum. http://www.literacyprogressions.tki.org.nz/content/download/143/701/version/1/file/The%20Literacy%20Learning%20Progressions.pdf	Policy document
(41)New Zealand Council for Educational Research (2012). e-asTTle writing (revised) manual. Ministry of Education. https://e-asttle.tki.org.nz/content/download/1574/6323/file/e-asTTle%20writing%20(revised)%20Manual%202012%20(3).pdf	Technical document
(42)NZCER (n.d.). PAT: Reading comprehension and vocabulary. https://www.nzcer.org.nz/system/files/PAT%20Reading_One%20Pager_2017_digital_0.pdf	Technical document
(43)O’Neill, H. J. (2006). Once preferred, now peripheral: Poetry and the national assessment for Year 11 students in New Zealand post-primary schools. English Teaching: Practice and Critique, 5(3), 93–126.	Research publication
(44)Parr, J. M., & Jesson, R (Parr & Jesson, 2020). Relations Between Literacy Research and Practice in New Zealand. The Reading Teacher, 73(6), Article 6. https://doi.org/10.1002/trtr.1868	Research publication
(45)Parr, J. M., & Jesson, R (Parr & Jesson, 2020). Relations Between Literacy Research and Practice in New Zealand. The Reading Teacher, 73(6), 691–696. https://doi.org/10.1002/trtr.1868	Research publication
(46)Persuade writing prompts with specific exemplars (n.d.). https://e-asttle.tki.org.nz/content/download/1566/6298/file/Persuade%20-%20specific%20exemplars.pdf	Technical document
(47)Poskitt, J., & Mitchell, K (Poskitt & Mitchell, 2012). New Zealand teachers’ overall teacher judgements (OTJs): Equivocal or unequivocal? Assessment Matters, 4, 53–75. https://doi.org/10.3316/informit.991841301813335	Research publication
(48)Recount writing prompt with specific exemplars (n.d.). https://e-asttle.tki.org.nz/content/download/1564/6292/file/Recount%20-%20specific%20exemplars.pdf	Technical document
(49)Research and Work Programme Summary Attitude Domains in e-asTTle	Technical document
(50)Sinnema, C., & Aitken, G (Sinnema, 2016). Teaching as inquiry. In D. Fraser & M. Hill (Eds.), The professional practice of teaching in New Zealand(5th edition, pp. 79–97). Cengage Learning.	Research publication
(51)Stringer, P., & Jhagroo, J (Stringer & Jhagroo, 2019). Towards a More Complete Understanding of ‘Teaching as Inquiry’: Perspectives of Beginning Teachers Explored. New Zealand Journal of Educational Studies, 54(1), 39–52. https://doi.org/10.1007/s40841-019-00131-6	Research publication
(52)Structure and Language notes to support the generic rubric (n.d.). https://e-asttle.tki.org.nz/Teacher-resources/Marking-resources-for-e-asTTle-writing#Structure	Technical document
(53)The e-asTTle writing score conversion table – revised April 2015 (n.d.). https://e-asttle.tki.org.nz/content/download/2150/9177/file/Conversion%20table%20April%202015%20–%20rubric%20scores%20to%20scale%20scores.pdf	Technical document
(54)The revised e-asTTle writing tool (n.d.). https://e-asttle.tki.org.nz/content/download/1586/6371/file/e-asTTle%20writing%20tutorial.pptx	Technical document
(55)Timperley, H. S., & Parr, J. M (H. S. Timperley & Parr, 2009). Chain of influence from policy to practice in the New Zealand literacy strategy. Research Papers in Education, 24(2), 135–154. https://doi.org/10.1080/02671520902867077	Research publication
(56)Timperley, H. S., Parr, J. M., & Bertanees, C (H. S. Timperley & Parr, 2009). Promoting professional inquiry for improved outcomes for students in New Zealand. Professional Development in Education, 35(2), 227–245. https://doi.org/10.1080/13674580802550094	Research publication
(57)Tunmer, W. E., & Chapman, J. W. (Eds.). (2015). Excellence and Equity in Literacy Education. Palgrave Macmillan UK. https://doi.org/10.1057/9781137415578	Research publication
(58)Visible Learning Lab, Faculty of Education, & The University of Auckland (2009). Generation 2: e-asTTle Year Three Educator Manual. Auckland Uniservices Limited.	Technical document
(59)Visible Learning Lab, Faculty of Education, & The University of Auckland (2010). External Co-ordinator Manual. e-asTTle Fitness for National Standards Stage Gate 1. Auckland Uniservices Limited.	Technical document
(60)Visible Learning Lab, Faculty of Education, & The University of Auckland (2010). Student Manual e-asTTle Fitness For National Standards Stage Gate 1 23 July 2010. Auckland Uniservices Limited.	Technical document
(61)Visible Learning Lab, Faculty of Education, & The University of Auckland (2010). Educator Manual e-asTTle Fitness For National Standards 20 September 2010. Auckland Uniservices Limited.	Technical document
(62)Wilson, A., & Lai, M. K. (2019). Leading Literacy Change Through Collaborative Analysis of Practice. Journal of Adolescent & Adult Literacy, 62(4), 455–458. https://doi.org/10.1002/jaal.916	Research publication
(63)Wilson, A., Madjar, I., & McNaughton, S (Wilson et al., 2016). Opportunity to learn about disciplinary literacy in senior secondary English classrooms in New Zealand. The Curriculum Journal, 27(2), 204–228.https://doi.org/10.1080/09585176.2015.1134339	Research publication
(64)Writing prompts for all purposes (n.d.). https://e-asttle.tki.org.nz/content/download/2356/14352/file/The%20Writing%20Prompts%20for%20all%20purposes%20Aug%2021.pdf	Technical document
(65)Years and Curriculum Levels (n.d.). https://nzcurriculum.tki.org.nz/content/download/1110/11995/file/Charts1.pdf	Policy document

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