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Teachers New to NCEA Workshop

June 2015

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Dear Colleague

NZQA would like to welcome you to this 2015 Teachers New to NCEA Workshop.

We look forward to talking with you about the NCEA and standard-based assessment, sharing your experiences and answering your questions.

The New Zealand education system is acknowledged internationally as a high performing system and the NCEA is recognised as a flexible qualification designed to acknowledge diverse student achievement across a wide range of contexts and for a wide range of purposes.

With the New Zealand Curriculum focusing on learning by inquiry, critical thinking, problem solving and processing information, rote learning no longer works. The aim of our teaching and learning programmes must be to produce school leavers who are able to transfer and adapt their knowledge and skills for use in the 21st century global environment. International benchmarking tells us that the curriculum and our approaches to teaching, learning and assessment are doing this.

We are an optimum size to achieve nationally consistent internal assessment - large enough to have our own national education system and a very sound pool of expertise; but small enough for all teachers in a subject to be in touch with the national system.

Compared with teachers in many other countries, New Zealand teachers are assessment experts. A large proportion of teachers have had experience in setting and marking examinations, in writing assessment standards, and as moderators or as members of moderation clusters.

The OECD in its 2013 Better Life Index described New Zealand as a “top performing country” in terms of the quality of its education system:

New-Zealand is a top-performing OECD country in reading literacy, maths and sciences with the average student scoring 524. This score is higher than the OECD average of 497, making New-Zealand one of the strongest OECD countries in students’ skills.

And their OECD Reviews of Evaluation and Assessment in Education: New Zealand 2011 was extremely positive about assessment for the NCEA.

New Zealand has developed its own distinctive model of evaluation and assessment that is characterised by a high level of trust in schools and school professionals.

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.

These assessments cover a wide range of curriculum gaols and emphasise authentic and performance-based items, including group work, hands-on tasks and project work. While it can be challenging to score such open-ended tasks reliably, New Zealand has put in place strong tools and training for assessors and a range of moderation mechanisms that ensure the consistency of national assessment results.

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There are several distinctive characteristics that make the NCEA assessment in upper secondary education particularly well-suited to the New Zealand context and coherent with its assessment policies:

1. They allow for flexible and personalised assessment of individuals;

2. They have acquired a high level of reliability and credibility across the system; and

3. They foster the professionalism of teachers and school leaders.

[And] there is a strong focus on transparency and quality feedback for students.

We hope that this workshop will play its own small part in adding strength to the system and in supporting your professional development.

Warmest regards

Ian MunroManager School Quality Assurance and Liaison

June 2015

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Number AS91611 Version 2 Page 1 of 3

Achievement Standard

Subject Reference Generic Technology 3.4

Title Develop a prototype considering fitness for purpose in the broadest sense

Level 3 Credits 6 Assessment Internal

Subfield Technology

Domain Generic Technology

Status Registered Status date 4 December 2012

Planned review date 31 December 2016 Date version published 12 December 2013

This achievement standard involves developing a prototype considering fitness for purpose in the broadest sense.

Achievement Criteria

Achievement Achievement with Me rit Achievement with Excellence

Develop a prototype considering fitness for purpose in the broadest sense.

Develop a refined prototype considering fitness for purpose in the broadest sense.

Develop a justified prototype considering fitness for purpose in the broadest sense.

Explanatory Notes

1 This achievement standard is derived from Level 8 of the Technology learning area in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; and is related to the material in the Teaching and Learning Guide for Technology, Ministry of Education at http://seniorsecondary.tki.org.nz.

Further information can be found at http://www.technology.tki.org.nz/.

Appropriate reference information is available in Safety and Technology Education: A Guidance Manual for New Zealand Schools, Ministry of Education at http://technology.tki.org.nz/Curriculum-support/Safety-and-Technology-Education, and the Health and Safety in Employment Act 1992.

2 Develop a prototype considering fitness for purpose in the broadest sense involves:

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The achievement standard defines the learning outcomes that relate to these objectives in the New Zealand Curriculum

considering the context when determining the suitability of materials and/or components, and of practical techniques and processes

selecting suitable materials and/or components; tools and equipment; and applying techniques and processes to make the prototype

using results from testing and stakeholder feedback to inform the making and trialling of the prototype

prototyping to gain specific evidence of fitness for purpose explaining any decisions to accept and/or modify the prototype based

on a judgement against the brief.

Develop a refined prototype considering fitness for purpose in the broadest sense involves: evaluating the way the combination of selected materials and/or

components and practical techniques and processes work together to ensure their effectiveness in making a prototype.

Develop a justified prototype considering fitness for purpose in the broadest sense involves: synthesising evidence from ongoing testing (included prototyping)

and stakeholder feedback to optimise the prototype and justify the prototype’s fitness for purpose against the brief.

3 Context refers to the wider social and physical environment in which technological development occurs.

4 The brief used for this standard must allow judgement of an outcome’s fitness for purpose in the broadest sense. Fitness for purpose in the broadest sense relates to the prototype, as well as the practices used to develop it. Judgements about fitness for purpose may include: considerations of the outcome’s technical and social acceptability sustainability of resources used ethical nature of testing practices cultural appropriateness of trialling procedures determination of life cycle, maintenance, ultimate disposal health and safety.The brief may be provided by the teacher or developed by the student.

