ASSESSMENT DESIGN 6.0
Te Hoahoa Aromatawai
Assessment Design
I takea mai te hoahoa aromatawai i te reo Māori i
ngā mātāpono o te AROMATAWAI Ā-PAEREWA.
Assessment design for reo Māori unit standards is
based on the principles of STANDARDS-BASED
ASSESSMENT.
Nō reira, ki te whakatakoto i ngā aromatawai āpaerewa me tino mārama te tangata, ki ngā
tikanga ā-paerewa. Kātahi anō ka tuhi ka hoahoa
i ngā ngohe aromatawai me ngā papa waitohu.
E whai atu nei tētahi whakarāpopototanga i ngā
tikanga o te aromatawai ā-paerewa i te reo Māori.
An understanding of standards-based assessment
is essential before assessment activity and
assessment schedule design is undertaken.
The following is a summary of the implications of
standards-based assessment for reo Māori.
Me kī, kore rawa atu ngā aromatawai āpaerewa
Standards-based assessment does not:
 e whakaraupapa, e waitohu i ngā ākonga.

rank students
 e whakarite tapeke pērā i te ōrautanga, te
taumata, me ngā tau whiwhinga.

allocate scores, ie percentages, grades, marks.
Engari, ko ngā aromatawai ā-paerewa,
Standards based assessment does:
 ka ine i te mahi ako a te ākonga ki ngā
whakatutukitanga i te paerewa

measure a learner’s performance
standards of achievement
 ka tuku whiwhinga atu ki te ākonga mō tāna i
mōhio ai me tāna i mahi ai.

give credit to the learner for what s/he knows
and can do
 ka tuku whiwhinga atu mō te piki ake ki te
kaupae tika o te Taura Here Tohu Mātauranga
e rawaka ana te taunakitanga.

give credit at the appropriate Framework level
for proven achievement, for which sufficient
evidence is given
 ka whakatakoto mai i taua taunakitanga o te
aromatawai e whakamahia ana e ngā kaiako,
nā rātou nei ngā hōtaka ako i tuhi i takea mai i
te marautanga e pai ana ki ā rātou ākonga.

provide evidence of assessment which is
carried out by teachers who have developed
programmes based on the curriculum to suit
their students
 ka whakatakoto aromatawai e haere ngātahi
ana i ngā mahi whakaako me ngā mahi
akoako, ā tae atu ki te wā o te ako, hihiko ana i
te wairua o te ākonga.

provide assessment which is integrated with
learning and can have a positive impact on the
way students learn

tukuna kia aromatawaitia ahakoa te wā,
ahakoa te wāhi, ahakoa te mahi. Ko te mea
nui kia takitahi te aromatawai a te kaiako i āna
ākonga i te maha me te rerekē o ngā wā me
ngā rautaki aromatawai. Engari, kia noho mai
tērā i roto i te āheinga o tāna ake whakahaere.

allow assessment to take place at any time and
in a variety of appropriate situations (and within
the bounds of what is manageable, a teacher
can assess individual students at different times
and in different ways)

tukuna ngā kaiako kia tino mārama rātou e
aromatawai ana rātou i tā rātou i whakaaro ai
me aromatawai, ā, me aromātai taunakitanga
kia hāngai ki ngā paearu mahi i roto i ngā
paerewa.

allow teachers to make sure they are assessing
what they set out to assess, and requires them
to evaluate evidence against the peformance
criteria in the unit standards.

tukuna ngā ākonga kia neke atu i te kotahi wā
e aromatawaitia ana, ā, mā reira whakakite ai
i ngā mahi ka taea e rātou.

give students ample oportunity to be assessed
more than once, and therefore show what they
can achieve
© New Zealand Qualifications Authority - All rights reserved
against
ASSESSMENT DESIGN 6.1

tukuna ngā ākonga kāore i puta ngā ihu i te
aromatawaitanga tuatahitanga kia
aromatawaitia atu anō, kia hōmai
taunakitanga rānei e kitea ai tā rātou i mōhio
ai, i mahi ai rānei. Kei te kaituku ratonga te
whakatau.
© New Zealand Qualifications Authority - All rights reserved

