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Ariane is an authoring tool that guides the design of augmented reality (AR) learning activities. Developed to support instructional designers and practitioners in the design of AR learning experiences with a strong focus on learning design and student learning. In Ariane, users are encouraged to consider and specify factors including the use of co...
Knowledge tracing (KT) models students' mastery level of knowledge concepts based on their responses to the questions in the past and predicts the probability that they correctly answer subsequent questions in the future. Recent KT models are mostly developed with deep neural networks and have demonstrated superior performance over traditional appr...
A primary purpose of domain models is to define the scope of what students should learn and, in particular, to determine for a given student which of the knowledge components in a domain the student has and has not learned. Additionally, domain models can be viewed as predictions about knowledge transfer. If two activities or items are associated w...
Science and engineering departments face high student attrition due to perceived difficulty of courses in these disciplines. To subdue student attrition, students need to be guided by individual tutors to help them learn, practice and test their understanding of concepts. However, due to the exorbitant cost and time involved, this is not practical....
Science and engineering departments face high student attrition due to perceived difficulty of courses in these disciplines. To subdue student attrition, students need to be guided by individual tutors to help them learn, practice and test their understanding of concepts. However, due to the exorbitant cost and time involved, this is not practical....
Citations
... For example, all PSTs described times when they felt disappointed or angry but powerless as they observed their students underperforming or opting out of summative assessments. This behaviour has been found to be a feature for some students in NCEA assessment as they focus on just achieving the minimum credits required for their qualification (Graham, Meyer, McKenzie, McClure, J., & Weir, 2010;Hipkins, Vaughan, Beals, Ferral, & Gardiner, 2005;Meyer, McClure, Walkey, Weir, & McKenzie, 2009). Shapiro (2010) argues such feelings are a result of the tension between teachers' concerns of an intellectual nature and their emotional responses. ...
This paper explores the experience of emotion for eight preservice teachers as they learn to assess their students while concurrently being assessed. This qualitative study utilised semi-structured interviews and assessment-related artefacts. Findings indicate that emotional engagement influenced preservice teachers’ assessment decision making. The teachers also experienced emotional reactions as in turn they were assessed. This paper argues for the need of preservice teachers to be cognisant of the influence of emotion on themselves and their work, to allow them to better rationalise their assessment decision making and reflect on their practice.
... As we scoped this report, we wrote several case studies to highlight the complexity of contextual influences in play in the New Zealand context. The first of these case studies draws on the seminal Learning Curves project (Hipkins, Vaughan, with Beals, Ferral, & Gardiner, 2005). This was a 3-year longitudinal study of the impact of NCEA's introduction 4 on the subject choices available to students in six medium-sized secondary schools. ...
This research was commissioned by the New Zealand Productivity Commission to inform their study of the future of work in New Zealand. This first report scopes the context of subject-choice systems in New Zealand via a search for relevant local and international literature. A companion report presents findings from focus groups with school leaders who have responsibility for timetabling and/or oversight of curriculum and careers advice in their schools.
... In schools, neo-liberal effects have been both clearly visible-in school management and self-governance areas-and less visible-in the way outcomesbased assessment and a focus on skills can undermine disciplinary content and coherence in the curriculum (Muller 2006). For example, in secondary schools in New Zealand the modularised format of senior school qualifications in the NCEA drives curricular content in a form of 'credit hunting' (Hipkins and Vaughan 2012;Rata and Taylor 2015). Courses often lack integration (Locke 2005;Wenden 2015) and teacher and student choices can result in students missing out on foundational knowledge that may be important should they decide to move to tertiary study (McPhail 2014a;Moore 2014;Smaill et al. 2012;Madjar et al. 2009). ...
There is no doubt cultural and technological changes in the late 20th century and beyond have had profound effects on what counts as knowledge and what knowledge counts both at school and at university. This paper considers some implications of a disjuncture identified by Gould (The New Zealand Herald, 2010) between the curricula and pedagogy experienced in the secondary school and that at the university. Utilising three research studies that deal with the problem of students’ readiness for tertiary study I consider the importance of disciplinary knowledge in the identity formation of students within the current neo-liberal environment. By using Bernstein’s concepts of recontextualisation, trainability, and pedagogic populism I suggest the current instrumentalist emphasis in secondary education runs the risk of undermining a core purpose of education, the development of dispositions and qualities that are by-products of a deep engagement with disciplinary ways of knowing.
... 30) when she explained how their focus was on credits rather than wanting to know about historical scientific discoveries. This trend was also reported in a NZCER report where students' learning identities were described, as '''successful collectors of credits' with a worrying tendency for [their] learning goals to become performance goals'' (Hipkins and Vaughan 2012), p. 148. In a later report (Hipkins 2013), teachers also expressed concern that NCEA assessment had changed traditional academic courses as knowledge was translated from the general achievement objectives in the New Zealand Curriculum (2007) to highly specific statements in NCEA modules. ...
... The need for such a discussion is supported by concerns raised in the UK Accountability Report (Department of Education 2013), the Riley Report (2014), and in the study of the science teachers discussed in section four. The two NZCER reports cited above (Hipkins 2013;Hipkins and Vaughan 2012), also raise similar concerns, despite concluding an opposite cause. Our focus has been on the epistemological critique of knowledge equivalence, one located in the knowledge differentiation literature. ...
The theoretical inquiry undertaken in this paper examines the discourse of knowledge equivalence used to justify conflating academic and non-academic subjects in New Zealand secondary school science. The purpose is to open up a critical discussion of the discourse and its influence on curriculum and pedagogy. Using a conceptual methodology, we identify the differences between academic and non-academic subjects to argue that there are sound epistemological and equity reasons not to combine academic and non-academic subjects into innovated pathways. A research study which explored the curriculum practices of several senior science teachers is used to illustrate our theoretically derived analysis and explanation of the knowledge equivalence discourse.
