researchED New Zealand

May 2026

Hosted by Long Bay College

In partnership with the New Zealand Initiative

Announcing Michael Johnston speaking at researchED

Teachers are often exhorted to teach the curriculum rather than ‘to the test.’ But high stakes assessment will always incentivise the teaching and learning behaviours that teachers and students believe will optimise results. Assessment should therefore be designed so that those incentives align with curriculum intentions. In this session, I will explore the implications of this principle for New Zealand’s new school qualifications, with reference to knowledge-rich curriculum design and human cognition.

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