allow learners who do not achieve ‘credit’
initially or immediately to be re-assessed, or to
provide further evidence of what they know or
can do. This is a provider decision.
ASSESSMENT DESIGN 6.2
Te Hoahoa i ngā Ngohe Aromatawai
me ngā Papa Waitohu
Assessment activity and Assessment Schedule
Design
HEI TĪMATANGA
INTRODUCTION
Ko te ngohe aromatawai e aro atu ana ki tētahi
mahi e kohia ai he taunakitanga e pā ana ki te
mahi a te ākonga.
An assessment activity refers to any event when
evidence
is
collected
about
a
learner’s
performance.
I roto i ia ngohe aromatawai ka whakaritea he
tümahi. Mā reira e āhei ai te ākonga ki te
whakaatu taunakitanga e pā ana ki āna mahi.
Ko te taumata e kōrerotia ana e ngā paearu mahi
me mārama te tautuhi mō te horopaki o ngā
ngohe o roto i te papa waitohu aromatawai. Ko
ngā ngohe aromatawai me te papa waitohu me
tuhi i te wā kōtahi.
I te mutunga iho o ngā mahi ako, ka oti i te
ākonga he taunakitanga o aua mahi. Koia rā te
aronga nui mā te kaiaromatawai e whakawā ana i
te whakatutukitanga o te paerewa, i te kore rānei.
© New Zealand Qualifications Authority - All rights reserved
Each assessment activity contains one or more
task(s) which provide the opportunity for learners to
produce evidence of their performance.
The standards expressed by the performance
criteria are clearly defined for the context of the
activity in the assessment schedule.
The
assessment schedule must be written at the same
time as the activity is being written.
Task completion provides the evidence that the
assessor uses to make a judgement as to whether
the learner has demonstrated the required
standard.
ASSESSMENT DESIGN 6.3
TE HOAHOA O TE AROMATAWAI
Ā-PAEREWA
STANDARDS-BASED ASSESSMENT ACTIVITY
DESIGN
Ko te aromatawai ā-paerewa he aromatawai i ngā
mahi a te ākonga ki tētahi paerewa, me te hāngai
o aua mahi ki ngā paerewa kua whakaritea. Nō
reira, ko te aromatawai i te mahi a te ākonga hei
tühonohono i ngā tīpako o te paerewa e
aromatawaitia ana, te ngohe aromatawai, me te
papa waitohu aromatawai.
Standards-based
assessment
assesses
the
performance of a learner in relation to set
standards. Assessing learner performance links the
elements of the unit standards being assessed, the
assessment activity and the assessment schedule.
Ngā Tīpako me ngā
paearu mahi
e tautuhi ana i ngā hua hei
whakatutukitanga
Elements and
performance criteria
identify the outcomes to be
achieved.
Ngā Ngohe aromatawai
e aromatawai ana i ngā
tīpako e takoto ana hei mahi
mā ngā ākonga kia puta ai
tētahi taunakitanga o te
whakatutukitanga e tika ana.
Assessment activities
assess the elements by
providing learners with the
opportunity to present
evidence of the achievement
related outcomes required.
Ngā Papa waitohu
aromatawai
e tāutu ana :
Assessment schedules
specify:
i te āhua o te taunakitanga e
tika ana kia puta mai i ngā
ākonga mō ia tīpako e
aromatawaitia ana.
the evidence expected from
the learner for each element
being assessed
i ngā tauākī whakawā e
takea mai ana i tētahi
tīpako, i tētahi paearu mahi
rānei, e tautuhi ana kua
tutuki te paerewa.
judgement statement(s)
which are based on an
element or performance
criterion identifying the
standard to be achieved.
Nō reira, i roto i ngā aromatawai ā-paerewa ka honohono ēnei tino wāhanga e toru.
ngā tīpako me
ngā paearu mahi
ngā ngohe
aromatawai
te papa waitohu aromatawai
Otirā, ka noho kotahi ai ēnei tino wāhanga, ngā ngohe aromatawai, te papa waitohu aromatawai, te
paerewa. Koia nei ngā tino wāhanga matua o te aromatawai ā-paerewa.
© New Zealand Qualifications Authority - All rights reserved
ASSESSMENT DESIGN 6.4
Ngā āhuatanga matua e whā i roto i ngā
aromatawai ā-paerewa:
There are four important steps involved in
standards-based assessment:
1
Te Whakamahere i te wā o te aromatawai
me ngā taunakitanga hei kohikohinga.
1. Planning the assessment opportunity and
evidence to be gathered.
2
Te Whakatakoto i te hoahoa o te ngohe
aromatawai me te papa waitohu aromatawai.
2. Designing the assessment
assessment schedule.
3
Te Kohikohi i ngā taunakitanga.
4
Te Whakawā i aua taunakitanga me te
whakatau i ngā hua o te ako. Ko te whiriwhiri
hoki mehemea e tutuki ana i ngā
taunakitanga ngā paerewa e takoto mai ana i
roto i ngā paearu mahi me te papa waitohu
aromatawai.
activity
and
3. Collecting the evidence.
HE PĀTAI HEI WHAKAAROTANGA ANŌ KI TE
TIKA O NGĀ HOAHOA E PĀ ANA KI NGĀ
NGOHE AROMATAWAI HOU:
4. Judging the evidence and deciding the
outcome: deciding if the evidence meets the
standard set out in the performance criteria and
the assessment schedule.
POINTS TO CONSIDER WHEN DESIGNING NEW
ASSESSMENT ACTIVITIES:

He maha atu i te paerewa
aromatawaitia ana e te ngohe nei?

He aha te tīpako ka aromatawaitia?

Kei tēhea wāhi o te hōtaka ako te aromatawai
e takoto mai ana? Ka kōmitimitia rānei te
aromatawai, ka noho ake rānei hei wāhi
motuhake?
 Where will the assessment fit into the learning
programme? Will it be integrated with the
learning programme or a special event?

He aha kē ngā mātauranga, ngā pükenga, me
ngā huatau e noho ana i roto i ngā kōrero āpiti
e tika ana kia whakaurua mai ki te ngohe
aromatawai?
 What underpinning knowledge, skills, and ideas
required in the special notes need to be
incorporated into the assessment activity?

He aha ngā āhuatanga me whai wāhi mai? E
taea ana e ngā ākonga te whakamahi ā rātou
ake tuhituhinga hei āwhina i te whakamahi
huatau, i te whakamahi pükenga? Ka waiho
rānei rātou mā te maumahara anake?
 What conditions should apply? For example,
can learners use their own notes to help apply
ideas and skills or will they be required to use
recall?

He aha te wāhi ki te kaiako me te ākonga ka
whakaaetia hei whakatutuki i te ngohe? Ka
taea rānei te ākonga te āta tohutohu, me
whānui kē rānei ngā tohutohu?

Ka whai wā anō rānei te ākonga ki te
whakarite mai i te taunakitanga e rawaka
ana?