... A preference for internal assessments was also noted in other studies that examined the new qualifications framework. For example, many of the senior students in the Learning Curves study on the evolving National Certificate in Educational Achievement (NCEA) qualifications regime (Hipkins, Vaughan, with Beals, Ferral & Gardiner, 2005) and a New Zealand Qualifications Authority (NZQA) study on learner views about the National Qualifications Framework (NQF) (NZQA, 2006) expressed a preference for internal assessments. These were consistently perceived as an easier assessment option, which provided opportunities for re-sitting assessments, whilst simultaneously removing the pressure of examinations. ...
... STAR courses and Gateway programmes are frequently seen by teachers and parents as an intervention for less academically-able students (though in fact they can be used to extend able students). Moreover, those programmes are timetabled in ways that preclude students from combining these vocationally-oriented courses with other, traditionally academic ones (Hipkins & Vaughan, with Beals, Ferral, & Gardiner, 2005) and can restrict students' pathway options for tertiary education (Madjar, McKinley, Seini Jensen, & Van Der Merwe, 2009). They also usually involve only a small proportion of a school's students, contributing to the sense that they are somehow peripheral. ...
... STAR courses and Gateway programmes usually involve only a small proportion of a school's students and are frequently seen by teachers and parents as an intervention for less academically-able students (though in fact they can be used to extend able students). Moreover, those programmes are timetabled in ways that preclude students from combining these vocationally-oriented courses with other, traditionally academic ones (Hipkins, Vaughan, Beals, Ferral, & Gardiner, 2005) and can restrict students' pathway options for tertiary education (Madjar, McKinley, Seini Jensen, & Van Der Merwe, 2009). Students also report a disturbing level of non-participation in career education. ...
Career management competencies have recently emerged in New Zealand and in international policy addressing people’s capabilities to build successful (working) lives in de-industrialised, knowledge societies. This article shows how career management competencies could address three major and long-standing problems with New Zealand school-based career education – inequitable access, marginalisation, and lack of fitness for purpose. It argues for an overall shift from careers information and guidance delivery to longer-term capability building. The article discusses a possible role for career management competencies in relation to the key competencies of the New Zealand curriculum. It also outlines how subject teachers, careers advisors, and industry could work together to provide the kinds of learning opportunities and pedagogies needed by today’s young people making the transition from school to work and further learning.
... The standards-based secondary school exit qualification, the National Certificate in Educational Achievement (NCEA), has a flexible, modular structure that, at least in principle, contains opportunities for local curriculum design right through to the end of schooling (Bolstad & Gilbert, 2008;Hipkins, Vaughan, with Beals, Ferral, & Gardiner, 2005). Despite this potential flexibility many secondary teachers perceive that NCEA drives the curriculum, rather than vice versa (Hipkins, 2010). ...
... In theory, students can personalise and build an NCEA award in a modular fashion. The level at which they are working need not be tied to their chronological age if their school's timetabling arrangements are sufficiently flexible to accommodate multilevel studies (Hipkins, Vaughan, Beals, Ferral, & Gardiner, 2005). ...
... Lacking the merit and excellence options, credits gained from US cannot count toward course or certificate endorsement. Thus this recent design change to NCEA has arguably further consolidated the academic/vocational differentiation between AS-and US-based courses that quickly opened up when NCEA was first introduced in 2002 (Hipkins et al., 2005). ...
Recent changes to New Zealand’s senior secondary school qualifications include the introduction of standards that allow students to demonstrate evidence of competency in literacy and numeracy via “naturally occurring evidence”. Such evidence can potentially be drawn from routine learning activities in a wide range of subject areas. However teachers of other subjects may not have the literacy or numeracy expertise to identify and leverage relevant opportunities, or to accurately judge the quality of evidence generated so that judgments against the standard are made reliably. This paper documents a system of distributed professional learning, decision-making and record-keeping that one secondary school has evolved to address these challenges.
... The NCEA is the primary means of scholastic assessment for secondary students in New Zealand, and involves two main types of assessments: internally assessed exams that occur periodically throughout the year, and externally assessed culminating exams. Secondary students typically work towards one of three levels, with senior secondary students tending to aim for Level 2 and Level 3 qualifications (for a review of the NCEA system in New Zealand see Hipkins 2004;Hipkins et al. 2005; New Zealand Qualifications Authority [NZQA] 2011). The 13Eg curriculum was largely standardised for the class, and focused on Level 3 requirements for the NCEA. ...
This article draws upon data generated through interviews with and classroom observations of Year 13 students and their teachers in New Zealand to propose that wellbeing is viewed as a multi-dimensional, complex phenomenon involving seven interrelated domains: Having, Being, Relating, Thinking, Feeling, Functioning, and Striving. Student and teacher commentary indicated that educational experiences reflect an emphasis on developing wellbeing-enhancing Assets including Having resources and support, Being an independent individual, and Relating well with teachers. In addition, Functioning efficiently in assessment-related activities and Striving towards acquisition of credits were considered important aspects of engaging in Actions that will lead to wellbeing in the future. In contrast, cognitive and affective Appraisals, such as Thinking creatively, critically, or meta-cognitively, or Feeling and expressing a wide range of emotions, were considered peripheral to their current educational experiences. Overall, data suggests that while understood in terms that reflected a view of wellbeing as a complex, learning system, wellbeing was experienced in the school context more simplistically. Implications for the development of wellbeing-enhancing educational experiences are discussed.
