Principal’s Nominee Seminar
2016
February / March 2016
1
Dear Colleagues
Principal’s Nominee Seminar
NZQA would like to welcome you to this year’s regional Principal’s Nominee Seminar.
We look forward to being able to update you on NZQA policies and process for this year
and, in response to comments in your 2015 evaluations, to give you the opportunity to share
ideas with colleagues on:

expectations, processes and monitoring of internal moderation

assessment in the future and ways that Principal’s Nominees can lead this.
NZQA appreciates the work that you do and hopes that the seminar will provide information
and guidance that may assist you in your role as Principal’s Nominee in your school.
We also hope that the seminar will be an opportunity for you to meet staff from other schools
and serve as a valuable means of developing collegial support for one another.
NZQA wishes you and your school’s community well for 2016.
Warmest regards
Kay Wilson
Acting Manager
School Quality Assurance & Liaison
2
Session 1 aims to:


clarify internal moderation processes
share internal moderation monitoring practice
Session 2 aims to:



explore what future assessment could or will look like
discuss changes that may be needed and the tools that may be used to lead
assessment for the future in your school
discuss evidence collection and sufficiency
APPENDIX
Internal moderation coversheet updated for 2016
16-17
Planning and Self review tools
18-20



Managing the collection of evidence (2015 Seminar)
Leading and Managing the gathering of evidence (2015 Seminar)
Planning tool for integrated assessment (2016 seminar – new)
Extract from “Learning and Assessment” A guide to assessment for the
National Qualifications Framework
Evidence gathering and Assessment opportunities – information from NZQA
web pages
21-24
25
Mythbusters updated for 2016
26-31
Updates on NZQA policies and processes:
 Future state – external assessment
 External Moderation
 Assessor support in 2016
 Drivers Licence
 Attestation survey of relationships with external providers
32-36
Information on:
37-42
 Submitting work for external moderation digitally
 External moderation reminders
 Professional Learning opportunities available in digital teaching and learning
 Special Assessment Conditions – Key Dates
 Entrance to overseas universities
 2016 Digital Trials and Pilots for external assessment
3
4
5
ACTIVITY - VERIFICATION PROCESSES
Select 3 situations -Discuss ways to manage the verification process
How could the verification process be managed?
1. We have two teachers of my
subject in the school. I teach
the Level 1 and 3 and my
colleague teaches Level 2.
2. I have just arrived from
England. I have been
appointed as the HOD of my
subject in a department of
three.
3. I am a first year teacher.
There are three other
teachers of my subject
within my department all
teaching Level 1 with me
this year.
4. We have a large department
of 10 teachers of a Level 1
“subject”. We assess against
standards at different times
during the year.
5. Our school has 15 students
in the senior school. I am the
only teacher of my subject.
6. I have been a national
moderator in the past and I
verify a lot of work from
other teachers in our region
who I meet through our
subject association.
7. I teach in two departments
and they both use the
Monday night department
meeting times to complete
internal moderation.
8. Some students we assess
are at different schools.
9. Other:
6
ACTIVITY
Verification -how does it happen in your school?
Is this current practice in
your school?
For each assessment 8 samples of
student work must be verified
All student work at grade boundaries or
where the teacher is unsure must be
verified.
HOFs/HODs monitor internal moderation
in their faculty/department.
Senior management/PN monitors internal
moderation in departments/faculties.
Large departments have a marking
meeting, teachers mark their own class
and then:
 all grade boundaries are checked
by the Teacher in Charge
OR
 eight samples (often random) from
each teacher are verified by the
Teacher in Charge.
When a poor external moderation
agreement rate occurs senior
management/PN expects additional work
to be verified by HOD or subject expert.
When a department assesses a new
standard for the first time, the HOD carries
out additional verification to monitor
consistency of judgements against the
standard.
New teachers to the subject/level and
PRTs have additional samples verified by
the HOD or subject expert to ensure
consistency with the standard.
When a teacher is unsure of work at grade
boundaries, all of these are given to the
HOD/TIC to verify.
The Internal Moderation Cover Sheet must
be submitted to senior management
before grades are entered onto the SMS.
Evidence of internal moderation must be
recorded on NZQAs Internal Moderation
Cover Sheet.
7
Is this an NZQA
requirement?
Sharing internal moderation processes
DOCUMENTATION
How do your teachers record/document
the internal moderation process?
CRITIQUING
Who monitors that a new activity or modified
activity is critiqued?
8
VERIFICATION
What are your school’s requirements for the
verification process?
How (if needed) do you support verification?
MONITORING
Who has responsibility for ensuring internal
moderation occurs and is documented at a
department/subject level?
How do you, as the PN, know the verification
is carried out by subject specialist (with recent
standards experience)?
How do you, as PN/senior management,
monitor that internal moderation occurs and
it is robust
What evidence do you have of your
monitoring?
9
10
WHAT DO YOU THINK ASSESSMENT COULD OR WILL LOOK LIKE IN THE FUTURE?
https://www.youtube.com/watch?v=FyinD6ZDqeg
What will change?
11
What will not change?
CHANGES OUR SCHOOL NEEDS TO MAKE TO ENABLE
FUTURE ASSESSMENT
CHANGES ALREADY MADE TO
ENABLE FUTURE
ASSESSMENT
NEXT STEPS
FUTURE CHALLENGES AND POSSIBILITIES
WHAT ASSESSMENT PRACTICES WILL REMAIN UNCHANGED
12
HOW MUCH EVIDENCE IS SUFFICIENT?
13
TOO LITTLE
TOO MUCH
HOW MUCH EVIDENCE IS SUFFICIENT?
What are the implications of collecting TOO MUCH
evidence?
14
What are the implications of collecting TOO LITTLE
evidence?
15
Internal moderation cover sheet
16
Internal moderation cover sheet
17
Managing the collection of evidence (2015 PN Seminar)
Subject: ______________________
(Proposed) Method of collection
AS No: ____________________
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 has:
Validity
 Against standard and assessment
conditions.
Authenticity
 Prevention processes.
 Monitoring processes during assessment
and during marking.
Verification
 Follows/Allows 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?
18
Details of how this
will be done
Further actions
Possible Self-Review Tool - Leading and Managing the Gathering Evidence:
How can I further develop best practice to manage evidence collection in my school?
Stakeholders
Policy and Procedures
1.
2.
3.
4.
5.
6.
Does the school have a policy/procedure providing guidance on evidence
collection?
What processes are expected for the collection of evidence?
How does the school review that expectations for evidence collection is
followed in departments
What staff development has been held to assist teachers to understand:

