The purpose of this paper is to explore the various approaches and tools of assessment used in both schools and tertiary education in New Zealand and their impact on the improvement of the quality of teaching and learning. The objective is to answer the research question: “Does one size fit all?”
The paper comprises an analysis of the existing assessment tools (i.e. traditional and new modes of assessments) being practised in New Zealand, relating them to real cases from the author ' s practical experience in the field, i.e. drawing on both primary and secondary data.
Assessment is found to be an integral part of providing a quality teaching and learning experience for the adult learners, their long life learning process and their participation in the community and the national economy. The study indicated that one size does not fit all if we are aiming at serving our students the best way.
The paper proposes criteria required for an effective quality learning experience, for both educators and earners. It further emphasizes the importance of “assessment for learning” techniques rather than “assessment of learning”.
El-Kafafi, S. (2012), "Assessment: the road to quality learning", World Journal of Science, Technology and Sustainable Development, Vol. 9 No. 2, pp. 99-107. https://doi.org/10.1108/20425941211244252