5 A prototype is a completed outcome that is yet to be fully implemented. It is developed through technological practice and is reflective of relevant codes of practice. Prototyping is the trialling of the prototype to gain evidence for the evaluation of the outcome’s fitness for purpose in its intended physical and social environment (context).

6 Conditions of Assessment related to this achievement standard can be found at http://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology.

Replacement Information

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This achievement standard, AS91608, AS91609, and AS91610 replaced AS90620 and unit standard 13391.

This achievement standard replaced unit standard 13405 and unit standard 13408.

Quality Assurance

1 Providers and Industry Training Organisations must have been granted consent to assess by NZQA before they can register credits from assessment against achievement standards.

2 Organisations with consent to assess and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards.

Consent and Moderation Requirements (CMR) reference 0233

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Students

Middle and Senior Management

Parents

Credible Assessment

Teachers

Notes

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Recognising Achievement

Case 1 Lou’s report for Level 1 Accounting 90979 Prepare financial information for a community organisation’s annual general meeting is nowhere near as good as his contributions to class discussion, and his written work in class, that you expect.

Can you take the other evidence into consideration? If so, how?

Case 2 Kelly is a keen and capable speaker. As captain of her hockey team she made a sincere and funny speech to welcome and thank a visiting team.

However, she performed disappointingly in her English assessment for AS90857 Construct and deliver an oral text. What can you do to recognise her achievements in speech-making?

Case 3 Chris produced a PowerPoint presentation in Technology for AS91084 Demonstrate understanding of basic concepts used in preservation and packaging techniques for product storage.

Can he use this work in his research assessment for Level 1 English, AS90853 Use information literacy skills to form conclusion(s)?

Case 4 Kim and Moana worked together on their script and staging for Level 1 Drama AS90977 Devise and perform a drama.

The final submitted work is very similar. You cannot be sure where pair-learning stopped and individual assessment started. Should you accept the evidence of achievement and award the grades?

Case 5 The Physical Education teacher has set up a sports tournament for the Level 1 class to demonstrate performance for AS90964 Demonstrate quality movement in the performance of a physical activity. Levi has worked hard and done well in class time, but now he has broken his arm and cannot take part in the tournament. What can you do?

Case 6 Charlotte has been building a robot for Level 3 AS91611 Develop a prototype considering fitness for purpose in the broadest sense for the last five weeks. Next week she needs to present it to the class and explain her development process.

She is diagnosed with an illness that has put her on bed rest for the next three weeks. What would you do?

Case 7 Eric has approved special assessment conditions to use a reader/writer. He uses assistance to complete a research project in Geography. The required maps are presented to a higher standard than you would expect. Would you accept the evidence to award the grade?

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Managing the collection of evidence (Format A)

SUBJECT __________________ AS No __________________ (PROPOSED) METHOD OF COLLECTION

Requirements ChecklistSchool/Assessor has Consent to AssessRequirements of standards and conditions of assessment metTeachers are able to collect sufficient verifiable and valid evidenceStudents have the opportunity to present authentic best evidenceSchool Policy on evidence collection met:

AuthenticityInternal moderationPrivacyStorage of assessment

VALID AUTHENTIC VERIFIABLEFocuses on the require- Outside assistance does not the evidence allows ments of the standard distort the evidence a second person to

make the same judgement

STORAGE AND RETRIEVAL CHECKLISTAvailable for external moderationSecurityBenchmarksManagement of digital evidence

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How does collection method ensure evidence is:

Managing the collection of evidence (Format B) Subject: ______________________ AS No: ____________________

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(Proposed) Method of collection School / Assessor has consent to assess

Policy and Procedure for evidence gathering Up to date and covered by this collection

method. Communicated and understood by teachers for

consistent practice. Communicated and understood by parents and

students. Collection methods ensure evidence is: Details of how

this will be doneFurther actions

Validity Against standard and assessment conditions.

Authenticity Prevention processes. Monitoring processes during assessment and

during marking.

Verification Follows/Allow school internal moderation process Sufficient evidence supplied for each learner.

Storage and retrieval

Material available for external moderation. Privacy. Security. Benchmarks. Digital evidence policy and management. system

in place.Does the evidence gathering method allow students to supply authentic best evidence?

Does the plan allow teachers to collect sufficient verifiable valid evidence?

Procedures used by the teacher to effectively manage the gathering of evidence.Task:

1. Match each term with the correct definition.2. List any questions you want to ask about these procedures.3. Share these questions with your group.4. Ask the presenters to answer any questions that require further clarification.

Definition Term Questions I want to ask

about these terms.The assessor must be confident that evidence is attributable to the person being assessed, that outside assistance is not distorting the assessment.

Resubmission

Students should be assessed for a standard only when the teacher is confident that achievement of the standard is within their reach, or the final deadline for assessment , if there is one

Request for Extension

Must be offered before further teaching and only when an assessor believes that the student is able to make a correction and/or addition that will confirm the grade.

Missed and Late Assessment

A teacher can offer a maximum of one more assessment opportunity of a standard within a year and, if offered it must be offered to all students. This assessment opportunity should use a different task.

Authentic Evidence

Work that is submitted for marking after the stated deadline may not be included in the body of evidence used to make an assessment decision.

Adequate Assessment Opportunity

Any student who envisages being unable to complete an assignment on time through circumstances beyond her/his control (sickness, family trauma) should request extra time from the teacher.

