|
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.
ARB Home
|
New Zealand Council for Educational Research. All rights reserved 
