title: Policies, programs, and practices: Exploring the complex dynamics of assessment education in teacher education across four countries

authors: DeLuca, Christopher

subjects: assessment literacy

abstract: There has been a global trend toward increased accountability and assessment in schools over the past several decades. Across policy and professional standards, teachers have been repeatedly called to integrate assessment throughout their practice to identify, monitor, support, evaluate, and report on student learning. This professional capacity to integrate and utilize assessment to effectively facilitate student learning has long been characterized as teachers' “assessment literacy,” or more recently “assessment competency,” and “assessment capability”. Concerningly, research indicates that teachers generally maintain low levels of assessment knowledge and skills, with beginning teachers particularly underprepared for assessment in schools. This persistent finding is unsurprising as researchers argue that assessment has historically been a neglected area of study in teacher education programs. However, with the rise of accountability mandates, assessment is beginning to occupy a more prominent and necessary role in pre-service preparatory programs. However, analyzing and situating assessment education in relation to broader conceptions of assessment literacy remains necessary in order to effectively promote the assessment capability of beginning teachers. Likewise, understanding how assessment education and assessment literacy are shaped by the complex dynamics and larger teacher education frameworks and how they contribute to teachers' developing professional identities is essential in constructing a more comprehensive view of teacher preparation within and for accountability-driven systems of education. This paper analyzes teacher education policies, programs, and practices aimed at supporting initial teacher learning in assessment across four country contexts: Australia, Canada, England, and New Zealand. Bernstein's (1999) codes of classification and framing provide an analytic discourse for examining the vertical and horizontal messages about assessment that shape teacher capability in this key area of professional practice. In drawing on policy and teacher education documents and qualitative data (i.e., interview and teacher reflections) from across each country context, the paper concludes with five consistent and interconnected findings about the complex landscape for teacher preparation in assessment.

text: Policies, programs, and practices: Exploring the complex dynamics of assessment education in teacher education across four countries There has been a global trend toward increased accountability and assessment in schools over the past several decades. Across policy and professional standards, teachers have been repeatedly called to integrate assessment throughout their practice to identify, monitor, support, evaluate, and report on student learning. This professional capacity to integrate and utilize assessment to effectively facilitate student learning has long been characterized as teachers' “assessment literacy,” or more recently “assessment competency,” and “assessment capability”. Concerningly, research indicates that teachers generally maintain low levels of assessment knowledge and skills, with beginning teachers particularly underprepared for assessment in schools. This persistent finding is unsurprising as researchers argue that assessment has historically been a neglected area of study in teacher education programs. However, with the rise of accountability mandates, assessment is beginning to occupy a more prominent and necessary role in pre-service preparatory programs. However, analyzing and situating assessment education in relation to broader conceptions of assessment literacy remains necessary in order to effectively promote the assessment capability of beginning teachers. Likewise, understanding how assessment education and assessment literacy are shaped by the complex dynamics and larger teacher education frameworks and how they contribute to teachers' developing professional identities is essential in constructing a more comprehensive view of teacher preparation within and for accountability-driven systems of education. This paper analyzes teacher education policies, programs, and practices aimed at supporting initial teacher learning in assessment across four country contexts: Australia, Canada, England, and New Zealand. Bernstein's (1999) codes of classification and framing provide an analytic discourse for examining the vertical and horizontal messages about assessment that shape teacher capability in this key area of professional practice. In drawing on policy and teacher education documents and qualitative data (i.e., interview and teacher reflections) from across each country context, the paper concludes with five consistent and interconnected findings about the complex landscape for teacher preparation in assessment.

year: 2019

title: Assessment of trophic state change and lake health in selected lakes of the Auckland region based on zooplankton assemblages: 2012-2019

authors: Duggan, Ian C.

abstract: This report provides an assessment of eight natural lakes in the Auckland region, from zooplankton samples collected between 2012 and late 2019 at a frequency of six to eight samples per year. From these samples, the lakes have been assessed to establish their trophic state, the proportion of nonnative zooplankton species, and the proportion of crustacean zooplankton relative to rotifers. 

Inferred trophic states of the lakes based on zooplankton composition has been generally ranked in a similar manner over time; of the lakes sampled over the entire period, Lake Tomarata typically had the best inferred water quality (generally as mesotrophic, though late in the study it sat near the eutrophic boundary). The median Trophic Level Index (TLI) based on zooplankton for this lake was 3.5 between 2015 and 2019. Lake Whatihua, only sampled from late-2017, was also assessed to contain species typical of mesotrophic conditions (median TLI = 3.4). For the remaining lakes, median TLI values based on zooplankton composition between 2015 and 2019 were; Rototoa 3.5 (mesotrophic), Wainamu 4.0, Pupuke 4.3 (both eutrophic) and Kuwakatai 5.2 (supertrophic; sampling ceased in August 2017). Lakes Kereta and Spectacle were not assessed during the 2015- 2019 time period. 

Lake Pupuke rapidly declined in water quality in 2019, to have hypertrophic assessments at the end of the study; this is consistent with reported high chlorophyll a concentrations at this time. Lake Tomarata was assessed to have declining water quality based on zooplankton composition, in common with traditional TLI assessments. However, this lake was assessed to have higher water quality overall, and to diverge in assessments by 1.2 TLI units; this may in part be due to elevated TN concentrations in this lake, not reflected in concentrations of TP or chlorophyll a, which may unduly affect traditional TLI assessments for this lake. The other long-term lakes, Waimanu, Pupuke and Rototoa, all has assessments within 0.5 TLI units when comparing the traditional and rotifer inferred TLI systems. 