E tika āna ranei te aromatawai a te tümahi i
ngā tīpako me ngā paearu mahi?
kotahi
e
© New Zealand Qualifications Authority - All rights reserved
 Will the activity assess more than one unit
standard?
 Which element(s) will be assessed?
 What degree of learner interaction and teacher
assistance will be allowable in completing the
activity? Can learners be given specific direction
or only general guidance?
 Will the learner have the opportunity to produce
sufficient evidence?
 Does each task validly assess the elements and
performance criteria?
ASSESSMENT DESIGN 6.5

Ka taea anō rānei te kī kei te pono ngā mahi?
 Can authenticity be assured?

E ahu mai ana rānei i ngā tümahi te
taunakitanga e rawaka ana kia taea ai te
whakawā?
 Can the task(s) yield sufficient evidence for
judgements to be made?
© New Zealand Qualifications Authority - All rights reserved
ASSESSMENT DESIGN 6.6
HE AHA TE ĀHUA O TĒTAHI
NGOHE AROMATAWAI REO MĀORI?
1. Te ingoa o te ngohe
arā: Taku Kōrero

2.
Te tau, te ingoa, me te kaupae o te paerewa
arā: Paerewa 7269: Whakarite mihi ki te tangata
(Kaupae 1)
Paerewa 7257: Whakamahi i ngā tikanga
tuhituhi (Kaupae 1)

3.
Ngā tīpako e aromatawaia ana
arā: Tīpako 1: Ka mihi ki te tangata.
Tīpako 2: Ka tika, ka mārama te whakahua
i ngā oro o te reo.
Tīpako 3: Ka kōrero mōna, mō te tangata,
mō te taonga hoki.
Tīpako 4: Ka hanga pātai, ka hanga
whakautu hoki.

Ngā tīpako e aromatawaia ana
e tika ana kia mātua rārangitia mai ngā
tīpako o te ngohe e aromatawaitia ana.
Kei a koe anō te tikanga o te
whakarārangi hei aha noa iho rānei, nō
te mea kua tuhia ngā tīpako i te
timatanga.
Kua kore i mate ki te
whakahoki anō.
Nā te mea, ka
taupatupatu ngā whakaaro, ka rangirua
ngā mahara i te wā o te ngohe.

Ngā tikanga e pā ana te ngohe
Ko ngā āhuatanga katoa e pā ana ki te
aromatawai ngohe e tika ana kia
whakamāramatia atu ki te ākonga. Mā
reira e kitea ai e te kaiaromatawai he
aha te horopaki o te mahi. Hei tauira hei whakamātautau ōkawa me ngā
kōrero e pā ana ki tērā; hei whakamātau
pukapuka tüwhera, pukapuka kati rānei;
te āheinga o te ākonga ki te whakawhiti
whakaaro; te whakaoti rānei ki te
akomanga, kia whakaaetia rānei kia
whakahokia ki te kāinga.

Ngā tohutohu e pā ana ki te ngohe
4. Ngā tikanga e pā ana te ngohe
arā: Hei mahi takitahi rānei, hei kōrerotanga
rānei i waenganui i ngā akonga me te
kaiako, hei mahi rānei mā ngā akonga
katoa.
5.
Ngā tohutohu e pā ana ki te ngohe
arā:

e āta tautuhia ana ko ēhea o ngā
tīpako e aromatawaitia ana

he aromatawai pono i te tīpako me
ngā paearu mahi, me te whakauru i
ngā whakaritenga o ia tīpako e
aromatawaitia ana

e takoto mārama ana ki te ākonga

e hāngai ana, te reo ki te kaupae e
aromatawaitia ana

he tautuhi i ngā tauāki ine i te maha e
takoto ana i roto i te papa waitohu
aromatawai

e whakamahi ana, e titiro ana rānei ki
ngā rauemi e taea ana e ngā ākonga e
aromatawaitia ana te whakamahi.
© New Zealand Qualifications Authority - All rights reserved
Te ingoa o te ngohe
he whakaahua i te kaupapa mahi me
ngā ngohe
Te tau, te ingoa, me te kaupeka o te
paerewa
he whakaatu i te paerewa e riro ana mā
reira e mōhiotia ai he aha te
taunakitanga
Ko ēnei e pā ana ki te ākonga. Me tino
mārama nei ngā tohutohu.
ASSESSMENT DESIGN 6.7
Ka tika ana ngā tohutohu ngohe kia:
Task Instructions should:

whakaatu he aha o roto i te ngohe e
aromatawai ā-paerewatia ana. He aha hoki
kāore i te aromatawaitia.

indicate what in the activity is assessed for
the unit standard and what is not.

whai tohutohu e mārama ana, e mātua oti
ana. Hei tauira - he tauira pātai e mārama
ana ki te ākonga; he kupu e whai tikanga ana;
he kupu e miramira ana; tae atu ki ngā kupu
āwhina, tāututanga rānei ki te Kaupae 1, me
ētahi tauira e hāpai ana i ngā wāhi e tika ana,
tēnā whakaatuhia mai he aha ngā ngohe.

have clear, complete and easily understood
instructions, eg use identifiable question stems,
bold important words, include prompts or
definitions at Level 1 etc, where appropriate,
reference the activities.

tōkeke ki ia ākonga e aromatawaitia ana, kia
kaua e whakahoahoa.

be fair to each learner being assessed and be
free of bias.

hāngai tonu ki ngā tīpako me ngā paearu
mahi e aromatawaitia ana.

relate directly to the elements and performance
criteria being assessed.

tino whakamārama i roto i te tümahi ngā
āhuatanga kia inea i roto i te papa waitohu
aromatawai. Hei tauira - mehemea e ono ngā
ingoa o te whakapapa e hiahiatia ana kia eke
ai te paerewa, ko te whakahau mō te tümahi e
tika ana kia tono kia “ono” kia “āhua ono “
rānei, ēngari kia kaua e “ētahi” noa iho.

make explicit in the task any quantitative
requirements used in the assessment schedule,
eg if six features are required on a diagram to
achieve the standard, the task instruction
should ask for “six” or “at least six”, not just
“some”.

