Anne Yates

Improving course completions in distance education: an institutional case study

Abstract This article reports two studies undertaken at The Open Polytechnic of New Zealand, a vocational distance education (DE) provider, where course completion rates have risen to match those of face-to-face technical institutions. A simple model of student engagement is presented, which reflects the triality between the student, institution, and external environment. The first study investigated institutional factors, from the perspectives of staff who have contributed toward this improvement; the second study focused on student perceptions of factors that fostered engagement. Both staff and students considered helpful tutors and clear learning materials essential; as is student motivation, which is enhanced if courses are relevant and achievable. Reasons for non-completion included inappropriate course advice and competing life demands. Staff participants believed student engagement can improve with appropriate interventions, while students tended to situate the lack of engagement within themselves. Findings emphasize the triadic nature of factors relating to student engagement in DE.

The impact of school-based assessment for qualifications on teachers’ conceptions of assessment

Abstract The Teachers Conceptions of Assessment Inventory was used to investigate New Zealand teachers’ beliefs about assessment. The participating sample comprised teachers who work almost exclusively at the senior level of high school and are responsible for school-based assessment programmes that contribute at least 50% of students’ final grades towards qualifications. Factor analyses showed that these teachers had conceptions of assessment that were more similar to those of teachers in countries with qualifications systems based on high-stakes examinations than to a more general sample of participants in previous New Zealand research. In particular, there was a strong positive correlation between the formative views of assessment and the view that assessment promotes student accountability. The study revealed ecological influences on teachers’ conceptions of assessment, as well as tensions that arise between formative and summative views of assessment, when teachers are responsible for assessment contributing to national qualifications.

The future of career education in New Zealand secondary schools: A review of the literature:

Traditionally career education in New Zealand secondary schools has been provided by a dedicated career advisor, but the effectiveness of this model is increasingly being questioned. This review examined approaches to career education in order to recommend a more appropriate model for the future. A review of 14 articles revealed that career education is increasingly important for secondary school students and that advantages exist in an integrated whole-school approach. The authors argue that such an approach is desirable, but acknowledge the issues to be addressed to ensure success. These include professional development for career advisors, principals and teachers, changing entrenched attitudes, reimagining the role of the career advisor and providing increased resourcing. While this review is focussed on New Zealand, it is apparent that other countries are grappling, similarly, with the issue of career education for secondary school students.

Devolving professional learning to subject specialists: towards embedding assessment reform in New Zealand

Professional learning to embed educational reform may need to take account of the stage of the reform rather than previous teaching experience. As reforms move to the embedding phase, some teachers have become more expert in executing the reform than others and may be well placed to provide professional learning. In 2007, the New Zealand Ministry of Education funded a ‘Senior Subject Adviser’ pilot to further embed the National Certificates of Educational Achievement assessment reform. This involved seconding 22 teachers from schools to advisory services in universities. This paper outlines that the pilot offered a successful structure that supported the needs of teachers. The key to success was the devolved nature of the pilot, which acknowledged that embedding reform can be facilitated by teachers.