Teachers New to NCEAWorkshop

2015

New Zealand education system receives international praise

In 2011, the Organisation for Economic Co-operation and Development published a report on evaluation and assessment frameworks. The report praised New Zealand’s assessment and evaluation practices. It also acknowledged the professionalism of New Zealand teachers, the robustness and credibility of NCEA.

Education Gazette: 5 March 2012

Teachers as assessors NZ’s assessment approach is based on a firm

belief in teacher professionalism. Instead of implementing high-stakes national assessments to monitor student achievement and progress, the New Zealand strategy aims to build teacher capacity and provide teachers with a range of assessment tools to help them make their own professional judgements about student performance.

OECD Reviews of Evaluation and Assessment in Education: New Zealand 2011

What we are here for is to

build your capacity

provide you with a range of assessment tools … help you make your own professional

judgements about student performance.

The teachers new to NCEA workshop will cover key principles of good assessment practice based on

strategies to manage and ensure authenticity of student work submitted

NZQA's further assessment and resubmission requirements

recognising achievement and collecting credible evidence

tools to assist with collection of valid, authentic and verifiable evidence

NZQA's requirements for internal moderation and a response to external moderation.

Please note this is not a subject specific workshop and is based on NZQA rules and consent guidelines.......

Roles of the Ministry of Education (MOE) and NZQA

• The MOE “owns” the curriculum, the achievement standards and the NCEA qualification

• The MOE produces internal assessment resources

and• NZQA assesses the externally-assessed standards

and is responsible for quality assurance of internal assessment

Where do you start?

New Zealand Curriculum

nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum http://

Teaching and Learning Guides for NCEA Levels 1, 2, 3

http://seniorsecondary.tki.org.nz/

Standards define the learning outcomes to be assessed

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/

Subject pages, leading to assessment resources, including those contextualised for a Vocational Pathway

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/

The DAS standard

The curriculum

The assessment tool and schedule

national standard

Level 3

Level 2

Level 1DiplomasDegrees Level 4-7

The New Zealand CurriculumLevel Eight Technology

NATURE OF TECHNOLOGY

Students will:

Characteristics of technology“Understand the implications of technology as intervention by design and how interventions have consequences, known and unknown , intended and unintended”

Characteristics of technological outcomes“ Understand how technological outcomes can be interpreted and justified as fit for purpose in their historical, cultural, social and geographical locations.”

The New Zealand Curriculum 2007 “Years and Curriculum Levels: Level Eight Technology”

What makes assessment credible ?

For students? For parents? For teachers? For Middle and Senior Management?

NZQA - consider all evidence that is

valid - an assessment measures what it is supposed to measure, standard-specific – as detailed in the achievement criteria

authentic – contains the student’s own ideas and understanding

verifiable - by being recorded in a way that allows someone else to judge the evidence.

Without evidence there is only an opinion.

Assessment opportunities

When to assess?

When is re-submission offered?

Use of a further opportunity for assessment?

See Assessment Rules for Schools with Consent to Assess 2015 Section 6.7

Authenticity Why do students present inauthentic work?

In what ways do they do this?

What strategies can you use to detect this?

What can be done to prevent this?

PREVENTION

Plagiarism

Teacher Practice

Undue Help

Assessment from public sources

DETECTION

AuthenticityYou need to be confident the skill demonstrated is that of the student being awarded the grade.

Strategies may include:

changing the context of the assessment

controlling the conditions during the assessment

supervising the process by using regular checkpoints

oral questioning

repeating a performance

controlling the resources available

controlling group work

requiring a signature on an authenticity statement.

Results for all secondary students - 2013

What is internal moderation?

Results reported to NZQA are the work of more than one professional.

Critiquing Modify publicly-available task. Critique all assessment materials before use

Critiquer must understand standards-based assessment, but need not be a subject specialist.

Verification Verify an adequate sample of the grade judgments for all

standards Verify at grade boundaries Make consistent judgements across multiple classes

Verifier should be another subject specialist with standard and curriculum knowledge.

The NZQF standard

The curriculum

The assessment tool and schedule

national standard

What is external moderation?

NZQA externally moderates a small sample of internally assessed standards in schools.

External moderation provides evidence that the school’s internal moderation is ensuring credible assessment at the national standard.

It is a calculation of a national moderator/teacher agreement rate at each NCEA level, published in NZQA’s annual report

What is the National Systems Check?

2013 2014

Credit 88.0% 91.9%

Grade 75.9% 82.8%

Ref: Table 13 – National moderation agreement rates Annual Report on NCEA and New Zealand Scholarship Data and Statistics (2014)

Other tools available to assist with valid and credible evidence gathering NZQA website

o Subject pages

o “Schools and Teachers” landing page

o Best Practice Workshops

o Circulars

o NZQA assessment (and Examination) Rules

• NCEA on TKI

Further Questions?

Best wishes for your Teaching Career