| 3.1
THE DISTRIBUTION OF THINKING TASKS IN THE ASSESSMENTS
|
|
3.1.1
General assessments |
| |
All
of the tasks, except the link tasks, in the 1995 - 2003 general assessments
were considered to identify those which had potential to assess the
nature of student thinking. The number of tasks within each assessment
and the number of tasks identified as requiring each type of thinking
are given below. |
| |
|
| |
| |
Type
of thinking |
Report |
No
of tasks |
Critical
|
Creative
|
Reflective
|
Logical |
| Science
95
|
30 |
0 |
1
|
4
|
5 |
| Art
95 |
10
|
1
|
4
|
2
|
0 |
| GTM
95 |
27
|
0
|
0
|
1
|
1 |
| Music
96 |
16
|
0
|
4
|
0
|
0 |
| Tech
96 |
15
|
3
|
1 |
3 |
3 |
| Read/Speak
96 |
24
|
0 |
1 |
5 |
2 |
| Info
Skills 97 |
20
|
0 |
0 |
3 |
1 |
| Soc
Studies 97 |
18
|
0 |
0 |
3 |
0 |
| Maths
97 |
44
|
0 |
0 |
0 |
5 |
| Listen/View
98 |
17
|
1 |
1 |
1 |
1 |
| Health/PE
98 |
39 |
0 |
0 |
5 |
0 |
| Writing
98 |
22
|
0 |
8 |
4 |
0 |
| Science
99 |
49
|
2 |
0 |
1 |
1 |
| Art
99 |
9
|
1 |
3 |
1 |
0 |
| GTM
99 |
33
|
1 |
0 |
1 |
0 |
| Music
00 |
19
|
0 |
4 |
1 |
0 |
|
Asp of Tech 00
|
19
|
2 |
0 |
0 |
3 |
| Read/Speak
00 |
25 |
0 |
5 |
1 |
0 |
| Info
skills 01 |
23
|
0 |
0 |
3 |
1 |
| Soc
Studies 01 |
31
|
0 |
0 |
3 |
1 |
| Maths
01 |
66 |
0 |
0 |
0 |
5 |
| Listen/View
02 |
22 |
4 |
0 |
3 |
2 |
| Health/PE
02 |
38
|
1 |
0 |
9 |
0 |
| Writing
02 |
21
|
2 |
5 |
0 |
2 |
| Science
03 |
37
|
0 |
0 |
0 |
8 |
|
Visual Arts 03 |
9
|
3 |
3 |
1 |
0 |
| GTM
03 |
28
|
0 |
0 |
0 |
2 |
| |
| Total
(%) |
711 |
21(3%) |
40(6%) |
55(8%) |
43(6%) |
| Thinking
task total(%) |
|
159(22%) |
|
| |
|
|
3.1.2
Assessments of Maori students |
| |
The
1999 – 2002 assessments of Maori students used a selection
of tasks from the general assessments. The overall distribution
of thinking tasks within these assessments is given below. |
| |
|
| |
| |
|
Type
of thinking |
| |
No
of tasks |
Critical
|
Creative
|
Reflective |
Logical |
| Total(%) |
164 |
8(5%)
|
5(3%) |
11(7%)
|
7(4%) |
| Thinking
task total(%) |
|
31(19%)
|
|
| |
|
| 3.2
COMMENTS |
| The
tables indicate that there is a good distribution of thinking tasks
across the NEMP assessments. As expected, some curriculum areas
have a greater focus on a particular thinking skill than others.
For example, creative thinking is more evident in Art, Music, and
Writing, and logical thinking in Mathematics and Science. Reflective
thinking occurs widely across the curriculum.
The distribution
of thinking skills in the Maori student assessments is not very
different from that of the general assessments. |
