Exemplar assessments of all learners in Aotearoa New Zealand.

Abstract

This article defines assessment exemplars and considers their purpose in New Zealand school and early childhood contexts. The role of exemplars in supporting assessment for learning
and the extent to which education rights and inclusive practice are evident in exemplars are considered. The article suggests that learners with special education needs are not clearly represented within the New Zealand Curriculum Exemplars, but that diverse abilities are included in the early childhood exemplars. A number of questions are posed for consideration within future exemplar development in order to ensure that learners with special education needs are positively represented and included.