COVID-19 impact on high stakes assessment: a New Zealand journey of collaborative adaptation amidst disruption

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dc.citation.issue5
dc.citation.volume29
dc.contributor.authorPoskitt J
dc.date.accessioned2023-01-31T02:33:38Z
dc.date.available2022-11-14
dc.date.available2023-01-31T02:33:38Z
dc.date.issued2022-10
dc.description.abstractNew Zealand’s defined coastal boundaries, isolation and small population were favourable factors to minimise the spread of COVID-19. Decisive governmental leadership and a public willing to comply with high-level lockdown in the first phase, resulted in minimal disruption to assessment. But as the pandemic progressed through Delta and Omicron variants, concerns grew about equitable access to assessments, declining school attendance, and inequitable educational outcomes for students, especially of Māori and Pacific heritage. School and educational agency experiences of high stakes assessment in a period of uncertainty were examined through document analysis and research interviews. Using Gewirtz’s contextual analysis of the multi-dimensional and complex nature of justice, and Rogoff’s conceptual framework of three planes of socio-cultural analysis: the personal (learner), inter-personal (school) and institutional (educational agencies), revealed that though collaborative adaptations minimised assessment disruptions on wellbeing and equity of access, they did not transform high stakes assessment.
dc.description.confidentialFALSE
dc.format.extent575 - 595 (21)
dc.identifierhttps://doi.org/10.1080/0969594X.2022.2140889
dc.identifier.citationAssessment in Education: Principles, Policy & Practice, 2022, 29 (5), pp. 575 - 595 (21)
dc.identifier.doi10.1080/0969594X.2022.2140889
dc.identifier.elements-id459160
dc.identifier.harvestedMassey_Dark
dc.identifier.issn0969-594X
dc.identifier.urihttps://hdl.handle.net/10179/17973
dc.languageEnglish
dc.publisherTaylor and Francis Group
dc.relation.isPartOfAssessment in Education: Principles, Policy & Practice
dc.relation.urihttps://doi.org/10.1080/0969594X.2022.2140889
dc.subjectAssessment
dc.subjectCOVID-19
dc.subjectNew Zealand
dc.subjectsenior secondary school
dc.subjectwell-being
dc.subject.anzsrc1303 Specialist Studies in Education
dc.subject.anzsrc1701 Psychology
dc.titleCOVID-19 impact on high stakes assessment: a New Zealand journey of collaborative adaptation amidst disruption
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Humanities and Social Sciences
pubs.organisational-group/Massey University/College of Humanities and Social Sciences/PVC's Office - College Humanities and Social Services
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