ERIC Number: ED170319
Record Type: Non-Journal
Publication Date: 1978
Reference Count: N/A
Standards, Basics and National Assessment. Set 78. Number one. Item 13.
Educational standards, student achievement and basic skills are discussed. Various definitions of standards are given, and a definition which encompases individual differences is preferred. Educational research conducted in New Zealand indicates that there has been no sharp decline in academic achievement, although in primary- and intermediate-grade subjects which were previously taught by rote, there has probably been a decline in attainment. Standardized tests, which are not specifically designed to measure performance over time, were used in most of the studies cited. Changes which were not taken into account in comparing academic achievement over the past several decades include: (1) school population; (2) test suitability over a period of time; (3) classroom factors, such as class size and teacher quality; (4) curriculum content; (5) societal changes, such as family environment, urbanization and the impact of television; and (6) the job market. In order to gather reliable and objective information to assess achievement and to set national standards, a proposal is made to administer nationally standardized tests at five-year intervals in basic subjects at specific points of the primary and secondary courses. Presently, national standardized tests are available on an optional basis for all class levels from Standard I upwards. (MH)
Descriptors: Academic Achievement, Academic Standards, Basic Skills, Educational Assessment, Educational Research, Educational Trends, Elementary Secondary Education, Foreign Countries, Guides, National Norms, National Programs, Norm Referenced Tests, Performance Factors, Standardized Tests, Testing Programs
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: New Zealand Council for Educational Research, Wellington.
Identifiers - Location: New Zealand