The schools policy and procedures for evidence collection

Best practice for the collection of evidence
What process is used to ascertain if a new/different evidence collection method
proposed by a teacher will ensure valid, authentic, verifiable and sufficient
evidence is gathered
What is the school policy on equity of access?
Senior Management (including Principal’s Nominee)
1. Have all teachers, students and parents been informed about the school’s
2.
3.
4.
5.
policy and processes for collection of evidence?
How do we ensure all teachers, students and parents have a common
understanding of the school’s policy and processes for the collection of
evidence?
What practices ensure the validity, authenticity and verifiability of evidence
collected?
Is there equity of access ie technology, opportunity for different modes of
assessment for all students?
What processes are used to monitor the collection of evidence from
assessment activities outside of the classroom/school to ensure consent to
assess and health and safety requirements are met?
Subject Leaders of Learning Areas (HOD/TIC)
1.
2.
3.
How do you know that all learning areas following school policy and process for
the collection of evidence?
Does departmental review include a check to ensure evidence collected meets
school policy/procedures in terms of validity, authenticity, verification and
storage?
What is the process for leaders of learning areas to inform SMT/PN that their
management of the collection of student evidence meets school
policy/procedures in terms of validity, authenticity, verification and storage?
Classroom Teachers
1.
2.
3.
4.
5.
6.
How do you know teachers follow school policies and procedures for the
collection of evidence?
How does the school know that teachers collection of evidence meets the
school’s validity, authenticity, verifiability and storage requirements
Are evidence collection methods consistent with the standard’s conditions of
assessment?
Do teachers brief/teach students about appropriate and authentic evidence and
presentation for assessment?
Do teachers follow checkpoint processes to monitor collection of evidence,
storage and authenticity in long term assessment activities?
How do teachers meet the schools equity expectations?
Students
1.
2.
3.
4.
Do all students understand the expectations of gathering evidence that is
authentic and storage of internal assessment activities?
How does the school help students to understand evidence gathered must
be authentic and appropriate storage?
Are students aware of the potential consequences if their work is deemed
to be not authentic?
What processes are in place to assist students to report breaches of rules
for assessment opportunities? Is this process working?
Parents/Whānau
1.
2.
3.
19
Are parents/guardians aware of the appropriate support they can give to
their children when helping them with assessment activities?
Are parents aware of the potential consequences if their children’s work is
deemed to be not authentic?
How are parents/whanau informed of these requirements?
ACTION
PLANNING TOOL FOR Integrated Learning Context, Naturally occurring evidence or Digital? Anytime anywhere?
What do we want to assess?
What do we want students to demonstrate?
How do we want students to present assessment
evidence? Both themselves and their work?
What would be acceptable, valid and authentic in a
standards-based environment?
When are we going to assess?
Who would assess?
How would this be managed?
Who will design ‘valid’ assessment activities?
How do we know that teachers understand grade
boundaries, conditions of assessment and
clarification documents?
What is our school philosophy around gathering
evidence and how does it fit?
When does gathering evidence cease?
Does our school digital policy cover storage,
evidence collection?
20
Extract from “Learning and Assessment” A guide to assessment for the National Qualifications Framework
http://www.nzqa.govt.nz/assets/Providers-and-partners/Assessment-and-moderation/Assessment-ofstandards/learningassessment.pdf
21
22
23
24
Information on Assessment opportunities and gathering evidence can be found on NZQA web site:
http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/assessment-ofstandards/generic-resources/gathering-evidence-of-achievement/assessment-opportunities-inschools/
Information on Gathering Evidence
http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/assessment-ofstandards/generic-resources/gathering-evidence-of-achievement/
25
MythBusters
1
26
(5 or 6 of these – currently being signed-off)
2
27
3
28
4
29
5
30
31
UPDATES
32
Assessor Support Options
Request for a guest speaker to an organised national or regional event.
New online options available to cater for those who prefer this style of learning and
those who live in rural and isolated areas where sufficient interest for a face to face workshop is
unlikely.
The online options will be:
• Making Assessor Judgments BPW - 5 week course
• Transforming Assessment Praxis Programme - 9 week course.
• The face to face Making Assessor Judgments workshop will still be available where there are
sufficient numbers.
• More information on the different types of support and the workshop/programme aims may
be found in
Circular A2016/002 Assessment and Moderation – Assessor Support 2016 and the Assessor Support
pages of the NZQA website, at the bottom of which you will find a link to the 'Registration of
Interest' form.
33
Driver Licence—introduction of new standards to gain credits for the recognition of
the Class 1 New Zealand Drivers licence.
The process for students applying for recognition of prior learning for the three Class 1 driver
licence standards:
 Learn to drive a vehicle within the conditions of a Class 1 New Zealand learner driver
licence. (Level 1, 2 credits)
 Drive a vehicle within the conditions of a Class 1 New Zealand restricted driver
licence. (Level 2, 4 credits)
 Drive a vehicle within the conditions of a Class 1 New Zealand full diver licence.
(Level 2, 2 credits)
The New Zealand Transport Agency (NZTA), who have become a standard setting body
(SSB), is responsible for the Class 1 driver licence standards
These standards will become part of a school’s base scope to assess when the standards
are registered on 1 April 2016
Schools will use their provider codes to report the results for the award of these standards.
The Consent and Moderation Requirement (CMR) of each standard gives them
permission to do this. The award is based on the recognition of prior learning process.
The student completes an application form (downloaded from the NZQA website) and
provides their NZ Class 1 Drivers Licence Certificate as evidence for the RPL process.
The CMR only recognises NZ Class 1 (car) Licences (not motorcycle, forklift, truck, or from
any overseas country including the Cook Islands)
The school sights and checks the evidence and countersigns the application form. The
school reports the results to NZQA.
These application forms are kept by the school for one year and may be audited.
34
35
36
Submitting external moderation digitally
Notice the ‘Online Submission’ statement at the top of the plan.
Selecting a standard number pops open the following page where a link can be saved to your online
storage
In many cases, it is enough to save the link only; Google Drive, DropBox, MyPortfolio etc
You just need to ensure that the security is set so that the moderator can directly access the stored
materials. If there is a problem, the moderator will inform the A&M team and someone will get in
touch with you.
However, for Office 365 (and some other storage) you need to provide the moderator with a
temporary Username and Password so they can access the materials.
37
Notice the word ‘Online’ now appears under any standards for which a link has been saved.
This allows you to see which standards have been submitted online by scanning the page.
If a link needs to be changed you can select a standard number again and save an updated link over
the top of the first.
Further information
On this page: www.nzqa.govt.nz/moderation-online
Or email: modsub@nzqa.govt.nz with any queries
Reminders