The proportion of non-native species and the proportion of crustacean zooplankton relative to rotifers both showed promise as monitoring tools for the Auckland lakes. Two non-native species were recorded in the lakes, with various levels of dominance. Daphnia galeata was recorded in all of the monitored lakes, while Skistopiaptomus pallidus was recorded in Lake Kereta only. For the proportions of non-native species, Lake Tomarata was least affected, with samples comprising 4.9% non-native species on average. Data from 2012 and 2013 indicated that the overall relative abundances of the calanoid copepod Skistodiaptomus pallidus in Lake Kereta were far lower than they were in the year’s immediately following invasion in late 2008. No new non-native species were recognised in the monitored lakes during this survey, although an unusual occurrence of the copepod Boeckella propinqua was recorded in Lake Whatihua; this species has otherwise been found from natural lakes only in the central North Island, although has been recorded previously in Auckland dams. 

On average, larger crustaceans dominated over the smaller rotifers in all of the Auckland lakes monitored. Lake Rototoa was the least crustacean dominated (53%), followed by lakes Tomarata (58%), Kereta (68%), Spectacle (78%), Whatihua (79%), Wainamu (81%), Pupuke (88%), and Kuwakatai (95%) was the most crustacean dominated. Lake Wainamu appears to have reduced proportions of crustaceans between 2018 and 2019 relative to the 2012 to 2017 period, which may indicate this lake is undergoing a change in its trophic ecology; control of pest fish ceased in this lake in 2015, including of European perch (Perca fluviatilis), which may be reducing the importance of larger, more visible crustaceans.

text: Assessment of trophic state change and lake health in selected lakes of the Auckland region based on zooplankton assemblages: 2012-2019 This report provides an assessment of eight natural lakes in the Auckland region, from zooplankton samples collected between 2012 and late 2019 at a frequency of six to eight samples per year. From these samples, the lakes have been assessed to establish their trophic state, the proportion of nonnative zooplankton species, and the proportion of crustacean zooplankton relative to rotifers. 

Inferred trophic states of the lakes based on zooplankton composition has been generally ranked in a similar manner over time; of the lakes sampled over the entire period, Lake Tomarata typically had the best inferred water quality (generally as mesotrophic, though late in the study it sat near the eutrophic boundary). The median Trophic Level Index (TLI) based on zooplankton for this lake was 3.5 between 2015 and 2019. Lake Whatihua, only sampled from late-2017, was also assessed to contain species typical of mesotrophic conditions (median TLI = 3.4). For the remaining lakes, median TLI values based on zooplankton composition between 2015 and 2019 were; Rototoa 3.5 (mesotrophic), Wainamu 4.0, Pupuke 4.3 (both eutrophic) and Kuwakatai 5.2 (supertrophic; sampling ceased in August 2017). Lakes Kereta and Spectacle were not assessed during the 2015- 2019 time period. 

Lake Pupuke rapidly declined in water quality in 2019, to have hypertrophic assessments at the end of the study; this is consistent with reported high chlorophyll a concentrations at this time. Lake Tomarata was assessed to have declining water quality based on zooplankton composition, in common with traditional TLI assessments. However, this lake was assessed to have higher water quality overall, and to diverge in assessments by 1.2 TLI units; this may in part be due to elevated TN concentrations in this lake, not reflected in concentrations of TP or chlorophyll a, which may unduly affect traditional TLI assessments for this lake. The other long-term lakes, Waimanu, Pupuke and Rototoa, all has assessments within 0.5 TLI units when comparing the traditional and rotifer inferred TLI systems. 

The proportion of non-native species and the proportion of crustacean zooplankton relative to rotifers both showed promise as monitoring tools for the Auckland lakes. Two non-native species were recorded in the lakes, with various levels of dominance. Daphnia galeata was recorded in all of the monitored lakes, while Skistopiaptomus pallidus was recorded in Lake Kereta only. For the proportions of non-native species, Lake Tomarata was least affected, with samples comprising 4.9% non-native species on average. Data from 2012 and 2013 indicated that the overall relative abundances of the calanoid copepod Skistodiaptomus pallidus in Lake Kereta were far lower than they were in the year’s immediately following invasion in late 2008. No new non-native species were recognised in the monitored lakes during this survey, although an unusual occurrence of the copepod Boeckella propinqua was recorded in Lake Whatihua; this species has otherwise been found from natural lakes only in the central North Island, although has been recorded previously in Auckland dams. 

On average, larger crustaceans dominated over the smaller rotifers in all of the Auckland lakes monitored. Lake Rototoa was the least crustacean dominated (53%), followed by lakes Tomarata (58%), Kereta (68%), Spectacle (78%), Whatihua (79%), Wainamu (81%), Pupuke (88%), and Kuwakatai (95%) was the most crustacean dominated. Lake Wainamu appears to have reduced proportions of crustaceans between 2018 and 2019 relative to the 2012 to 2017 period, which may indicate this lake is undergoing a change in its trophic ecology; control of pest fish ceased in this lake in 2015, including of European perch (Perca fluviatilis), which may be reducing the importance of larger, more visible crustaceans.

year: 2021

title: “She didn’t ask me about my grandma”. Using process drama to explore issues of cultural exclusion and educational leadership.

authors: Kana, Pare

subjects: dramatization

abstract: Purpose – This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice. Design/methodology/approach – The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non-European children in her class. Using a three-phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue. Findings – Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives. Research limitations/implications – The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education. Originality/value – This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher-student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

text: “She didn’t ask me about my grandma”. Using process drama to explore issues of cultural exclusion and educational leadership. Purpose – This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice. Design/methodology/approach – The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non-European children in her class. Using a three-phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue. Findings – Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives. Research limitations/implications – The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education. Originality/value – This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher-student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

year: 2007