Further Assessment Opportunity

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Authenticity22

1. Why do students present inauthentic work?

2. In what ways do students present inauthentic work?

3. What strategies can you use to detect this?

4. What can be done to prevent this?

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NameStandardDate Vocabulary and syntax are

appropriate for the student Spelling and paragraphing

are appropriate for the student

Submitted work is consistent with the student’s other work for the course

The voice is that of the student and not an academic or professional writer

LANGUAGE

References and quotations are appropriate and acknowledged

Sources are referenced

Work relates to agreed topic Personal response or reference is adequate Evidence shows student has collected and

interpreted own data Comments/observations/points are

consistent Ideas include those of class discussion or

resources Oral questioning shows student can sustain

the ideas from the written work Student has not copied another student or

allowed their work to be copied

Authentic Work

CONTENT

Structure is coherent, sections and paragraphs flow logically

No important link is missing, no section or paragraph is irrelevant

Final version is consistent with early drafts

All checkpoints were met (eg brainstorm, raw data recording, first draft)

STRUCTURE

SOURCES

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Internal Moderation Cover Sheet activity

Last year your HOD assigned you the responsibility of managing the assessment for a Level 3 Technology standard. Assume that the information in the statement below describes the way that you managed this.

The Level 3 Technology achievement standard 91611 (vn 1) Develop a prototype considering fitness for purpose in the broader sense is part of the school’s Level 3 Digital Technology course.

I downloaded a sample assessment, Develop a dynamic subject choice website, from TKI and developed it further for our context. The due date for the assessment was 25 August. My HOD Alex Twitter, who teaches the other level 3 Digital Technology class, used the ‘critiquing assessment materials’ section of the Internal Moderation Cover Sheet to check that requirements of the standard and the NZ Curriculum at L8 are being met. He advised me of the need for more clarity in some student instructions, and I made the changes.

Following marking, we selected 9 samples across our two classes for verification, so that grade boundaries and a range of grades were checked. Alex suggested getting Jo Cloud, the HOD Technology at Big Pond College, to verify. After discussion with Jo, the only change I made to my initial marking was an Achieved final grade for Elizabeth, and only after I had checked all other Not Achieved grades for additional evidence. Also, Jo’s position was that Jude’s work should be achieved as she said it didn’t connect the prototype website developed to the social context of a school sufficiently to warrant Merit. After consideration, I did not agree with her and reported that grade as M.

From the verified samples, I made a copy of Shane’s work, as an example of high quality Excellence. Our review of the assessment for future use has meant some minor amendments to the instructions and assessment schedule. We passed a copy of the completed cover sheet to the Principal’s Nominee, who authorised sending all results for 91611 to NZQA, and passed us the list of the randomly-selected 8 samples to be retained in case this standard is selected for external moderation. Use this information to complete the internal moderation cover sheet, including the reported grades column. Discussion questions:

1. What good practice should be undertaken when choosing a sample of grades to be verified by another subject professional?2. What are the benefits of keeping benchmark samples?3. As part of its Consent to Assess, each school is required to monitor that grades reported to NZQA have been through this internal

moderation process. Do you know how this monitoring procedure is carried out your school?

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INTERNAL MODERATION COVER SHEET 2015NZQA Assessment (including Examination) Rules for Schools with Consent to Assess 2015 (5.6b): requires that schools must report to NZQA only those internal assessment results which have been subject to an internal moderation process.

STANDARD INFORMATIONCourse: Standard Number: Version: NZQF Level : Credits:Title :

The school has consent to assess this standard Teacher in charge of assessment:

CRITIQUING ASSESSMENT MATERIALSThe critiquing process ensures that the assessment activity meets the requirements specified in the standard and provides the opportunity for students to present evidence at all grades. Assessment materials should be checked against the current clarification of the standard, conditions of assessment and/or any external moderation feedback before use.

Source of materials:

Own Commercial

Subject Association TKI / NZQAOther (e.g. QAAM material):

Critiquer:

Name:

School:

Signature :

Date:

Critiquing process:The assessment material has been reviewed against the current standard clarification and/or external moderation feedback. (Where the material has been previously critiqued and the standard is unchanged, no further critiquing is required)Student instructions contain registered standard number, version, title, level & credits

Student instructions are clear and language is appropriateThe assessment is consistent with learning/context/curriculum at the appropriate levelThe assessment allows students to achieve all requirements of the standard for all gradesInstructions are consistent with explanatory notes/range statements in the standardAssessment schedule is consistent with the standard and clarifications documentsJudgement/ sufficiency statement clearly describe performance levels for each grade, e.g. quality & lengthEvidence statements allow for a range of acceptable answers from students with specific examples for each grade (N/A/M/E)

VERIFICATIONThe verification process is to ensure that the teacher judgements are consistent with the standard, before they are reported to NZQA. Samples of work around grade boundaries should be verified by a subject specialist with standard-specific knowledge. Attestation by the person responsible for the quality assurance of this standard

Verification was completed by the following subject specialist with standard-specific knowledge

Name: Date:

Position or School:

Evidence of verification is available overleaf (or at location): Sufficient pieces of work have been verified for all teachers reporting results to assure consistency across classes (where applicable). The school’s processes have been followed to provide reported grades that are consistent with the standard

Teacher in charge of assessment/HOD:

Signature: Date:

SAMPLES ARE RETAINED & ASSESSMENT MATERIALS REVIEWEDResults loaded into student management system. Date:

The school’s random selection procedure has been applied to select work for external moderation, if required.

Assessment materials have been reviewed in response to the assessor and/or verifier feedback.

