Reo Māori, Reo Rangatira & Tikanga-ā-iwi
Guidelines for External Moderation
An IDEAL MODERATION SUBMISSION includes:
1. actual student work that may consist of worksheets, audio, video VHS,
DVD;
2. the assessment activity that presents the tasks to be completed;
3. the assessment schedule to be used to make assessor judgments; and
4. the actual standard.
Helpful to moderation
STUDENT EVIDENCE that is presented
as
 audio, VHS, and DVD recordings
and are accompanied by an
identification form.
Unhelpful to moderation
Student evidence that presents:
 inaudible audio recording,
 distorted or inaudible VHS
recording,
 8mm camera tape cassette,
 no identification form.
An ASSESSMENT ACTIVITY is presented Assessment activity that:
 does not provide the learner with
that:
the opportunity to meet the
 identifies the standard number,
requirements of the standard,
version, elements,
 does not clearly and appropriately
 states how the learner can meet
state the assessment conditions
the requirements of the standard.
to meet the requirements of the
The instructions are usually brief,
standard,
describe the event, activity, or task
etc,
Other issues
 states the assessment conditions
 No assessment activity,
to meet the requirements of the
 MOE/NZQA material that has
standard clear and appropriate,
been so modified that it no longer
 is unmodified MOE/NZQA
meets the requirements of the
material,
standard.
 is modified MOE/NZQA material
but still meets the requirements of
the standard.
 Assessment schedule that:
An ASSESSMENT SCHEDULE is
 does not provide evidence
presented that:
statements which meet the
 gives evidence statements of
requirements of the standard,
learner responses which meet the
 does not clearly describe
requirements of the standard,
performance levels which meet
 clearly describe performance
the requirements of the standard.
levels (quality and quantity) which
Other
meet the requirements of the
 No assessment schedule.
standard.
 No assessment judgments
Assessment activity and schedule
evident,
has been accurately used to make
 Inaccurate assessment
assessment judgements which MEET
judgments when student work
THE REQUIREMENTS OF THE STANDARD
does in fact meet the
Te Kāhui Whakaōrite, 2005
page 1


requirements of the standard,
Inaccurate adding of marking
tallies,
Student work that shows no
evidence of having been marked.
NZQA MODERATION CHECKLIST
Use this checklist to ensure that your submission meets NZQA moderation
requirements.
1.
Include the Achievement Standard / Unit Standard.
2.
Complete the Moderation Cover Sheet fully and accurately.
3.
Ensure that video recorded evidence is submitted in standard VHS
format (standard video tape) or in CDR / DVD format and can be
viewed using Windows Media Player 10. Ensure that only the
candidates to be moderated are on the tape / disk and that they are
easily identified by placing a large name card on the wall behind them
or beside them.
4.
If submitting video evidence, complete the NZQA Video Identification
Sheet to be submitted with the NZQA Moderation Cover Sheet.
Names should be written in order of appearance on the tape / disk.
With the use of a name card in the recording, a description of the
candidate is no longer required.
5.
The assessment materials must include the following:
a.
The Achievement Standard / Unit Standard.
b.
The Moderation Cover Sheet.
c.
The Video Identification Sheet.
d.
The Assessment Activity, including the Teacher and Student
Instructions and the Assessment Schedule / Judgment
Statement.
e.
Marked student evidence.
The moderator does not need to see any other related work (e.g.: work
schemes, programmes of work) so please refrain from including any
other information other than that listed above.
Te Kāhui Whakaōrite, 2005
page 2
DESIGNING ASSESSMENT MATERIAL
1. An activity and a schedule must be produced that meet the requirements
of the standard.
2. Then the assessment material can be used to assess learner work from
which assessor judgements can be made.
Ideal assessment material
ASSESSMENT ACTIVITY
3. The standard number, version,
elements, etc are clearly
identified.
4. Instructions are clear – brief,
describe the activity or task - and
tell how the learner can meet the
requirements of the standard.
-
Helpful hints when creating new
material
Modify the MOE/NZQA material to
suit local conditions, but ensure
the new design (with its new
name) meets the requirements of
the standard.
-
Provide original material with a
name.
-
File the new activity, schedule,
and a copy of the standard
together.
-
link the activity closely to the
requirements of the standard.
-
Ensure that the content and
context of the activity and
schedule are appropriate to the
curriculum level stated in the
explanatory notes of the standard.
ASSESSMENT SCHEDULE
7. Evidence statements about
learner responses, which meet the
requirements of the standard are
provided.
-
Check that the evidence provided
covers the full range of expected
answers.
5. Statements are provided about
sufficient opportunity for the
learner to meet the requirements
for achievement, merit, and
excellence.
6. Statements are provided that tell
the learner the assessment
conditions that are clear and
appropriate to meet the
requirements of the standard.
8. Evidence statements allow clear
differentiation for achievement,
merit and excellence.
9. The evidence statements clearly
describe performance levels
(quality and quantity), which meet
the requirements of the standard.
Te Kāhui Whakaōrite, 2005
-
An overall judgment of the level of
student performance can be
made.
Remember that new design is
not curriculum policies,
programme outlines, calendar of
events, sequence of studies, or
any teaching, learning, and
formative assessment content.
page 3
REQUIREMENTS FOR EXTERNAL MODERATION
External moderation requires that schools submit a copy of the assessment
activity, assessment schedule, standard, and student work for external
moderation. Therefore, external moderation considers material and assessor
judgments after assessment has occurred. This latter point may require
schools to hold material and student work for submission that was completed
in the previous school year.
The purpose of moderation is to determine whether assessments meet the
requirements of the assessed standards. Moderation is any activity that
ensures consistency.
This document provides advice from Te Kāhui Whakaōrite in specific subject
areas of Te Reo Māori (achievement and unit standards), Te Reo Rangatira
(achievement standards), and Tikanga ā-iwi (achievement and unit
standards).
Te Kāhui Whakaōrite, 2005
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