Principals from schools in the country’s poorest communities have united to call for an end to new NCEA reading, writing and maths tests.
They warn the online tests will create a generation of school-leavers with no qualifications and most will be Māori or Pacific.
After two rounds of reading, writing and maths tests last year, the failure rate for teens from low-income schools was through the roof.
More than half failed the reading and writing tests and nearly three-quarters failed the numeracy test.
None of those students can get an NCEA qualification until they pass the tests or complete up to 20 extra credits in literacy and numeracy – an option that is available only until the end of 2027. . .
Simon Craggs from Papakura High School said 50 principals from schools with an equity index number of 500 or greater – indicating their students face many socio-economic barriers to learning – wanted it to stop.
“We believe that there’s an equity crisis approaching in education, or is already here actually. If you look at the results from 2024 you’ll see that the results particularly at level 1 for students in the lowest socio-economic band have dropped off a cliff,” he said.
He said the fall in achievement was due to the literacy and numeracy requirements and the schools wanted an end to the online tests.
They also wanted the alternative 20-credit option for meeting the literacy and numeracy requirement to become permanent instead of ending in December 2027, and they want it to count toward the 60 credits students’ need for an NCEA certificate. . .
What’s leading to the high failure rate – is the cause that the tests are online or is it the pupils’ literacy and numeracy?
If it’s the pupils’ ability, the principals’ request for an end to the tests is showing a lack of ambition for their pupils and schools.
If it’s that pupils don’t do well with online tests, but are literate and numerate, a request for a different way of testing might be reasonable.
Mākoura College principal Simon Fuller said the problem was probably the number one issue for most high equity index schools.
He said the schools were facing a 70 percent failure rate once the common assessment activities or CAAs became the only route to achieving the literacy and numeracy requirements.
“Our NCEA results are really good but that’s not due to the CAAs, that’s due to the alternative pathway, which I believe is just as a robust as a CAA. So our statistics are holding up, but if it comes down to only getting NCEA if you know can pass the CAA, then we’ll go from an 85 percent pass rate to 35 percent which is a huge impact on our kids,” he said.
Fuller said teenagers had not had the benefit of the latest changes to literacy teaching in primary schools and the online tests were not a fair test of their abilities.
“It’s not that they can’t necessarily read, write and do maths, they just can’t do it in that form of exam. And you know, realistically how many exams do you sit when you’re a functional member of society, it’s very few.”
Jim Hay-Mackenzie from Flaxmere College said students who the school assessed as having the necessary level of literacy and numeracy still failed the online tests.
“The issue that we have at Flaxmere College is the way it’s being assessed, which is through the online test of reading and writing and numeracy. Many of our students aren’t very good at tests and exams, and our data’s shown that students that have met the requirements through our testing have not been able to handle the pressure of a 60-minute test,” he said.
Hay-Mackenzie said many of the school’s students struggled with the online nature of the tests and would do better with hard copy, paper-based tests.
He said he would prefer a literacy and numeracy assessment via a portfolio of work, but failing that, a hard-copy test. . .
Would not coping with an online test have a bearing on the pupils’ ability to cope in further study, training or a job?
If it doesn’t, what would be wrong with allowing them to use pens and paper?
If it does the schools, the pupils and their families have a lot of work to do to get the teens up to the required standards and the principals calling for the change are doing their pupils, and the country, a serious disservice.
Ele Ludemann is a North Otago farmer and journalist, who blogs HERE - where this article was sourced.
6 comments:
It would be of great interest to sample a test. Personally I loathe on line interactions and would do abyssmally in most. But if congenital, cultural or somesuch reason a sector of the population fail it is vital the standard for the rest is not lowered to incorporate.
Socio economic barriers have increased in direct relationship to the growth of the social welfare state.
Fix that problem first.
I take an issue with this type of thinking: “And you know, realistically how many exams do you sit when you’re a functional member of society, it’s very few.” Passing tests and exams builds child’s confidence. Confident children learn easier and better - isn’t that what we want?
With thousands of jobs out there for just 'being Maori' why would any Maori bother studying anything?
And these are the kind of outcomes we get when kids get certificates for participation, and not regular testing. No one likes the latter, but if you want to achieve standards of competency, that's what's required in a mass learning environment. The fault lies with the Principals and teachers, for following the wrong regimes.
As a tutor I saw so many students from high decile ( now low Equity) underachieving so I am surprised the results aren't worse.
This problem of underachievement did not occur suddenly but ever so gradually . Our once excellent education system has been destroyed by Progressive Education ideology which has never focused on academic achievement. right from the beginning in the 1950s when it was introduced to replace Traditional Education.
All the ingredients that are vital to good effective and successful education have been slowly removed. It started in 1950 with cancelling out intensive phonics . I Know because I was a student then and failed to learn to read with
Progressive Methods of" Look and Say' . I was fortunate to have home remedial help in intensive phonics.
The very worst thing to happen to NZ education was Dame Marie Clay who is responsible for handicapping two to three generations of NZ students ( and multiple 100s of millions world wide) since her Progressive Whole Language reading method was a total fiasco. Yet the whole of academia world wide , our Min of Ed., NZ Royal Society , most politicians , International Reading Ass. and innumerable other prestigious institutions here and world wide hung onto every word she said or wrote as gospel truth.
Those children doing NCEA now who would have started school this century are the not the last of this women's victims since Clay's dastardly wrong methods were not fully exposed until 2022. We are unlikely to see any improvements in reading and writing in NCEA for another ten years. at least.
Reading is the quintessential element of education , so failure in this is a lifetime curse our precious children have had put on them . There is no solution to this . Progressive Education through WL has destroyed the futures of many hundreds of thousand s of NZ children.
Please don't go on about socio-economic conditions being the cause of educational failure . That is not the cause of underachievement and never has been .That is sociological nonsense now proven over and over as wrong by rigorous research and cognitive science.
Methods of testing is a minor issue . These low decile ( High Equity) children have been damaged by a foul ideology that has plagued this country for decades in all areas of learning.
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