The Education Review Office's latest national reports have expressed concerns schools may be over-assessing their pupils and putting their welfare at risk.
The reports, ''Wellbeing for Children's Success at Primary Schools'' and ''Wellbeing for Young People's Success at Secondary Schools'', highlighted good practice in schools, but also exposed the gaps and the need for a more cohesive approach to pupil wellbeing.
In the secondary school evaluation, ERO reported varying levels of support for pupil wellbeing, with too much assessment identified as causing stress and anxiety for many pupils.
ERO Evaluation Services manager Stephanie Greaney said schools were struggling to look at pupil assessment across the curriculum and embrace cross-curricular learning and assessment opportunities.
''Some teachers are deciding on assessments without knowing what other assessments the student has for that week.
''Well-planned, considered assessment that takes a cross-curricular approach would reduce pressure for students and teachers.''
Mrs Greaney said several initiatives aimed at improving pupil welfare were available, including the Ministry of Education's Achievement 2013-17 document, which was helping schools better plan and manage their assessments.
The ministry had also worked with teachers to develop senior secondary guidelines that were intended to reinforce cross-curricular opportunities in a broad curriculum.
Through workshops and online, the New Zealand Qualifications Authority (NZQA) promotes a focus on quality assessment rather than quantity, and offersNZQA offers support to schools looking to review their NCEA programme.
Otago Secondary Principals' Association president Wayne Bosley said pupil wellbeing was of great importance to all schools, and the ERO findings outlined the need for balance in order for pupils to succeed academically and as young men and women.
''Schools are adopting strategies to increase communication, including a student voice on assessment timetables, student and parent portals and head of department assessment forums.
''This will spread the load so students can perform to the best of their ability.
''Schools do have a responsibility to support the general welfare of their students as we recognise that healthy students will succeed more effectively in and out of the classroom.''
Mr Bosley said determining the amount of assessment in school was a balancing act.
There had always been tension around how much and how often schools should assess, he said.
''Often, the first question a young person will ask is, `Is this being assessed?'
''With NCEA, students are becoming quite selective in terms of assessment - if they already have enough internal credits, some choose not to bother with all the externals.
''Endorsement has helped, with students now aiming for excellence rather than just a pass.''
Mr Bosley said most schools in Otago have pastoral and/or academic deans to help pupils cope with the demands and pressure of assessment.
''Student wellbeing is paramount.''
