Hi Alison,
 
Thanks so much for this reply, it's really interesting.
 
I'm a bit confused though, how folks can still achieve certain
competencies while not necessarily making gains in literacy.  Maybe you
could describe that a little more?
 
And how exciting!  It sounds like NZ is going for the formative
assessment approach to reporting!  Building accountability systems is
such hard work and takes loads of time, patience, money and a diverse
array of people to be involved.  You will have to keep us informed of
your progress - it sounds like a model system.  
 
Marie Cora
Assessment Discussion List Moderator
 
 
-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of Alison Sutton
Sent: Thursday, February 01, 2007 4:49 PM
To: assessment at nifl.gov
Subject: [Assessment 625] assessment in Nz
 
Hi Marie, Alison Sutton here, I am an adult literacy researcher from NZ
who lurks on this discussion list a lot.   NZ is in an interesting
position because we do not have any nationally mandated testing for
adult literacy and foundation learning - but it is coming!
 
Yes programmes do get government funding. At present providers have
choice about the assessment and reporting methods they use. One reason
is that we have few dedicated literacy programmes as such; most offer
literacy skills development as part of achieving other qualifications. 
 
 Pre-employment labour market programmes have to meet outcomes related
to people moving on to further education and training or employment and
achievement of credits in our competency based national qualifications
framework. They can do all that without necessarily demonstrating any
literacy gain.
 
Programmes run by polytechnics (your community colleges) each work to an
internally developed and moderated assessment systems and often do not
have to show any literacy gain over and above course credit achievement.

 
Those programmes that do get specific funding for literacy thru a
dedicated fund do have to demonstrate literacy gain - in a variety of
ways but mostly based around progress against individual learning plans
or specially designed before and after assessments - not nationally
standardised..
 
The government does want more  systematic evidence that the increased
funding into adult literacy is resulting in gain - but they at this
stage  are not pushing 'testing' as such. I am working with the
University of Auckland on a government contract scoping how to develop a
computer based interactive assessment system for adult literacy. The
model we are looking at gives teachers and learners lots of information
about progress and is much more formative in scope that the testing and
reporting regimes most of your funders use. 
 
 
Alison Sutton, Critical Insight
52a Bolton St Blockhouse Bay Auckland NZ
 <mailto:alison.sutton at criticalinsight.co.nz>
alison.sutton at criticalinsight.co.nz
Phone +64 9 627 4415 
Mob 021 279 6804
 
 
 
 
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