The Issue of Mandating Literacy Assessments in Primary Schools: Examples from the United Kingdom and New Zealand

Abstract

A current issue of concern in New Zealand and the United Kingdom (UK) is the thrust of both governments to mandate some forms of literacy-related assessment practices in primary schools. In New Zealand, the National Government has recently mandated the national Reading and Writing Standards for Years 1-8 (Ministry of Education, 2009), and the UK Government has recently mandated a new non-word reading test for all 6-year-olds. In both countries it appears that one of the rationales behind these policies is an attempt to raise the literacy achievement levels of all students and in particular, those who are having difficulties. However, in both countries the teachers and teacher unions have continued to strongly oppose the introduction of these assessment-related policy initiatives. There are several reasons why the teachers and teacher unions are opposing the implementation of the respective policies, and some of these reasons are common to both countries. It is also contended that if the non-word (or any) reading test was mandated for use in New Zealand, there would be similar levels of disapproval as those that have occurred in the UK (and for similar reasons).