New benchmark samples have been annotated and/or existing examples of grade boundary decisions have been updated.Assessment materials and student work are available for external moderation at (indicate file path or location):

Reviewed assessment materials are ready for future use. Date:

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School logo / Name

INTERNAL MODERTION VERIFICATION EVIDENCE AS91611

Students Name Markers Grade

Verifiers Grade

ReportedGrade

Discussion comments

Liz N A

Frank M M

Jane N N

Jude* M AVerifier stated that the website was not sufficiently linked to a social context. (After consulting with another colleague I still considered that there is sufficient evidence for the grade to be M)

Craig A A

Harsha M M

Shane E E

Harata A A

Jay* A ASufficient pieces of work need to be verified to be confident the grade are consistent with the listed standard.(* the two samples subsequently randomly selected for external moderation)

Achievement Standard

Subject Reference Generic Technology 3.4

Title Develop a prototype considering fitness for purpose in the broadest sense

Level 3 Credits 6 Assessment Internal

Subfield Technology

Domain Generic Technology

Status Registered Status date 4 December 2012

Planned review date 31 December 2016 Date version published 12 December 2013

This achievement standard involves developing a prototype considering fitness for purpose in the broadest sense.

Achievement Criteria

Achievement Achievement with Merit Achievement with Excellence

Develop a prototype considering fitness for purpose in the broadest sense.

Develop a refined prototype considering fitness for purpose in the broadest sense.

Develop a justified prototype considering fitness for purpose in the broadest sense.

Explanatory Notes

7 This achievement standard is derived from Level 8 of the Technology learning area in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; and is related to the material in the Teaching and Learning Guide for Technology, Ministry of Education at http://seniorsecondary.tki.org.nz.

Further information can be found at http://www.technology.tki.org.nz/.

Appropriate reference information is available in Safety and Technology Education: A Guidance Manual for New Zealand Schools, Ministry of Education at http://technology.tki.org.nz/Curriculum-support/Safety-and-Technology-Education, and the Health and Safety in Employment Act 1992.

8 Develop a prototype considering fitness for purpose in the broadest sense involves: considering the context when determining the suitability of materials and/or components,

and of practical techniques and processes selecting suitable materials and/or components; tools and equipment; and applying

techniques and processes to make the prototype using results from testing and stakeholder feedback to inform the making and trialling of

the prototype prototyping to gain specific evidence of fitness for purpose explaining any decisions to accept and/or modify the prototype based on a judgement

against the brief.

A

C

D

B

E

Develop a refined prototype considering fitness for purpose in the broadest sense involves: evaluating the way the combination of selected materials and/or components and practical

techniques and processes work together to ensure their effectiveness in making a prototype.

Develop a justified prototype considering fitness for purpose in the broadest sense involves: synthesising evidence from ongoing testing (included prototyping) and stakeholder

feedback to optimise the prototype and justify the prototype’s fitness for purpose against the brief.

9 Context refers to the wider social and physical environment in which technological development occurs.

10 The brief used for this standard must allow judgement of an outcome’s fitness for purpose in the broadest sense. Fitness for purpose in the broadest sense relates to the prototype, as well as the practices used to develop it. Judgements about fitness for purpose may include: considerations of the outcome’s technical and social acceptability sustainability of resources used ethical nature of testing practices cultural appropriateness of trialling procedures determination of life cycle, maintenance, ultimate disposal health and safety.The brief may be provided by the teacher or developed by the student.

11 A prototype is a completed outcome that is yet to be fully implemented. It is developed through technological practice and is reflective of relevant codes of practice. Prototyping is the trialling of the prototype to gain evidence for the evaluation of the outcome’s fitness for purpose in its intended physical and social environment (context).

12 Conditions of Assessment related to this achievement standard can be found at http://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology.

Replacement InformationThis achievement standard, AS91608, AS91609, and AS91610 replaced AS90620 and unit standard 13391.

This achievement standard replaced unit standard 13405 and unit standard 13408.

Quality Assurance

3 Providers and Industry Training Organisations must have been granted consent to assess by NZQA before they can register credits from assessment against achievement standards.

4 Organisations with consent to assess and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards.

Consent and Moderation Requirements (CMR) reference 0233

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G

H

I

J

K

L

Quality Assurance

5 Providers and Industry Training Organisations must have been granted consent to assess by NZQA before they can register credits from assessment against achievement standards.

6 Organisations with consent to assess and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards.

Consent and Moderation Requirements (CMR) reference 0233

UNPACKING A STANDARD ACTIVITY

Write the corresponding letter on the standard that will assist you with the following assessment decisions

Critiquing the task (this will check the assessment tool enables the collection of valid evidence for all levels)

Critiquing the assessment schedule (this will check the assessment tool enables the assessor to make accurate judgements against the standard)

Making assessor judgements (or verifying assessor judgements) are consistent with the standard for:

a. the curriculum level

b. Achieved

c. Merit

d. Excellence

e. The Overall standard

a.

b.

c.

d.

e.

Providing guidance or restrictions on the gathering of evidence.

Providing guidance on carrying out the assessment activity.

Other supporting information.

Directory of Assessment Standards

2015 MODERATION REPORT 1

Moderation system/Subject: Technology

TEO/School Name: TEO/School Code:

Standard No: 91611 Version: 2 Level: 3

Date received: 02/04/2015Overview: Student performance is not being assessed at the national standard.

