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Speaker 1: Change also coming to primary schools. As I'm sure you're

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Speaker 1: well aware, standardized testing arrives next to you in ZEIST

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Speaker 1: President Mark Potters back, what does make very good morning

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Speaker 1: to you?

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Speaker 2: Morning am?

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Speaker 1: I Some use it, some don't. Those who use it

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Speaker 1: seem to like it. Is that fair?

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Speaker 2: Yeah? The fact the majority use these assessments. So it's

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Speaker 2: not particularly a great game changer really.

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Speaker 1: So it's just looking for consistency across the sector. Is

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Speaker 1: that any bad thing?

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Speaker 2: Well, yeah, we're not saying it's not helpful, but what

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Speaker 2: we're saying it's so prevalent it's not really to make

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Speaker 2: that much of a difference. Teachers already assess, they're already

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Speaker 2: MS and they already use it and to form their teaching.

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Speaker 1: Why don't those who don't use it don't use it?

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Speaker 2: Well, there's actually not that mean that don't use it,

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Speaker 2: but they aren't using those particular tests. They'll have assessments

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Speaker 2: that they do use that gives similar information.

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Speaker 1: So what seemed to come out of the minister yesterday

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Speaker 1: was the two tests that they're looking to you or

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Speaker 1: want to use give some sort of allegedly reassurance that

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Speaker 1: this isn't about standards and goals and polls and all

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Speaker 1: that sort of stuff. Do you accept that or not?

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Speaker 2: Really? Well, really, what it is is it's a lovely

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Speaker 2: sounding statement, but all this doing is a stipulating two

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Speaker 2: points in a year. That's not going to make a

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Speaker 2: big difference for the teachers. They already do assessment throughout

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Speaker 2: the year anyway.

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Speaker 1: Right, So the argument as parents will know more, is

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Speaker 1: that true or not? Do you think?

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Speaker 2: Well, it's hard to know what they'll know more than

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Speaker 2: what is currently available now. So just by saying you've

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Speaker 2: got to use these two particular tools won't necessarily improve

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Speaker 2: or increase the information that parents will already have.

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Speaker 1: Although the information if you're at a school as a parent,

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Speaker 1: if you're at a school that doesn't do testing, what

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Speaker 1: you're taking on board, I'm assuming is the teacher going yep, no,

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Speaker 1: Brian's doing reasonably well at the moment, as opposed to

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Speaker 1: something more specific which your test would give.

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Speaker 2: Well, I don't think they will give such ague comments.

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Speaker 2: But what there's absolute quality and the conversation between the

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Speaker 2: teacher and a parent as to what's happening with the

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Speaker 2: child and their learning and what's the best way forward.

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Speaker 2: Just using exactly the same standard statement is necessarily going

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Speaker 2: to make that more informed?

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Speaker 1: Is this a little Chris Hipkins was trying to talk you.

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Speaker 1: So they're trying every time the word testing comes up,

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Speaker 1: they're trying to sort of elevate the anxiety. Allegedly, kids

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Speaker 1: will be anxious. Do you subscribe to that or not?

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Speaker 2: Really, Well, we do know that that is the case,

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Speaker 2: particularly the children that will find the most difficult. Anxiety

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Speaker 2: is a well known factor that comes out of that.

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Speaker 2: So schools and teachers have tried to come up with

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Speaker 2: different ways of assessing without having that same anxiety inducing

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Speaker 2: option opportunity being arising.

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Speaker 1: Is anxiety a bad thing necessarily?

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Speaker 2: Well, yeah, it really depends on the individual, doesn't it.

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Speaker 2: If we are children being testers who are very happy

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Speaker 2: and stronger than those areas, anxiety won't be a big issue.

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Speaker 2: But evidences, and it's not just for children, anxiety actually

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Speaker 2: does decrease a person's ability to make decisions and to

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Speaker 2: be their best.

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Speaker 1: So you I get you back in the year's time

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Speaker 1: once of testing. Everyone's doing the same sort of tests

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Speaker 1: every year, you would expect no great difference to what

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Speaker 1: we're seeing currently.

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Speaker 2: Well, we can't see the game changer in this this

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Speaker 2: profession has been asking for many, many years for things

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Speaker 2: that will change the game, such as better resources for

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Speaker 2: learning support and the training of and retention of more teachers,

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Speaker 2: more options for the teachers to have more time to

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Speaker 2: prepare and analyze the assessments they do have. We don't

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Speaker 2: see any of those kind of initiatives yet. If those

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Speaker 2: things came in, then I'll be really expecting to see

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Speaker 2: some shifts and changes. But when we're just doing announcements

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Speaker 2: or of things, the very common practice. Again, you know

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Speaker 2: how many dictais can you move around and think you can.

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Speaker 1: Get a difference right, Well, watch you. I appreciate it.

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Speaker 1: Make Marc Potter, who's the n z EI president.

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