āta aro atu ki te takoto o ngā kōrero i roto i
ngā tīpako.

pay careful attention to wording used in
elements.

whakaurua mai ētahi āhuatanga tohu mai kua
tutuki ngā paearu mahi me ngā tīpako. Hei
tauira - kia whakamahi tētahi rārangi
whakaatu i ngā mahi kua tutuki; ngā pouaka
me ngā tohu tika, tohu hē.

incorporate methods of indicating if the
performance criteria and elements have been
achieved eg the use of cover sheets or boxes to
tick or cross at the bottom of each page.
Ngā Rauemi
Resources
 me kī he mahi tüturu rānei, he mahi horihori
rānei.

should state if the activity is real or simulated.

me whakauru te whakamahinga i ngā
whakaahua me ērā atu momo i te wāhi e tika
ana.

include the use of visuals where appropriate.

kia kaua e roa rawa te wāhi hei pānuitanga
otirā i te Kaupae 1.

not contain too much block text or too much
reading, especially for Level 1.

me whakaaro ake anō ki te tuhi kōrero e ahu
mai ana i ngā niupepa, kia whakamāramatia
ai te reo o roto. Me tapahi me whakapiri anō,
hei whakapai atu i te āhua o te takoto o ngā
kōrero i te hanga rānei.

consider rewriting text from sources such as
newspapers to simplify language, or cut and
paste text to improve the overall layout or
relevance.
© New Zealand Qualifications Authority - All rights reserved
ASSESSMENT DESIGN 6.8
Kia maumahara:
Remember:
 Ka taea anō ia tīpako te aromatawai.
 Elements can be assessed individually.
 E taea ana te aromatawai i te wā kotahi ngā
tīpako mai i te paerewa kotahi, neke atu rānei.
 Elements from more than one unit standard can
be assessed at the same time.
© New Zealand Qualifications Authority - All rights reserved
ASSESSMENT DESIGN 6.9
TE TAKOTORANGA O TE PAPA WAITOHU AROMATAWAI
Te Papa Waitohu Aromatawai
Me mātua tuhituhi te papa waitohu aromatawai me ngā tohutohu o te mahi nei i te wā kotahi.
tümahi
ngā tīpako &
ngā paearu
mahi
te taunakitanga
ngā whakawā
Koia ngā whakautu me te
taumata mahi e hiahiatia ana
kia puta i te ākonga.
He tauākī e tautuhi ana i te
paerewa e hiahiatia ana mō
taua ngohe tōna hāngai atu ki
te tīpako e aromatawaitia ana.
Me mātua whakaatu ngā
taunakitanga i ngā tohutohu
tīpako me ngā rauemi kua
whakamahia.
Me hāngai ki te tīpako me ngā
paearu mahi e aromatawaitia
ana.
Ko ngā tauira e tohu ana i te
kounga o te taunakitanga e
hiahiatia ana.
E taea ana te ine te nui, te
kounga rānei o te
aromatawai.
© New Zealand Qualifications Authority - All rights reserved
ASSESSMENT DESIGN 6.10
ASSESSMENT SCHEDULE FORMAT
The Assessment Schedule
The assessment schedule must be written at the same time as the assessment activity task
instructions are written.
Task
Elements &
Performance
Criteria
Evidence
Judgement
The answers and/or
performance expected from
the learner.
A statement that defines the
standard expected for that
task in relation to the element
being assessed.
The evidence must reflect the
task instructions and
resources used.
Must relate to the element
and performance criteria
being assessed.
Examples indicate the quality
of the evidence required.
Can be both quantitative and
qualitative.
Te Tuhituhi i te Papa Waitohu Aromatawai
Writing the Assessment Schedule
E tika ana kia tuhia tēnei i te wā anō e tuhia ana te
This should be written at the same time as the
© New Zealand Qualifications Authority - All rights reserved
ASSESSMENT DESIGN 6.11
ngohe aromatawai.
assessment activity.
 hei tauira whai hua anō e ahu mai ana i ngā
tauira ngohe aromatawai, me ngā papa
waitohu aromatawai o roto i te wāhanga
tuatahi ki te tuawha o tēnei aratohu
aromatawai.

Ngā Taunakitanga
Evidence
Ko ngā taunakitanga e pā atu ana ki ngā
whakautu, ki ngā tümahi e hiahiatia ana kia tutuki i
te ākonga.
The evidence refers to the answers or performance
expected from the learner.
 he tino whai tikanga ngā taunakitanga e hōmai
ana, e whakaatu mai ana i te kounga o ngā
whakautu e hiahiatia ana me te whānui o ngā
whakautu ka whakaaetia

the evidence provided is most important as it
demonstrates both the quality of the responses
expected as well as the acceptable range
 ko te momo taunakitanga ka whakaaetia he
whakapapa, he whakaahua, he kōrero kei
tētahi rīpene e mau ana, ko ngā whakautu tika
kua tuhia ki ngā puka whakautu a te ākonga
me ērā atu momo mea e tāpiritia ana ki te
papa waitohu aromatawai.

