Teachers New to NCEA
Workshop
2015
New Zealand education system receives
international praise
In 2011, the Organisation for Economic Co-operation
and Development published a report on evaluation and
assessment frameworks. The report praised New
Zealand’s assessment and evaluation practices. It
also acknowledged the professionalism of New Zealand
teachers, the robustness and credibility of NCEA.
Education Gazette: 5 March 2012
Teachers as assessors

NZ’s assessment approach is based on a firm
belief in teacher professionalism. Instead of
implementing high-stakes national assessments to
monitor student achievement and progress, the
New Zealand strategy aims to build teacher
capacity and provide teachers with a range of
assessment tools to help them make their own
professional judgements about student
performance.
OECD Reviews of Evaluation and Assessment in
Education: New Zealand 2011
What we are here for is to
build your capacity
provide you with a range of assessment
tools
…
help you make your own professional
judgements about student performance.
The teachers new to NCEA workshop will
cover key principles of good assessment
practice based on

strategies to manage and ensure authenticity of student work submitted

NZQA's further assessment and resubmission requirements

recognising achievement and collecting credible evidence

tools to assist with collection of valid, authentic and verifiable evidence

NZQA's requirements for internal moderation and a response to
external moderation.
Please note this is not a subject specific workshop and is based on NZQA
rules and consent guidelines.......
Roles of the Ministry of Education (MOE)
and NZQA
The MOE “owns” the curriculum, the achievement
standards and the NCEA qualification
• The MOE produces internal assessment resources
and
• NZQA assesses the externally-assessed standards
and is responsible for quality assurance of internal
assessment
•
Where do you start?
New Zealand Curriculum
nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum http://
Teaching and Learning Guides for NCEA Levels 1, 2, 3
http://seniorsecondary.tki.org.nz/
Standards define the learning outcomes to be assessed
http://www.nzqa.govt.nz/qualificationsstandards/qualifications/ncea/subjects/
Subject pages, leading to assessment resources, including those
contextualised for a Vocational Pathway
http://www.nzqa.govt.nz/qualificationsstandards/qualifications/ncea/subjects/
The DAS standard
national
standard
The curriculum
The assessment
tool and schedule
Level 3
Level 2
Level 1
Diplomas
Degrees Level 4-7
The New Zealand Curriculum
Level Eight Technology
NATURE OF TECHNOLOGY
Students will:
Characteristics of technology
“Understand the implications of technology as intervention by design and how
interventions have consequences, known and unknown , intended and unintended”
Characteristics of technological outcomes
“ Understand how technological outcomes can be interpreted and justified as fit for
purpose in their historical, cultural, social and geographical locations.”
The New Zealand Curriculum 2007 “Years and Curriculum Levels: Level
Eight Technology”
What makes assessment credible ?

For students?

For parents?

For teachers?

For Middle and Senior Management?
NZQA - consider all evidence that is

valid - an assessment measures what it is
supposed to measure, standard-specific – as
detailed in the achievement criteria

authentic – contains the student’s own ideas and
understanding

verifiable - by being recorded in a way that allows
someone else to judge the evidence.
Without evidence there is only an opinion.
Assessment opportunities

When to assess?

When is re-submission offered?

Use of a further opportunity for assessment?
See Assessment Rules for Schools with Consent to Assess 2015 Section 6.7
Authenticity

Why do students present inauthentic work?

In what ways do they do this?

What strategies can you use to detect this?

What can be done to prevent this?
P
R
E
V
E
N
T
I
O
N
Plagiarism
Teacher Practice
Undue Help
Assessment from public
sources
D
E
T
E
C
T
I
O
N
Authenticity
You need to be confident the skill demonstrated is that of the
student being awarded the grade.
Strategies may include:

changing the context of the assessment

controlling the conditions during the assessment

supervising the process by using regular checkpoints

oral questioning

repeating a performance

controlling the resources available

controlling group work

requiring a signature on an authenticity statement.
Results for all secondary students - 2013
What is internal moderation?
Results reported to NZQA are the work of more than one professional.

Critiquing
 Modify publicly-available task.
 Critique all assessment materials before use
Critiquer must understand standards-based assessment, but need
not be a subject specialist.

Verification
 Verify an adequate sample of the grade judgments for all standards
 Verify at grade boundaries
 Make consistent judgements across multiple classes
Verifier should be another subject specialist with standard and
curriculum knowledge.
The NZQF standard
national
standard
The curriculum
The assessment
tool and schedule
What is external moderation?
NZQA externally moderates a small sample of internally assessed standards in
schools.
External moderation provides evidence that the school’s internal moderation
is ensuring credible assessment at the national standard.
What is the National Systems Check?

It is a calculation of a national moderator/teacher
agreement rate at each NCEA level, published in NZQA’s
annual report
2013
2014
Credit
88.0%
91.9%
Grade
75.9%
82.8%
Ref: Table 13 – National moderation agreement rates Annual Report on NCEA
and New Zealand Scholarship Data and Statistics (2014)
Other tools available to assist with
valid and credible evidence gathering

•
NZQA website
o
Subject pages
o
“Schools and Teachers” landing page
o
Best Practice Workshops
o
Circulars
o
NZQA assessment (and Examination) Rules
NCEA on TKI
Further Questions?

Best wishes for your Teaching Career