Quick Links

The Assessment Resource Banks (ARBs) in English, Mathematics, and Science The ARBs consist of 3432 curriculum-based assessment resources designed for students working at levels 2-5 for use in New Zealand schools. Access and registration To access the ARBs, select from the buttons on the left. You will need a username and password. If you don't have a password, you will need to register.  View samples of resources before registering. Support materials Support materials and research English support materials Maths support materials Science support materials Tables and graphs Self-regulated learning Case studies of ARB use in schools Vocabulary and comprehension Comprehension strategies Maths journalling Inter-relationships (ecology) More support materials... More Assessment information... What's new See the latest additions to Assessment Strategies What are tables and graphs? Sequencing Next Steps (pdf) – Using the Assessment Resource Banks for Formative Assessment. English How does understanding text features benefit reading comprehension?    Thinking about how language works supports teachers with additional information about language. View the latest English resources Maths Concept maps in Fractional thinking and Algebraic thinking. View the latest maths resources Science Water cycle – An article on salient points from the literature about understanding the water cycle. Building science concepts and Making better sense books are mapped to ARB resources. View the latest science resources Register to use the ARBs View samples of ARBs Sign up for the newsletter Latest resources Support materials Introduction to ARBs (pdf) Next Steps (pdf) Basic Facts (Maths) (ppt) ARB presentation (exe) ARB full presentation (zip)    Please Note: ARB material may be reproduced for school-based assessment purposes, not for sale or other purposes.   The ARBs   Assessment information   Support materials   Help   Contact us   Site map

      Copyright © 2008 Ministry of Education, Wellington, New Zealand.
       New Zealand Council for Educational Research. All rights reserved