the evidence can be in the form of genealogical
tables, illustrations, recordings on audio tapes,
model answers written on student answer
sheets etc, appended to the assessment
schedule.
E tika ana ngā tauira taunakitanga kia :
The sample evidence provided must:
 hāngai ki te ngohe, ngā ngohe rānei me ngā
rauemi kua whakaritea

match the task(s) and the resources provided
 mārama te tohutohu mai he aha te taumata o
te mahi e hiahiatia ana

signal clearly the performance expected
 kia whakauru mai i ngā tauira e tika ana kia
eke mō te nui o ngā kōrero ki tērā e hiahiatia
ana mai i te ākonga

include specific examples of the amount of detail
expected from the learner
 hōmai kia rua, kia toru rānei ngā tauira whai
kounga kia riro mā reira e whakaritea te
taumata o te paerewa, mehemea e nui ana
ngā whakautu kei te tika. Ehara i te mea me
whakaatu mai ngā tauira i ngā āhuatanga ka
taea, ēngari me mātua tohu mai ki te
kaiaromatawai he aha te kounga o te
taunakitanga e hiahiatia ana.

provide two or three quality examples to set the
standard where numerous responses are
possible. The examples do not have to be all
inclusive but should clearly give the assessor an
indication of the quality of the evidence
required.
© New Zealand Qualifications Authority - All rights reserved
the sample assessment activities and
assessment schedules contained in Sections
One to Four of this guide also provide useful
models.
ASSESSMENT DESIGN 6.12
Te Whakawā
Judgement
E pā ana te whakawā ki tētahi tauākī tautuhi i te
taumata kia ekea.
Judgement refers to a statement defining the
standard to be achieved:


i roto i ngā tauākī whakawā e whakatakoto
ana i te paerewa me te āhua ki ngā
taunakitanga. E riro an mā reira e whakatau
mehemea kua tutuki i te ākonga te paerewa e
hiahiatia ana.
judgement statements set the standard in
relation to the evidence and are used to
determine whether the learner achieved the
standard required or not.
Te Whakawā :
The judgement:
 me mātua whai pānga ki te tīpako, ngā paearu
mahi, me ngā taunakitanga

must relate directly to the element, the
performance criteria and the evidence
 ko te paerewa me mārama te tautuhi ā, kia
kaua hoki e taea te tohe

should define
unequivocally
 ahakoa ko wai te kaiaromatawai e tika ana ko
taua hua tonu kia puta

should produce the same result consistently
when applied by different assessors
 ka taea kia whai kounga, ā kaua kia ine
noaihotia

can be qualitative and/or quantitative in nature
 e tohu mai ana e rawaka ana

should indicate sufficiency
 te matü o te “paerewa” mō te āhua ki te
horopaki ngohe, arā ko tēnei te taumata e
hiahiatia ana kia ekea e te ākonga i tēnei
taumata.

is the essence of the “standard” in the context
of the activity, ie this is what is expected from a
learner at this level.
Ngā tauira ngohe aromatawai, papa waitohu anō
hoki o te wāhanga tuatahi ki te tuawha
whakatauira mai ana i ngā ariā kua whakahuatia
ake nei. Ka taea ēnei te whakamahi hei tauira
matua, hei whakapānga mai rānei ā te wā e
hoahoatia ai te ngohe aromatawai hou, me ngā
papa waitohu aromatawai hou hoki.
The sample assessment activities and schedules in
SECTIONS One - Four exemplify the concepts
covered above. They can be used as templates or
references when designing new assessment
activities and assessment schedules.
E whai ake ana ngā papapuka e rua, arā, te (Puka
Hoahoa Ngohe Aromatawai, me te Puka
Hoahoa Papa Waitohu Aromatawai.) Ka taea te
whakaahua hei āwhina i te ngohe aromatawai me
te hoahoa papa waitohu aromatawai. E ü ana ēnei
ki te tauira e hiahiatia ana.
The following pro formas (Assessment Activity
Design
Proforma,
Assessment
Schedule
Proforma) can be photocopied to assist
assessment activity and schedule design. They
follow the format required.
© New Zealand Qualifications Authority - All rights reserved
the
standard
clearly
and
ASSESSMENT DESIGN 6.13
PAPAPUKA HOAHOA NGOHE AROMATAWAI
TE INGOA O TE NGOHE :
TE PAEREWA:
TE INGOA, TE KAUPAE:
TE/NGĀ TĪPAKO E
AROMATAWAITIA ANA :
NGĀ TIKANGA:
NGĀ TOHUTOHU :
© New Zealand Qualifications Authority - All rights reserved
ASSESSMENT DESIGN 6.14
Assessment Activity Design Pro Forma
ACTIVITY TITLE :
UNIT STANDARD NUMBER:
TITLE AND LEVEL:
ASSESSED ELEMENTS:
CONDITIONS:
INSTRUCTIONS :
© New Zealand Qualifications Authority - All rights reserved
ASSESSMENT DESIGN 6.15
PUKA HOAHOA PAPA WAITOHU AROMATAWAI
TE KAITUKU RATONGA: _______________ TE PAEREWA: _________________
Tümahi
Ngā Tipako me
ngā Paearu
Mahi
Te Taunakitanga
(Ko ngā whakautu, ko ngā mahi rānei a te ākonga )
© New Zealand Qualifications Authority - All rights reserved
Te Whakawā
(He tauāki e tautuhi ana i te
paerewa kia taea)
ASSESSMENT DESIGN 6.16
ASSESSMENT SCHEDULE DESIGN PRO FORMA
NAME OF PROVIDER: _________________ UNIT STANDARD NUMBER: ______
Task
Element and PC
Evidence
(The answer expected from the students )
© New Zealand Qualifications Authority - All rights reserved
Judgement
(A statement that defines the
standard to be achieved)
ASSESSMENT DESIGN 6.17
TE RĀRANGI AROWHAI Ā : NGĀ NGOHE AROMATAWAI ME NGĀ
PAPA WAITOHU AROMATAWAI
E whai atu nei te rārangi arowhai kia kitea ai ngā tauira pai o te
hoahoa aromatawai.
Ngā Paearu
A : Te Whānui