NZQA cannot express confidence in the assessor's ability to make assessment judgements at the national standard for the sample of student work supplied. There are significant issues relating to the assessor judgements which are not at curriculum level eight. Feedback about these issues has been given in a previous moderation report.

Commentary: When developing a prototype students must consider the fitness for purpose in the broadest sense which includes the prototype and the practices, such as stakeholder feedback, research on existing outcomes, used to develop it. Evidence must be included in the student submissions to support this.

Further discussion of the requirements of this standard is available, if required, in the Clarifications and Exemplar sections of the Technology page on the NZQA website.

Next Steps

Teachers, through the Principal's Nominee, may appeal to NZQA about any content of the external moderator's report.

The Assessment (including Examination) Rules for Schools with Consent to Assess include a link to the appeal process and the Moderation Appeal Cover Sheet.

Moderation Results

The assessor judgements about learner performance are at the national standardfor 0 out of 8 samples.

This report relates only to learner evidence and associated assessor judgements.

Note: NZQA will send a summary of moderation results advising any further moderation requirements.

Assessed Work

Are assessor judgements at the national standard?

Learner Assessor Judgement

Moderator Judgement Comments

1 1 E A For Excellence the student needs to synthesis the evidence from ongoing testing and stakeholder feedback. For Merit the student needs to evaluate the combinations of materials and techniques.

2 2 M A For Merit the student needs to evaluate the combinations of materials and techniques. 3 3 A N For Achieved the student needs to explain the fitness for purpose in the broadest sense. 4 4 M A As Student 2 5 5 A N As Student 3 6 6 A N As Student 3 7 7 A N As Student 3 8 8 A N As Student 3

Directory of Assessment Standards

2015 MODERATION REPORT 2

Moderation system/Subject: Technology

TEO/School Name: TEO/School Code:

Standard No: 91611 Version: 2 Level: 3

Date received: 24/03/2015Overview: Student performance is being assessed consistently at the national standard.

NZQA is highly confident in the assessor's ability to make assessment judgements at the national standard for the sample of student work supplied. Across all student work submitted, teacher judgements are reliable and consistent with the national standard.

Next Steps

Teachers, through the Principal's Nominee, may appeal to NZQA about any content of the external moderator's report.

The Assessment (including Examination) Rules for Schools with Consent to Assess include a link to the appeal process and the Moderation Appeal Cover Sheet.

Moderation Results

The assessor judgements about learner performance are at the national standardfor 8 out of 8 samples.

This report relates only to learner evidence and associated assessor judgements.

Note: NZQA will send a summary of moderation results advising any further moderation requirements.

Assessed Work

Are assessor judgements at the national standard?

Learner Assessor Judgement Moderator Judgement Comments

1 Student 1 E E 2 Student 2 (*Jude) M M 3 Student 3 E E 4 Student 4 E E 5 Student 5 M M 6 Student 6 E E 7 Student 7 (*Jay) A A

8 Student 8 M M

Tools (resources) that will help me to collect evidence and make judgements.

Tools (resources) I may need help me to collect evidence and make judgements?

Appendix ASchool assessment procedures documentsThis list identifies the information that could be included in school documentation

Reference on NZQA website Documented in:BOT assessment Policy What are the school policies in

relationship to course development and assessment opportunities for students? (Charter and Strategic Plan)

Staff

Overview of standards-based assessment

How is guidance about standard-based assessment provided for staff?How do staff learn about the assessment tools that could be used?

http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/assessment-of-standards/

http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/assessment-of-standards/generic-resources/assessment-tools-and-approaches/

Staff

Guidance for gathering evidence of achievement

How do staff learn about fair, valid and consistent assessment practice within the school and outside the school?

http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/assessment-of-standards/generic-resources/gathering-evidence-of-achievement/

Staff

Internal Moderation What are the school’s requirements for internal moderation?

What are the school’s monitoring systems to ensure that only results that have undergone internal moderation are reported?

http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/managing-national-assessment-in-schools/secondary-moderation/external-moderation/internal-moderation/

Staff

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NZQA External Moderation What are the school’s processes for ensuring storage of material for submission for external moderation?

What processes does the school have for ensuring that issues identified are followed up?

http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/managing-national-assessment-in-schools/secondary-moderation/external-moderation/

Staff

Random Selection Does the school have a random selection process for material to be sent for external moderation that follows NZQA guidelines?

http://www.nzqa.govt.nz/assets/Providers-and-partners/Assessment-and-moderation/sec-mod-selection-guidelines.pdf

Staff

ITO External Moderation Who oversees the outcome of ITO external moderation and how are any issues followed up?

Who follows up any issues?

Staff

Consent to Assess/MOUs Do staff know that they need to check that the school has consent to assess for standards before assessment?

Who ensures that MOUs with outside providers are current?

http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/cmrs/

Staff

Staff Log in /school’s login pages

Are staff encouraged to log in to the school’s secure area to check results/entries that have been made?

http://www.nzqa.govt.nz/login/ Staff

Data accuracy checks How is the accuracy of results checked by staff/students before the end of the year reporting?

http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/managing-national-assessment-in-schools/managing-school-data/

Staff

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Subject resources and Assessment specifications (externals)

Are staff encouraged to use the NZQA website Subject resource pages?

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

Staff

Appeals Does the school have a clear appeals policy for any assessment- related decision?

