title: Assessment of learning, for learning, and as learning: New Zealand case studies

authors: Hume, Anne Christine

subjects: New Zealand

abstract: Research about the benefits of formative assessment as a means of improving student learning has encouraged policy-makers and teachers in countries like the UK, Australia and New Zealand to promote and use classroom-based assessment for learning in the qualifications arena. However, recent research suggests teachers are implementing a narrow interpretation of formative assessment in classrooms using techniques that focus on assessment procedures and practices to assure students comply with criteria and achieve awards for external qualifications. This variation on 'teaching to the test' has led to the coining of the phrase 'assessment as learning' to indicate the instrumentalism that results from such restricted practice. This paper reports on findings from case studies of two schools in New Zealand where secondary school students are learning how to perform science investigations under direction, for a curriculum standard that is a component of a national standards-based qualification. The findings reveal that students' assessment and learning experiences reflect the emerging international trend of 'assessment as learning', but strategies for redressing some of the undesirable aspects of this limiting form of formative assessment in this New Zealand context are identified.

text: Assessment of learning, for learning, and as learning: New Zealand case studies Research about the benefits of formative assessment as a means of improving student learning has encouraged policy-makers and teachers in countries like the UK, Australia and New Zealand to promote and use classroom-based assessment for learning in the qualifications arena. However, recent research suggests teachers are implementing a narrow interpretation of formative assessment in classrooms using techniques that focus on assessment procedures and practices to assure students comply with criteria and achieve awards for external qualifications. This variation on 'teaching to the test' has led to the coining of the phrase 'assessment as learning' to indicate the instrumentalism that results from such restricted practice. This paper reports on findings from case studies of two schools in New Zealand where secondary school students are learning how to perform science investigations under direction, for a curriculum standard that is a component of a national standards-based qualification. The findings reveal that students' assessment and learning experiences reflect the emerging international trend of 'assessment as learning', but strategies for redressing some of the undesirable aspects of this limiting form of formative assessment in this New Zealand context are identified.

year: 2009

title: Osmotic Dehydration of New Zealand Chestnuts with and without Shell and Pellicle

authors: Pontawe, Reagan Jazmin

abstract: Osmotic dehydration offers an alternative to air-drying for reducing moisture content at ambient temperature. Of four different solutes investigated, 22% (mass basis) sodium chloride (NaCl) and 60% (mass basis) sucrose solutions were the most successful, with each achieving approximately a 10% reduction in wet basis moisture content after 8 h without significant detrimental side effects, although NaCl solutions cause noticeable darkening in the pits on the surface of the chestnuts. The presence of the shell and pellicle did not significantly affect the dehydration rate. Osmotic dehydration by NaCl or sucrose prior to mechanical shell removal produced a small increase in efficiency of the shell removal process.

text: Osmotic Dehydration of New Zealand Chestnuts with and without Shell and Pellicle Osmotic dehydration offers an alternative to air-drying for reducing moisture content at ambient temperature. Of four different solutes investigated, 22% (mass basis) sodium chloride (NaCl) and 60% (mass basis) sucrose solutions were the most successful, with each achieving approximately a 10% reduction in wet basis moisture content after 8 h without significant detrimental side effects, although NaCl solutions cause noticeable darkening in the pits on the surface of the chestnuts. The presence of the shell and pellicle did not significantly affect the dehydration rate. Osmotic dehydration by NaCl or sucrose prior to mechanical shell removal produced a small increase in efficiency of the shell removal process.

year: 2016-01-01

title: He pakiriha

authors: Temara, Pou

subjects: Tikanga

abstract: Kua tae ki te wā hai kōrero i ētahi tikanga marae, ētahi tikanga kawa e kawa ana ki tā te mātanga titiro. Tērā ētahi tikanga e whakamahia ana e ngā kaumātua o nāianei e uru atu ana ki te pae o rorirori, ka mutu, e ai ki tā ngā kaumātua nei, ko te mutunga mai o te tika ā rātau i whakatau ai. Nā hei whakarāpopoto i te whakaaro whānui, i ētahi wā kāore ko te mea e tika ana ki ō tātau whakaaro te huarahi pai. Ko tā te tikanga he kimi i te huarahi e tika ana, kia kore ai e whara ngā whakaaro o te tangata. Ko te tikanga ehara i te mea i whakairotia ki te kōhatu, engari e taea ana te neke i ngā pae o te tikanga kia pai ai te whakahaere a te tangata i āna mahi, kia tau ai te rangimārie, kia mau tonu ai te mana o te tangata. E whakapae ana ahau e kūmea ana e ētahi kaumātua ētahi tikanga kia hāngai ki tā rātau i whakaaro ai kai te tika, kai te hē rānei. Mā ētahi tauira e mārama ai te kaipānui ki te kaupapa me te whakaaro o te kaituhi.

text: He pakiriha Kua tae ki te wā hai kōrero i ētahi tikanga marae, ētahi tikanga kawa e kawa ana ki tā te mātanga titiro. Tērā ētahi tikanga e whakamahia ana e ngā kaumātua o nāianei e uru atu ana ki te pae o rorirori, ka mutu, e ai ki tā ngā kaumātua nei, ko te mutunga mai o te tika ā rātau i whakatau ai. Nā hei whakarāpopoto i te whakaaro whānui, i ētahi wā kāore ko te mea e tika ana ki ō tātau whakaaro te huarahi pai. Ko tā te tikanga he kimi i te huarahi e tika ana, kia kore ai e whara ngā whakaaro o te tangata. Ko te tikanga ehara i te mea i whakairotia ki te kōhatu, engari e taea ana te neke i ngā pae o te tikanga kia pai ai te whakahaere a te tangata i āna mahi, kia tau ai te rangimārie, kia mau tonu ai te mana o te tangata. E whakapae ana ahau e kūmea ana e ētahi kaumātua ētahi tikanga kia hāngai ki tā rātau i whakaaro ai kai te tika, kai te hē rānei. Mā ētahi tauira e mārama ai te kaipānui ki te kaupapa me te whakaaro o te kaituhi.

year: 2017