e tohua ana te ingoa o te ngohe

e tohua ana ngā paerewa me ngā kaupae e aromatawaitia ana

e tohua ana ngā paearu mahi e aromatawaitia ana

e hāngai ana/e tika ana ngā rauemi mō te ngohe

e tautuhia ana ngā tikanga mō te ngohe

e tika ana te takotoranga e whakamahia ana mō ngā ngohe me ngā papa
waitohu
E : Ngā Tohutohu

e aro atu ana ki ngā tohutohu i roto i ngā kōrero āpiti

e tautuhia ana ko ēhea o ngā tīpako e aromatawaitia ana

e takoto mārama ana ngā tohutohu

e tōkeke ana, e rītaha kore ana ki te ākonga katoa

e mārama ana te reo e takoto mai ana

e tautuhi ana i nga tauākī ine i te maha i roto i ngā tauākī whakawā o te papa
waitohu aromatawai

e titiro ana ki ngā rauemi e taea ana e ngā ākonga te whakamahi.
I:




Te Papa Waitohu Aromatawai
e whakaahua ana i ngā taunakitanga a te ākonga i ngā whakautu e tika ana.
Arā, he taunakitanga ēnei, ēhara kē i te whakawā. Tērā pea ka uru mai he
tauira
e ōrite ana ngā taunakitanga ki ngā tohutohu ngohe me ngā rauemi
e hāngai ana ngā tauākī whakawā ki ngā tīpako, ki ngā paearu mahi, ki te
taunakitanga hoki
e tautuhia ana e ngā tauākī whakawā te taumata e tutuki ai ia tīpako e
aromatawaitia ana.
© New Zealand Qualifications Authority - All rights reserved
/x
ASSESSMENT DESIGN 6.18
ASSESSMENT ACTIVITY DESIGN CHECKLIST
Use the following to check that assessment design has followed good practice.
Criteria
General
/


activity title is identified

unit standard(s) and level being assessed are identified


the elements being assessed are identified


resources for the activity are appropriate


the conditions in which the activity takes place are identified


an appropriate format has been used for the activity and the
assessment schedule

The Instructions

recognise the requirements of the special notes


identify which element(s) each task is assessing


are clear, complete and easily understood


are fair to each learner and are free of bias


use appropriate language


identify any quantitative statements used in the judgement

statements of the assessment schedule

refer to resource materials that are accessible to the learner

The Assessment Schedule

the evidence describes the answer expected from the learner,
ie it is evidence and not judgement; it may include examples


the evidence matches the task instructions and resources


the judgement statements relate to the elements and
performance criteria, and to the evidence


the judgement statements clearly define the standard required to
achieve each element being assessed
© New Zealand Qualifications Authority - All rights reserved

ASSESSMENT DESIGN 6.19
TE RĀRANGI AROWHAI E : TE TUHITUHI I NGĀ NGOHE
AROMATAWAI
I ētahi wā he ngāwari kē atu te tuhituhi i ngā ngohe aromatawai i ngā
kaupapa ako me ngā paerewa. I roto i ngā hotaka aromatawai he pai ake te
tuhituhi i te whānuitanga me te maha o ngā huarahi o te aromatawai.
Ngā Huarahi o te Aromatawai
Ae
Hangarau
Aromatawai ā-rōpü
Pukapuka tüwhera
Ngohe ā-ringa (me te whakamahi taputapu)
Tauira mahi (aromatawai huri noa te wā)
Whakamātautau (aromatawai whakatōpü)
Mahi Pürero
Haereere ki te taiao
Rangahau
Mahi whakatewhatewha/tühura
Tuhituhi pürongo me te tuhituhi pānui
Whāataata, whakaaturanga
Hui, Whakatau, Whakaaturanga ā-kōrero
Whakaahua
Patapatai, Taukumekume Kōrero
Aromatawai ā-hoa
Aromatawai i a ia anō
Aromatawai i waho atu o te akomanga
Aromatawai ōpaki (e puta noa mai ana)
CHECKLIST B : WRITING TE REO MĀORI ACTIVITIES
© New Zealand Qualifications Authority - All rights reserved
Kāhore
ASSESSMENT DESIGN 6.20
Some topic areas and unit standards will lend themselves more easily to
some types of activities than others. Assessment programmes should
contain a variety of approaches.
Approach
Technology
Group assessments
Open book
Practical activities (using equipment)
Samples of work (formative assessment)
Tests and examinations (summative assessment)
Project work
Field Trips
Research
Investigations
Reports and letter writing
Audio/video presentations
Seminars, role plays and oral presentations
Visual presentations
Questioning and debating
Peer assessment
Self assessment
Assessment beyond the classroom
Informal assessment (naturally occurring evidence)
© New Zealand Qualifications Authority - All rights reserved
Yes
No
ASSESSMENT DESIGN 6.21
HE AHA TE TIKETIKE O NGĀ
AROMATAWAI PAI?
WHAT IS GOOD ASSESSMENT?
I roto i te Taura Here Tohu Mātauranga e noho
ana ēnei huatau, arā, ngā tino kounga o te
aromatawai kia piki ake ki te tiketike o ngā
aromatawai pai.
The key qualities of good assessment for the
National Qualifications Framework embrace all the
following concepts.
I roto i ngā huarahi o te aromatawai, ka noho
mai :
Assessment methods will be:
 te Tika o te aromatawai - kia maha ngā
huarahi o te aromatawai kia tika ai te momo
aromatawai mō te whakaaturanga e
aromatawaia ana