StaffStudents

Authenticity and strategies to assist students

Is there guidance around the need to ensure that student work is authentic?

http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/assessment-of-standards/generic-resources/authenticity/

StaffStudents

Breaches of the Rules What is the process for dealing with a Breach of the Rules during internal assessment?

http://www.nzqa.govt.nz/about-us/our-role/legislation/nzqa-rules/assessment-including-examination-rules-2015/6/6/

StaffStudents

Required content of Course Outlines

Are staff aware that assessment statements for courses should contain registration & version number, full title, level, mode and timing of assessment, opportunity for further assessment, literacy/numeracy, UE approved subject status, and course endorsement possibility.How is this content checked?

StaffStudents

Literacy and numeracy information

Do staff and students know the literacy and numeracy requirements for Level1/2/3 and UE?

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

Staff Students

Missed and late Assessments

What is the school’s process? School to develop own policy StaffStudents

Reporting Not Achieved It is clear that a grade needs to be reported for a student that has had an assessment opportunity?

http://www.nzqa.govt.nz/about-us/our-role/legislation/nzqa-rules/assessment-including-examination-rules-2015/6/7/

StaffStudents

Further Assessment When can a resubmission be offered?

http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/assessment-of-

StaffStudents

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How do staff and students know when a further opportunity can be offered?

standards/generic-resources/gathering-evidence-of-achievement/assessment-opportunities-in-schools/

Privacy Act Are staff and students aware of the responsibility to maintain the confidentiality of results andthe need to get student permission to use student work as exemplars?

http://www.nzqa.govt.nz/about-this-site/privacy/ StaffStudents

Special Assessment Conditions

Does the school have systems in place to identify students who may be entitled to SAC?

How are staff and students made aware of entitlements?

What systems are in place to ensure entitlements are being offered?

http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/managing-national-assessment-in-schools/special-assessment-conditions/

StaffStudents

Derived Grade process Are staff aware that they need to gather valid standard-specific evidence for externally assessed grades in case of an application for derived grades?

Do staff and students know the process and the type of circumstances where a derived grade would apply?

http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/managing-national-assessment-in-schools/derived-grade/

StaffStudents

NCEA Information How are the requirements for the qualification published?How are they disseminated to staff, students and parents?

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/understanding-ncea/how-ncea-works/

StaffStudentsParents

Certificate endorsement How are the requirements for certificate endorsement

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

StaffStudents

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disseminated to staff, students and parents?

ncea/how-ncea-works/endorsements/ Parents

Course endorsement How are the requirements for course endorsement disseminated to staff, students and parents?

http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/managing-national-assessment-in-schools/course-endorsement/

StaffStudentsParents

Scholarship How are the requirements for Scholarship disseminated to staff, students and parents?

http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/

StaffStudentsParents

University entrance How are the requirements for UE disseminated to staff, students and parents?

http://www.nzqa.govt.nz/qualifications-standards/awards/university-entrance/

StaffStudentsParents

Other National Certificates Does the school offer other certificates?

StaffStudentsParents

Fees/Financial Assistance How are the requirements for fee payment and financial assistance disseminated to staff, students and parents?

http://www.nzqa.govt.nz/about-us/our-role/legislation/fees/secondary-education-fees/

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/entry-into-ncea/fees-for-ncea/financial-assistance/

StaffStudentsParents

Learner Log in How do students know about the Learner log-in?

http://www.nzqa.govt.nz/login/ Students

Circulars and EmaiLinks How are staff made aware of the information in NZQA circulars and EmaiLinks?

http://www.nzqa.govt.nz/about-us/publications/

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Appendix B

ABC of useful Assessment Information

Assessment proceduresEach school develops its own assessment procedures and these are reviewed by NZQA on a regular basis when they conduct a Managing National Assessment review. The school’s Principal’s Nominee informs staff of school requirements for assessment for national qualifications.

Assessment methodsThe standards explain what is to be assessed, usually leaving the context to the provider. A genuine evidence collection approach to assessment means that assessors can use sources of evidence that are fit for purpose. For example, if the focus is research then actual research can be done and assessed. If knowledge is involved it can be assessed in theory or in a practical application. Time constraints need not be imposed. Reading and writing need not dominate assessment. Assessment can be more accurate and more rigorous.

Authentic evidenceThe assessor must be confident that evidence is attributable to the person being assessed, that outside assistance is not distorting the assessment. Where you have not been able to observe a product being produced, techniques should be developed to check on authenticity. A simple way is to set milestone points for the learner to show how the work is progressing. Brief oral questions about a finished product can often establish authenticity. Early drafts of written work can be submitted with the final draft to show progress and establish authenticity. Parts of an activity can be repeated. Where assessment is on-going, an individual’s contribution to a joint group project must be assessed and you will have to refrain from giving specific advice and guidance.

Benchmark samplesThese are examples of assessments that are retained with the task for reference in future years to ensure consistency of judgement. They are collected by assessors at the end of the assessment process.

Certificate EndorsementStudents gain certificate endorsement when they gain 50 or more credits at Merit or Excellence at the level of the certificate of higher. Certificate endorsement is only calculated in January and in general only one endorsed certificate will be awarded in one year.

Consent to AssessConsent to assess grants education organisations the right to assess unit or achievement standards and award credit for them. The Base Scope of Consent to Assess for Schools lists the domains that are automatically included in the consent to assess scope. The scope of the school’s consent needs to be checked prior to assessment.

