Equity needs new measures.
Talent is broader than tests.
Standardised assessments reward a narrow slice of ability: speed, recall and test familiarity. They often disadvantage students whose strengths lie in reasoning, creativity, collaboration or applied problem-solving.
Inquiry-based STEM evens the playing / learning field.
Equity-centred inquiry values multiple ways of knowing and demonstrating understanding. Students can show learning through design, explanation, iteration and reflection, not just written tests. Research shows this approach increases participation among groups traditionally under-represented in STEM.
Importantly, inquiry doesn’t lower standards; it raises relevance.
Sir Ken Robinson warned that systems obsessed with measurement often confuse data with understanding. True equity is not about treating all students the same; it’s about giving all students meaningful ways to succeed.
If NZ is serious about equity in STEM, we must listen to students, not just measure them.