Appropriate - a variety of assessment methods
will be available to ensure that assessment
methods are suited to the performance being
assessed
 te Tōkeke o te aromatawai - kia kore rawa e
aukati i te huarahi aromatawai ki te ākonga
takitahi, ki te rōpü rānei i ngā tüahua o te
taunakitanga e whāia ana

Fair - assessment methods will not
disadvantage individuals or groups by hindering
or limiting them in ways unrelated to the
evidence sought
 te Kōmitimiti o te aromatawai ki ngā mahi, ki
ngā akoako rānei - e pā ana ki te kohikohinga
taunakitanga e taea ana i roto i te huri o te wā,
i roto rānei i ngā putanga o te mahi, o te
akoako hoki. Nō reira, e kore e tika kia hangā
he aromatawai motuhake ki te kore e kitea te
hononga

Integrated with work or learning - evidence
collection can be ongoing, linked with the
normal course of learning or work and not from
one-off assessment occasions
 te Āheinga o te aromatawai - kia pai te
whakahaere i te huarahi aromatawai, kia
ngāwari āna whakarite, kia kore hoki e
whakararu tērā i ngā mahi akoako.

Manageable - the methods used will be
straightforward, readily arranged and will not
interfere unduly with learning.
I roto i ngā taunakitanga o te aromatawai, ka
noho mai :
Assessment evidence will be:
 te Tika o te aromatawai - kia ü ki te pütake o te
aromatawai, kia arotahi te aromatawai ki ngā
whakaritenga e tika ana mō ngā paerewa, ā,
ka ārai atu i ētahi atu take

Valid - assessment will be fit for purpose, so
that assessment focuses on the requirements
specified in unit standards and not other factors
 te Anga atu o te aromatawai - kia rite tonu te
anga atu o ngā ngohe aromatawai ki ngā
whakaritenga o te whakaaturanga.

Direct - assessment activities will be as similar
as possible to the conditions of actual
performance.
© New Zealand Qualifications Authority - All rights reserved
ASSESSMENT DESIGN 6.22
 te Hāponotanga o te aromatawai - kia tino
whakapono te kaiaromatawai ki ngā mahi a te
ākonga i te mea nāna tonu i whakamahi. Nā
konā e kore tētahi āwhina kē atu e whakararu i
te whakawā a te kaiaromatawai

Authentic - the assessor will be confident that
the work being assessed is attributable to the
person being assessed - outside assistance
must not distort the judgement
 te Rawaka o te aromatawai - kia taea te
whakapono ki te kounga me te nui o te
taunakitanga e tutuki ai ngā paearu katoa me
te whakaaturanga ki te paerewa e tika ana ia
wā, ia wā, ia wā ka whakamahia.

Sufficient - the quality and quantity of evidence
will establish with confidence that all criteria
have been met and that performance to the
required standard could be repeated with
consistency.
I roto i ngā whakawā o te aromatawai, ka noho
mai :
Assessment judgements will be:
 te Ōrite o te aromatawai - i roto i ngā
tüāhuatanga ōrite, ka rite tonu te whakawā a te
kaiaromatawai. Otirā, ka rite hoki tāna
whakawā ki tā etahi atu whakawā ā ētahi atu
kaiaromatawai

Consistent - given similar circumstances the
assessor would make the same judgement
again and the judgement will be similar to
judgements that other assessors would make
 te Pünahanaha o te aromatawai - i roto i ngā
whakamahere me ngā tuhituhi mauhanga ka
puta te rawaka me te pono o ngā aromatawai

Systematic - planning and recording will be
rigorous to ensure sufficiency and fairnes in
assessment
 te Tüwhera o te aromatawai - ka mārama ngā
ākonga ki te hātepe o te aromatawai, ki ngā
pānga o ngā paearu, ki tā rātou whai take hoki
ki te whakamahere me te whakaemi i ngā
taunakitanga.

Open - learners will understand the assessment
process and the criteria to be applied, and can
contribute to the planning and accumulation of
evidence.
© New Zealand Qualifications Authority - All rights reserved
ASSESSMENT DESIGN 6.23
ĒTAHI HAPA NOA O TE HOAHOA
AROMATAWAI
COMMON ASSESSMENT DESIGN
FAULTS
Ko te putanga i te hapa o te hoahoa aromatawai
he whakatika, he whakahoki rānei i ngā ngohe
aromatawai me ngā papa waitohu i muri iho o
ngā whakaōrite ā-waho, o ngā whakaōrite ā-roto
rānei.
Aspects of poor assessment design frequently result
in assessment activities and schedules having to be
modified or resubmitted following either external
moderation or internal moderation.
Ko te hapa noa o te hoahoa aromatawai ka whai
pānga ki te whakatakoto hē mai o tētahi, o ētahi
rānei o ngā tohutohu, o ngā rauemi, o ngā
taunakitanga, o ngā tauākī whakawā. Nā konā
ka pā atu taua hapa ki te pono, ki te take, ki te
rawaka, ki te ōrite hoki o te aromatawai.
Common activity design problems relate to
inappropriate instructions and resource materials,
inappropriate evidence and judgement
statements. These contribute to problems with fairness,
validity, sufficiency and consistency.
Nō reira, kia maumahara!! E hoahoatia ana ngā
ngohe aromatawai mā te ākonga. Me hāngai
aua ngohe ki te āhua e tika ana mā te ākonga.
Remember!! Assessment activities are designed for
the learner and must be presented in a manner which
is appropriate to the learner.
Ētahi āhua noa o tenei momo hapa:
Common features of poor practice:
Ngā Tohutohu
Instructions

