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How the resources are classified

The structure of the banks reflects the New Zealand Curriculum statements in English, Mathematics, and Science.  Resources are classified by:

  • learning strand
  • mode/contextual strand/achievement objective
  • level

In addition to these classifications each resource has been assigned a:

  • resource type
  • set of "keywords" which can also be used as search terms
  • description.

You can search by one or more classification fields, a keyword, or a combination of both.
Click on the link to find out about searching the ARBs

Information on the classification system

The assessment resources are classified as follows based on the New Zealand Curriculum. This classification structure can be used to search for resources in the classification search for each bank. 

English (levels 2-5)

Strand

Mode

Achievement objective
(entered as keywords)

Making meaning 
(Listening, Reading and Viewing) 

Creating meaning
(Speaking, Writing and Presenting)

Listening
Reading
Viewing

Speaking
Writing
Presenting

Purposes and audiences

 
Ideas
 
Language features
 
Structure

Maths (levels 2-5)

Strand

Achievement objective

Number and Algebra
 
 
 
 
Geometry and Measurement
 
 
 
 
Statistics

1. Number strategies
2. Number knowledge
3. Equations and expressions
4. Patterns and relationships

5.Measurement
6.Shape
7.Position and orientation
8.Transformation

9.Statistical investigations
10.Statistical literacy 
11.Probability

Science (levels 2-5)

Nature of Science strand (NoS)

Understanding about science Investigating in science  Communicating in science Participating and contributing *Knowledge

Contextual strand

Achievement objective
(entered as keywords)

Living World 
(LW)
 

Material World 
(MW)
 
    
Physical World 
(PW)
 
Planet Earth & 
Beyond (PE)
Life processes
Ecology
Evolution

Properties and changes 
of matter
Chemistry and society
 
Physical inquiry and physics concepts
 
 
Earth systems
Interacting systems
Astronomical systems

*This category has been assigned to those resources that focus on science knowledge with no links to NoS.

All resources for English, Maths and Science are also classified by:

Resource type
Selected Response (SR)
Brief Constructed Response (BCR)

Longer Constructed Response (LCR)

Practical (Prac)

Oral Response (OralR)

More details ...

Keywords and Description
Each resource has been assigned a set of keywords which can be used as search terms (English and Science have keywords to classify the achievment objectives). 
A brief description of the task and assessment focus is written for each assessment resource.
More details ...

Learn how to construct a search using these classifications.

 

Additional details on the classification system

Resource type
The Assessment Resource Banks have five categories of resource type:

Selected Response (SR). 
The response is selected from a range of options incorporated in the resource. Multiple-choice and matching tasks are some examples of selected responses.

Brief Constructed Response (BCR). 
The student constructs (writes or draws) the response. Short answers, such as a word or two, a number or two, or a phrase or brief sentence, are the essence of a BCR. The brief sentence should encapsulate a single main idea. Completing entries in tables, graphs, or diagrams, also constitutes a BCR.

Longer Constructed Response (LCR). 
These have the same general characteristics as a BCR but are longer. The LCR is more open-ended than the BCR, and inferences may be needed to determine relationships within the task. Producing essays, debates, tables, graphs, mindmaps, or diagrams constitute a LCR.

Practical (Prac). 
Practical tasks are trialled face-to-face with groups or classes of students. The information for teachers from the trial is based around a performance component that requires students to complete a practical task. This may involve components such as cutting, folding, matching, ordering, or verbal response to teacher questions. Generally, practical assessment resources require the set up and use of equipment. Practicals may also include paper-and-pencil response after completing a practical task, or the use of a computer animation (see keyword "animation"). Students' responses and researcher observations of the strategies they employ to complete the task provide further diagnostic data. 

Oral Response (OralR). 
These tasks require students to present a speech, e.g., in a prepared, impromptu, or debating situation.

Keywords and description
Each resource has associated keywords and a description. These are designed to act as the descriptors of the resource as well as being an additional vehicle for searching. There is an online keyword list that can assist with finding the appropriate keyword(s) to search for resources. Wherever possible, the keywords are directly associated with the New Zealand curriculum statements. They can represent the concept that the resource is assessing, the context, and links to other attributes such as key competencies, National Standards, type of assesment (self, peer, etc), or some other related learning idea.

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