Course EndorsementStudents gain an endorsement for a course if, in a single year, they achieve:

14 credits or more at Merit or Excellence, where at least 3 of these credits are from externally assessed standards and 3 credits from internally

assessed standards. Note, this does not apply to Physical Education, Religious Studies and Level 3 Visual Arts.

CreditsCredits are awarded for each standard a student achieves.

Directory of standardsThe Directory of Assessment Standards (DAS) lists all quality assured unit and achievement standards, known collectively as ‘assessment standards’. The assessment standards listed on the DAS can contribute to national qualifications.

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External assessmentAssessment for externally assessed standards are set and marked by NZQA at the end of the year. They may be by test or portfolio, depending on the standard. Entries are made by schools and NZQA processes this information to print personalised exam papers for candidates.53Fair methodsThe best way to ensure that assessment is fair is to ensure that assessment is valid and that all learners have equal access to any further assessment opportunity. Assessment methods should not disadvantage particular learners by hindering or assisting in ways unrelated to the evidence sought. Assessment should not be affected by issues to do with race, gender, age, disability or social background. People from non-English speaking backgrounds or with low literacy skills should not be disadvantaged where language is not critical to the ability or skill being assessed. Assessment is more likely to be fair if all procedures are open and well understood by learners, if there is an opportunity for a further assessment opportunity and if there are simple procedures for consultation and appeal. Because assessment can be ongoing and integrated with learning, there should be fewer problems with fairness than in one-off assessments.

Further assessment opportunityThere may be a maximum of one further assessment opportunity offered for each standard within one year after further teaching. A new brief/test must be used or the same one may be used but in a different context.

Integrated with learningOften the most valid and direct evidence is collected when assessment is integrated with work, training or learning. Evidence collection can be on-going and linked with the normal course of learning or work. Tests, examinations and other assessment types can be specially tailored and fitted to the programme at available points. Evidence from beyond the learning programme should be welcomed. This approach to assessment should enable you to assess in ways that contribute to effective learning. Evidence can be collected as and when it is convenient within the learning programme. Assessment that takes place along with learning can reinforce and provide a focus for learning. Assessment that is planned to link with work, training or learning programmes need not focus on one standard at a time. One assessment activity can provide evidence for more than one standard, or elements or criteria for different standards.

Internal assessmentInternally assessed standards are set and marked by teachers in schools or consented providers throughout the year. If a student has had an adequate assessment opportunity, NZQA requires a grade be reported. If there is no evidence, a Not Achieved must be reported.

ManageableThe methods used to collect evidence should be straightforward, readily arranged by assessors and should not interfere unduly with learning or work. Although NZQA emphasises the variety of assessment methods that can be used to produce valid evidence, assessment will not be successful if you and the learners set up assessments that are cumbersome, time consuming and unnecessarily intrusive.

New Zealand Qualifications FrameworkThe New Zealand Qualifications Framework (NZQF) is the definitive source for accurate and current information on quality assured qualifications in New Zealand.

Principal’s NomineeThe principal of a school with consent to assess must nominate a staff member to be the Principal's Nominee (PN). The PN has oversight for assessment for national qualifications within the school.

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Re-submissionOne resubmission may be used per assessment to check students’ understanding of the standard. The student must be able to correct a small error or supply further evidence without further evidence and teacher guidance.

New Zealand ScholarshipThis is an externally run assessment for only the most able students. It is a competitive monetary award and not a qualification to recognise performance for the top 2-3% of students in the subject cohort at Level 3. Students must demonstrate high-level critical thinking, abstraction and generalisation, as well as integrate, synthesise and apply knowledge, skills, understanding and ideas to complex situations.

StandardStandards are the skills or knowledge students are expected to achieve or know in a course. The level of performance may be judged as Not Achieved, Achieved, Merit or Excellence.Achievement Standards assess performance against the NZ Curriculum. They can be assessed internally or externally.Unit Standards assess performance specified by industry, tertiary organisations or NZQA. They are assessed internally.

SystematicCareful planning is the key to manageable quality assessment. If you decide in advance where evidence will come from, likely sources of supplementary evidence and how to store and record evidence, on-going assessment should not become a burden. The use of portfolios of evidence and making learners responsible for aspects of the process can keep recording to a minimum.

Sufficient evidenceThe quality and quantity of evidence will establish with confidence that performance criteria have been met and that performance to the required standard could be repeated with consistency. Most concerns about standards-based assessment come down to sufficiency.

University Entrance University Entrance (UE) is the minimum requirement to go to a New Zealand university. Approved subject These are subjects and related standards that can be used to gain University Entrance.

ValidityStandards-based assessment stresses validity – assessing what we set out to assess and not something else. Assessment methods should be chosen so that they will provide evidence that is fit for purpose, so that the assessment focuses on the requirements specified in the standard and not other factors. Time constraints and modes of presentation can reduce the validity of evidence. A learner’s ability to write about their research, work at pace or recall information might not reflect their ability to actually do the research. Standards are written to make the focus of assessment clear.

Verification and consistent judgements You should be sure that, given similar circumstances, you would make the same judgement again. Verification by another subject expert will confirm your judgements.

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Appendix CTeachers new to NCEA – True / False Quiz Answers

1 All NCEA certificates require 80 credits in total.

T

Level 1 80 credits are required at any level (level 1, 2 or 3)Level 2 60 credits at level 2 or above + 20 credits from any levelLevel 3 60 credits at level 3 or above + 20 credits from level 2 or aboveNB Level 1 literacy and numeracy requirements must also be met for all certificate levels

2 NCEA Level 1 requires 10 Literacy and 10 Numeracy credits T

Level 1 literacy and numeracy requirements can be gained through specified achievement standards available through a range of subjects or a unit standard package of three numeracy and / or three literacy standards

3 A student who gains at least 50 credits at Excellence will be awarded their NCEA certificate endorsed with Excellence. T The credits must be gained at the level of the certificate or above.