e kore e puta he māramatanga ki te ākonga

not clearly stated, confusing or ambiguous for the
learner

ko ngā tīpako e aromatawaitia ana e te
tümahi kāore i tohua atu ki te ākonga i roto i
te ngohe aromatawai arā Tümahi 1 (tipako
1/paearu mahi)

element(s) assessed by the task not indicated to
the learner within the activity, eg Task 1 (element
1/performance criteria)

e ngaro ana ētahi tohutohu i te whakaritenga
o te ngohe e whakamahia ana. Hei tauira ka kī mai te whakaritenga ‘tētahi ngohe
ōkawa i roto i te akomanga’ engari kāore he
tohu mai mehemea he pukapuka tüwhera,
he pukapuka kapi rānei.

conditions under which the task is carried out are
missing or incomplete, eg the conditions may
state ‘a formal class test’ but do not indicate if the
activity is open or closed book.
Ngā Rauemi
Resources

nā te uauatanga o te pānui i tētahi kaupae,
he pai kē atu kia tuhituhi anō kātahi ka tika

a reading level that is too difficult, requiring a
rewrite

nā te maha o ngā rauemi kua whakaritea,
kua pā atu te taumahatanga o te kimi
mōhiotanga ki te ākonga

too many resources provided, resulting in
information overload for the learner

nā te iti o ngā rauemi e kore e taea te
whakamutu te ngohe

insufficient resources provided to complete the
task

kāore i te hāngai te rauemi ki te ngohe kua
whakaritea

a mismatch exists between the resource and task
set
© New Zealand Qualifications Authority - All rights reserved
ASSESSMENT DESIGN 6.24

he nui rawa ngā tuhituhinga o te ngohe. He
pai ai me āta tātari me tapahi ētahi, me tāpiri
rānei ētahi whakaahua.

too much block text used - improvement
requires careful editing, cutting and pasting
and/or the addition of visuals.
Ngā Hononga ki ngā ngohe me ngā tīpako me
ngā paearu mahi
Relationship between the tasks and the
elements/performance criteria/special notes

kāore i te pai te kapi o ngā hiahia katoa me
ngā pānga e ahu mai ana i te whānuitanga

the full requirements and implications of range
statements not sufficiently covered

i warewaretia ngā tohutohu e pā ana ki ngā
kōrero āpiti

guidance in special notes overlooked

nā te kore honohono o te paearu mahi ki
ngā ngohe kua kore he take, kua kore i tika
aua ngohe. E pērā ana te tüāhua nā te
mea kāore he aronga atu ki ngā tino kōrero
o ngā paearu mahi.

task(s) not matching the performance criteria,
making the tasks invalid. This frequently
results from key terms used with performance
criteria not being considered carefully enough.
Ngā Taunakitanga
Evidence
 e kore e rawaka te taunakitanga e takoto
mai ana

insufficient evidence provided
 e rite ana te taunakitanga ki tō te tauākī
whakawā. Hei tauira - ‘tuhia ngā kupu e
toru’ - ko te tikanga kē kia tuhia ētahi tino
kupu kia tika ai te rere o ngā kōrero

given in the form of a judgement statement, eg
‘write three words’ rather than providing
specific words which would ensure that the
flow of the story was correct
 he tauākī noa iho kāore e whakamārama
ana i te taumata o te whakaaturanga e tika
ana.

bland statements not indicating the standard of
performance required.
Ngā Whakawā
Judgements
 ka whakaatu i ngā mea e hiahiatia ana
ēngari kāore i te mārama i roto i ngā ngohe.
Arā, ki tā te tauākī whakawā ‘ kia rima ngā
rārangi kōrero whakaahua i te tangata e
hiahiatia ana’, engari ki tā ngā tohutohu o te
ngohe ‘kia whakaatu mai i ētahi rārangi
kōrero mō te tangata’. Otirā, kāore he
tohutohu o te ngohe e whakatau ana i te
maha o aua rārangi kōrero

include requirements that have not been made
clear in the task, eg the judgement states “five
sentence describing the person are required”,
but the task instructions only state “provide
some sentences about the person” without
indicating the number of sentences required
 kua kore he ōritenga o te hononga o ngā
tauākī whakawā ki ngā ngohe. Arā, i roto i
tētahi ngohe ka hiahia kia ono ngā
taunakitanga, engari ki tētahi atu ngohe e
ōrite ana te tohutohu, kia rua noa iho ngā
taunakitanga.

inconsistencies between judgement statements
within activities, eg one task in an activity may
require six items of evidence while a similar
task may request only two items of evidence.
© New Zealand Qualifications Authority - All rights reserved
ASSESSMENT DESIGN 6.25
Me ētahi atu āhua :
Other
 kāore i te maha rawa ngā huarahi i roto i te
hotaka aromatawai. Arā, ko te nuinga o ngā
ngohe e pā ana ki te tuhituhi kōwae

lack of variety in an assessment programme,
eg dominance of paragraph type activities
 kāore te aromatawai i te honohono ki ngā
akoranga. Ara, he nui rawa ngā
whakamātautau i te mutunga o ia kōwae ako i
roto i te hotaka aromatawai

assessment not integrated closely with
learning, eg too many specially created end of
topic tests and exams within an assessment
programme
 kāore i te aro atu ki ngā ngohe i roto i te hotaka
ako e puta ai ngā taunakitanga.

ignoring activities in the learning programme
which can provide evidence.
© New Zealand Qualifications Authority - All rights reserved