Notes taken from the annual Graham Nuthall Symposium at
University of Canterbury yesterday evening.
Posters were put up by Post-graduate students across a
variety of educational research projects in the foyer.
Two streams of presentations precede the keynote. I attend the two summarised below:
Data informed evidence for learning and teaching,
achievement (DELTA) – Volarie Sotardi and Professor John Everatt. Summarised strands
of research for large scale national and international assessment, centre for
assessment and monitoring school data and school partnered studies producing
applied research data. Objective to use data to answer questions – exampled by socio-emotional learning, affective experiences,
absentieeism and school belonging; school claimate, eqity and academic
achievement, classroom disorder etc.
Examples of some projects :1) What lies behind the ethnic achievement gap? PISA 2022 data
linked to MoE records, 15 year olds in 167 schools (4600 students) – school
climate matters, but groups differ little in it; large gap still remained – the
Chinese students’ advantages was not explained by these factors; policy to
narrow ethnic achievement gap. 2) University – ethnicity gap in firs retention. Higher for
Maōri and Pacific compared to non. 3) TIMSS data on how factors impact maths assessment scores,
also impact of classroom space on CAM English and Math test scores (no
differences between traditional and innovative environments).
Assessment futures: Gen AI, social justice, and
principles for equitable design. Professors Cheryl Brown, Dr. Helena Cook,
Dr. Kay-Lee Jones, Professor Kathryn MacCallum, Komathi Ramaya and Associate
Professor Christoph Teschers. A faculty wide project to explore beyond AI
tools. AI is not simply another technology. It is reshaping education – what
and how we assess, who benefits and what educators need to know. Perspectives
across Ai literacy, educator knowledge, social justice to rethink assessment in
the age of Ai.
Research question – what knowledge gaps exists, and how
might these contribute to epistemic injustice, and the marginalisation of
diverse knowledge systems; How Gen Ai transforms assessment practive. Important as assessment is not neutral -assessments
decisions shape whose knowledge is valued, whose capabilities are recognises
and who can succeed. What can AI bring, but also what is left out or taken out.
Every assessment design decision has potential equity
implications. Shared the research method – onboarding and ethics (October to
December 2025); literature framework mapping (Jan to Sept.2026) case studies
(July to Nov) expert think tank and co design (Oct – Dec) resources and June
(resources and tool development).
Shared initial / preliminary findings through interviews with UC
lecturers.
Strict Gen AI bans are unrealistic, but over-reliance risks
undermining academic integrity, critical thinking and foundational skills. Gen
AI outputs omit context and reinforce stereotypes. Gen AI assisted
(translation) and polished submissions complicate things. Students’ ethical
objections and inconsistent expectations across educators created challenges
for fair assessment. Balancing the fostering of Gen Ai literacy with the
presavation of human connection.Unequal access to paid tools. Inconsistent
institutional policies. Ai can generate excessive content. Effective Ai
integration requires training, equitable access and careful management of bias,
privacy and technical reliability.
Next steps, across the think tank is to find how to assure
equity, given the challenges.
Then the Graham Nuthall lecture with Dr. Hana O-Regan,
Associate Professor Frauke Meyer and Dr. Pam O' Connell. Gemma Stewart (Kāiarahi
Māori) opened with introductions in Māori. Professor Cheryl Brown introduced
the history of the series and Professor Graham Nuthall’s scholarly legacy.
Hāpaitia te ngākau aroha: using virtual reality to
elevate teacher empathy.
Overview – why we need to do something different (context,
history and present - Hana); where we want to get to (shifting to equity mindsets- Pam);
trying something different (anti-bias training and VR intervention - Frauke).
Despite decades of concerted effort, only incremental
change. We need to keep at it. The need to understand the causes of inequity,
still required to shift racism. Aotearoa has a story of everyone having a fair
and equal opportunity. However, affirmative action to address inequity is seen
to be unfair. Present politics unhelpful. These views and words have power. Presently, end to race based policies, one law for all, treat everyone the same, stop
privileging Māori. There has been intentionality of inequality.
Argues that if evidence shows policy will have a
disportional impact on Maori, we are doing it anyway, intentionally ignoring
it.
In education, Māori are still disportionately penalised. We
have the information, we must not ignore and we need to intentionally question
the objectives. Need to develop consciousness as a basis of conscience.
To shift and sustain educational practices, there is a need
to shift mindsets, design equity interventions and take equity action. How to
move from information to intention. Nuthall (2008) The Hidden Lives of Learners– brought up cultural myths of teaching and learning. “What matters is the
sense the student is making of the experience. In most teachers’ minds, the
criteria for successful learning were the same as the criteria for successful
management”.
Sumnmarised the research on equity mindsets – surfacing and
challenging beliefs and mindsets that cause harm for learner through –
dissonance/data, research/data on high expectations, learner voice/experiences
and utilising community influence. References include:
- Timperley, H.S., Robinson, V.M. Achieving School Improvement through Challenging and Changing Teachers' Schema. Journal of Educational Change 2, 281–300 (2001). https://doi.org/10.1023/A:1014646624263
- Rubie-Davies, C. M. & Rosenthal, R. (2016). Intervening
in teachers' expectations: A random effects meta-analytic approach to examining
the effectiveness of an intervention, Learning and Individual Differences, 50. 83-92. https://doi.org/10.1016/j.lindif.2016.07.014
- Bishop, R. & Berryman, M. (2006) Culture Speaks:
Cultural Relations and classroom learning. Wellington, NZ. Huia.
Shared research from Te
Tahua Tangahau mō ngā Hapori – where
collectivism of Te āo Māori is pitched against the individualism of the Western
education system. Also the effects of streaming on Māori students. Much has been learnt but the dial is not shifting.
Detailed the anti-bias training and VR intervention
initiative. A VR scenario was developed – an embodiment scenario (being in the
shoes of someone else). Designed to reflect common experiences of Māori
students, create a character to avoid ‘virtual blackface’ . Portrays implicit
bias and microaggressions vs explicit bias and overt racism and the impact of
small individual acts accumulating over time. A 15 minute VR scenario, a 12
year Māori student, depicting six scenes of a ‘typical school day’. Shared
video providing information on the simulation.
Training content supports the simulation covering history of
inequity, inequity by design and coloniality; principles of high expectations
teaching practices. Also goal setting and follow through. Detailed the
introduction and evaluative process on the project. In general, enabled
perspective-taking and reflection, reduced discomfort and bias, and less impact
on beliefs related to practice. Still more work to be done but VR enabled
perspective taking and increased empathy, motivated reflection and served as a
discussion starter.
A good application of VR as one of its most powerful advantages is to engage the socio-emotional. In doing, feelings cause strong emotional responses, anchoring the experiences into our brains. I will need to keep an eye on how the project develops.
