Looking at how learners respond to carefully constructed assessment tasks can open a treasure trove of insights about thinking and emerging capabilities. This workshop looks at some of the things researchers from the new Curriculum Progress and Insights study noticed when they looked at how students in Years 4 and 8 responded to national monitoring tasks involving fractional thinking. The workshop also explores how teachers might make use of the tasks in their own investigations.
Charles Darr is a chief researcher at the New Zealand Council for Educational Research (NZCER). He is part of the leadership team for the new Curriculum Progress and Insights Study (CIPS) which follows on from the NEMP and NMSSA national monitoring projects.
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Conference 2024
