Lipson, who has frequently written and talked about perceived flaws in the NCEA qualification system introduced in the early 2000s, said children have too much freedom in class in how they learn.
The report “exposes how parts of the research community confuse evidence with values. It uncovers how curriculum and assessment policy rest on a flawed philosophy,” she says.
“Though we want [students] to be independent ultimately, the route to independence is not to practise being independent. The route to creativity and independence is to do things like learning your times tables, construct a sentence, grammar, do your spellings. We’ve just got the balance wrong.”
The New Zealand Initiative wants “mandatory standardised national assessments” and charter schools brought back, the curriculum to focus on “disciplinary knowledge, not competencies”, and funding for “quantitative and generalisable research that rigorously tests properly formulated hypotheses about what might raise attainment”.
The Ministry of Education