Lisa Rodgers

Lisa Rodgers

Ministry of Education, Student Achievement
New Zealand

Lisa currently leads the Literacy and Numeracy Taskforce in New Zealand and is the lead advisor in the development of the new Zealand government’s Education Public Achievement Information strategy. This work aims to make data transparent, to a range of stakeholders, for the purpose of teaching and learning. Parents and families most especially.

  REASONS I’M A MEMBER OF THE TEAM:

I have been one of the key developers of New Zealand’s National Standards policy and the Minister’s key advisor on the topic of setting standards. I have also been the lead advisor on the development of the government’s Public Achievement Information strategy, which aims to make data transparent to a range of stakeholders for the purpose of teaching and learning.

  CURRENT FOCUS:

<!–

TITLE OF PRESENTATION
Setting Standards in Primary Education: New Zealand’s Experience

–>

Our over-riding goal is a world-leading education system that equips all learners with the knowledge, skills and values to be successful citizens in the 21st Century. Although New Zealand’s education system has many strengths, with systematic under-achievement for Māori, Pasifika and other learners from poorer backgrounds, we are a considerable way from achieving that goal. New Zealand’s highest achieving learners compare with the best in the world, but those groups least well served by New Zealand’s education system achieve outcomes comparable with the lowest performing OECD countries. Every learner that is failed by the education system represents a missed opportunity for New Zealand and the cost of that missed opportunity, for everyone, is great. While it is true that the performance of the education system has lifted over the past ten years, and continues to improve as detailed here, with evident gains in achievement and participation, these improvements have done little to address the fundamental problem: that the system works well for some learners and poorly for others. The National Standards data show that while inequitable outcomes remain a characteristic feature of our education system, inequity can be addressed.

  TO FIND OUT MORE ABOUT MY WORK:

http://assessment.tki.org.nz/

 

Advertisements