Generally only one endorsed certificate will be awarded in a year4 Gaining NCEA Level 3 with Excellence will ensure a student also

gains University Entrance. F Approved subjects and literacy requirements must also be met

5 A subject offered in a secondary school can use standards taken from any domain T but, you must ensure your school has consent to assess the standards

6 The minimum number of credits that must be offered as a valid course is 18 credits F

There is no minimum or maximum number of credits that should be offered in a one-year programme for school students. The number of credits attempted in a year by a student or a group of students is a matter for decision within schools.

7 Any assessment for a standard must be undertaken in the same manner for every student

F

Good assessment practice means that assessments are delivered when students are ready and are likely to achieve the standard. For internally assessed standards the teacher or assessor decides how evidence can best be collected and judged against the standard. Assessors use innovative, valid and fair ways of recognising achievement without overburdening themselves or the learner with too much assessment

8 The best way to assess most internal standards is in a formal test situation

F Forms of evidence can include written assignments, portfolios, tests, videos of performances, detailed checklists of observed performance, photographs, transcripts of oral explanations, audio-visual recordings. "Evidence" of achievement is the learner's work which demonstrates achievement of the assessment criteria. It needs to be recorded in ways that can be verified by

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another subject specialist or a moderator.9 You can use practice assessments or classwork as evidence of having

achieved a standard

T

In some cases learner performances in formal assessments fall short of their previous work. Assessors are encouraged to supplement evidence of achievement from formal assessment activities with standard-specific evidence drawn from authenticated classwork, assignments or practical activity. Learner entries in their workbooks or elsewhere, verified by the assessor, can provide valid evidence.

10 If I want to offer a resubmission I can do this for individual students, I don’t have to offer it to every student

T

A resubmission is offered to an individual student on a case-by-case basis. A resubmission should only be offered where a teacher judges that a mistake has been made by the student, which the student should be capable of discovering and correcting on their own. A resubmission should only be offered if fixing errors means the student may achieve a higher grade

11 For a resubmission opportunity, I can show students what they should fix up

F

Teachers should give only general advice…[and] ensure the resubmission takes place in a timely fashion. If a resubmission is offered, it must take place before the teacher gives any feedback to the whole class (or any student) on the work done. If more teaching has occurred…resubmission is not possible

12 I can offer multiple resubmission opportunities, element by element, for unit standards F

A resubmission should be limited to specific aspects of the assessment and no more than one resubmission should be provided [per assessment event]. If there’s a lot to be fixed, then it’s not a resubmission.

13 Teachers can choose not to award a grade to a student if they do not submit an assessment or if they wilfully miss an assessment opportunity

FWhere a student has been given an adequate opportunity and wilfully avoids, or does not submit an assessment, the consequence is Not Achieved

14 NZQA requires that a further assessment opportunity be offered for all standards assessed F

It is the school's decision whether a further assessment opportunity will be offered for any standard. If it is not manageable to offer a further opportunity, then students should be advised from the outset that there is only one opportunity to be assessed against that standard

15 A maximum of only one further opportunity for assessment of a standard can be provided within a year T

A maximum of only one further opportunity for assessment of a standard can be provided within a year. If a further opportunity for assessment is offered to any student, it must be available to all students entered for that standard.

16 If you offer a further assessment opportunity for a standard in your course you must offer it to all students T If a further opportunity for assessment is offered to any student, it must be

made available to all students entered for that standard

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17 A further assessment opportunity must use a new, quality-assured assessment T

18 A further assessment opportunity may only take place after further learning has taken place T

19 A student cannot be awarded anything higher than Achieved for a further assessment opportunity F

Students can achieve the standard, gain Merit or Excellence, or Not Achieved whether it is their first or subsequent attempt at the standard. They are awarded the higher grade.

20 Internal moderation is required for every standard within a school where results are reported to NZQA T Schools must report only those internal assessment results which have been

subject to the school’s internal moderation process21 The internal moderation process begins after student work has been

marked F

There are several parts to internal moderation. 1. all assessment material is checked or critiqued prior to use2. samples of assessor judgements are verified for all standards3. all assessment material is reviewed prior to further (or future) use

22 I can get any other secondary teacher to verify my student grades F Unless the verifier is a subject specialist with standard and curriculum knowledge

23 External moderation is the most important moderation process F External moderation is a reflection of the internal moderation process that is occurring in the school

24 I should always ensure work selected for external moderation covers the full spread of grades in my class F

Random selection for external moderation must be undertaken by someone other than the teacher who marked the work, must use a method that does not allow for prediction and must include the work of all students who submitted work for the assessment

25 If I have fewer than eight students in my Achievement Standards class, I have to send in all my student’s work T

26 NZQA requires all internally assessed work to be stored for three years F

Schools must store randomly selected evidence for each standard assessed until they have a fresh sample to replace it or until two years have elapsed (i.e. until the end of the following year)

27 All work from the previous year must be kept in case it is required for external moderation F

NZQA will require eight samples of student work from internally assessed achievement standards and four examples of student work from the unit standards selected for moderation

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