38
use the latest Moderation Cover sheet which has the following information about the
number of sample of students work required for unit standards with Merit and Excellence
e.g. Performing Arts Technology(there are other subjects with unit standards with Merit and
Excellence)
Samples of student work must be selected randomly:
Unit Standards with Merit or Excellence criteria: submit eight randomly selected samples of
assessed work.
Unit Standards with Achieved criteria only: submit four randomly selected samples of
assessed work.
Achievement Standards: submit eight randomly selected samples of assessed work.
For standards with eight students or fewer, send all assessed work.
PROFESSIONAL LEARNING OPPORTUNITIES IN DIGITAL TECHNOLOGIES FOR
TEACHING AND LERNING
The Ministry of Education is doing a huge amount to help prepare teachers and schools
moving forwards with digital technologies. For example by the end of 2016 all schools will
have access to ultrafast broadband, funding for software, PLD programmes for teachers,
enhancing the Virtual Learning Network etc. Further details can be found here
http://www.education.govt.nz/ministry-of-education/specific-initiatives/digital-technologiesfor-teaching-and-learning/ on their new website. To get a sense of where we are headed this
A3 gives a clear indication of learning and education in 2025.
http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/Lifelonglearners.pdf. This
development started with the report from the 21st Century Learning Reference Group
published in 2014, which can be seen here
http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/FutureFocusedLearning3
0May2014.pdf.
If you are interested in the Professional Learning plans for 2016 by the Ministry of Education
this is the best place to start looking http://elearning.tki.org.nz/Professionallearning/Professional-development. This also includes the new e-Learning professional
learning community for teachers. The Ministry are also rolling out free workshops to teachers
at http://www.elearning.tki.org.nz/Ministry-initiatives/Connected-Learning-Advisory-service.
These are exactly the sort of workshops I think you were suggesting.
39
40
41
42