NQF ASSESSMENT
2016
DEPARTMENT and STAFF
GUIDELINES
COURSES, ASSESSMENT,
MODERATION and REPORTING
CONTENTS
Page
Introduction
o
Links to NZQA Assessment Procedures
3
o
Assessment/Reporting Responsibilities
3
o
New Staff Induction and Staff Leaving
3
Courses
Course Information Booklets
4
o
Student Course Outlines
4
o
Course Changes or Withdrawals - students
4
o
Transfers
5
o
Changes to Courses – HODs
5
o
New Courses
5
o
Outside Providers
5
o
Scholarship
5
Assessment
o
Principles of Assessment
6
o
Assessment Calendar
6
o
NQF Assessment Procedures Information for staff and students
6
o
Assessment Information for Staff
6
o
Assessment Opportunities and Re-submission
7
o
Academic Honesty and Authenticity
7
o
Breaches of the Rules
7
o
Storage of Assessment Material
8
o
Deadlines and hand-ins for Assessments
8
o
Missed Assessments
9
o
Appeal Procedures
9
o
Derived Grade Process
9
o
Learning Services
10
o
Special Assessment Conditions
10
o
Exams and Exam Conduct
11
o
NZQA Fees and Financial Assistance
11
o
Junior Assessment
11
Moderation, Evaluation and Review
o
Assessment Quality Assurance Processes
12
o
Internal Moderation
12
o
NZQA External Moderation
13
o
Moderation Visits
13
o
Evaluation and Review Processes
13
Reporting
o
Result Recording and Verification
14
o
Tracking of Students
14
o
Reporting to Parents/Caregivers
14
o
Communication with Parents/Caregivers and Students
15
o
Privacy Act
15
o
Data Reporting
15
o
HODs’ Report to Principal
15
Appendix
Appendix 1 Some Suggested Assessment Strategies
2
INTRODUCTION
This booklet sets out the school’s procedures for all Assessment matters and Takapuna Grammar
School’s expectations for Heads of Department and Teachers.
The aim of the document is to ensure that all school assessments are fair, valid and
consistent. Procedures will be transparent on all matters regarding assessment so that students
understand how their results have been attained. Assessment procedures will be consistent within
departments and across all departments and levels.
Other documents which deal with Assessment issues are:
NZQA www.nzqa.govt.nz – staff have access through personal EPA log-ins – students have learner
log-ins
TGS assessment procedures can be found on www.takapuna.school.nz
The Takapuna Grammar School QMS Document
TGS Course Information Booklets
Student Course Statements
Information Handout for Students on National Qualifications Framework Assessment Procedures
TGS Assessment Statements
TGS Assessment Calendar on KAMAR
NZQA website for Rules and Regulations, subject specific resources, NZQA Moderation reports
ASSESSMENT/REPORTING RESPONSIBILITIES
The Assessment/Reporting team reports to the Lead Group and Senior Management.
Their roles are:
1.
To review, develop and implement assessment procedures.
2.
To review and develop reporting to parents/caregivers
3.
To implement and maintain NZQA requirements for assessment.
3.
To ensure that assessment and reporting procedures comply with the Privacy Act.
4.
To review together annually the Assessment & Reporting section of the QMS Document and
school Staff and Student Assessment policies and procedures.
The Assessment/Reporting Team
The following people are involved in the implementation, monitoring and reviewing of NZQA
assessment and reporting at T.G.S:
The Deputy Principal Assessment – Craig Waller
The Principal’s Nominee - Mary Hutton
IB – Jackie Rodgers
Reporting – Cate Knowles
Special Assessment (SENCO) - Philippa MacMillan
Data Base Administrator – Lee Leng Green
Exam Timetabling – Carol Bashford, Corinne Kofoed
Calendar of Assessments – Brian Wynn
ICT Support – Linda Fairweather
School Statistician – Peter Jaques
NEW STAFF INDUCTION and STAFF LEAVING
All new staff will be familiar with Takapuna Grammar School assessment processes and reporting
requirements.
HODs are responsible for collecting and keeping accurate mark books and student assessment
material from any teacher who leaves their department during or at the end of the year.
3
COURSES
COURSE INFORMATION BOOKLETS
Specific course information is published in the Course Information Booklets available on-line
before option choices are made. Required content is as advised by DP Curriculum.
STUDENT COURSE OUTLINES
All students will receive full details of course requirements in every subject within the first
week of the course.
Student handouts will include the following information:
1. The content and objectives of the course with total internal and external credits
2. A Standards table with the full registered number of all standards offered including 9XXXX
numbers and version, full titles, credit values, assessment modes internally- or externallyassessed) and a space to record results. If the standard is not the same level as the course this
should be indicated on the Standards table.
3. The methods which will be used to assess student performance in relation to the content and
objectives (e.g. examinations, performances, seminars, field work, tests, assignments)
4. The range and dates of assessment opportunities including re-assessment and re-submission.
5. An indication of the number and length of time of examinations, tests, assignments and
other assessments that will be required of students during the course.
6. The methods to be used, where appropriate, to guarantee comparability of standards and
assessment between different classes undertaking the same course (as on the Internal
Moderation cover sheet).
7. Eligibility for Literacy, Numeracy, UE literacy.
8. The following generic statement:
Policy requirements
Procedures relating to: late work, absence from an assessment, authenticity, a request for the
review of a grade or assessment procedures, breaches of the rules, the Derived Grade Process,
special assessment conditions and moderation will be explained in a separate Takapuna
Grammar School National Qualifications Framework Handout which outlines the school’s
policies with regard to these matters.
9. Scholarship information in all Level 3 student course statements
HODs must submit to the Principal’s Nominee at the start of the year the Student Course
Statements for all courses in their department. A copy should be posted on the TGS website
During the year any changes to the Student Course Statement in terms of standards or
assessment conditions must be given in writing to all students taking the course. Principal’s
Nominee should be notified before informing students.
Note : For each standard, written task instructions and assessment criteria must be given to each
student prior to the assessment.
COURSE CHANGES and STANDARD or COURSE WITHDRAWALS - STUDENTS
1. All course change requests must begin by the student approaching the Level Dean with a
letter from parents and may occur at the discretion of the Dean and/or DP Curriculum.
2. The Dean must notify any changes to the HOD, the Principal’s Nominee, Data Entry and the
Timetabler. This ensures accuracy of NZQA entries.
3. Withdrawals from standards must go through the HOD, Dean and /or DP Assessment or
Curriculum.
4. Students should follow a course of 20 hours per week unless special circumstances apply.
4
TRANSFERS
1. Students moving to TGS from another school (e.g. exchange students, transfers from a
NZ school or new students from overseas) must provide information about their previous
course and results. Principal’s Nominee will follow this up.
2. Students transferring to another school will be given all assessment material (e.g. exam
scripts, art work etc.) by subject teachers. This is to be co-ordinated by the Year Level
Dean. The Principal’s Nominee will request results from HODs which will be forwarded to
the new school.
3. NZQA fees paid to TGS will be reimbursed to students leaving TGS up until the payment
date set by NZQA.
CHANGES TO COURSES - HODs
1. All courses should be reviewed and finalised with updated standard version numbers at the
start of Term 1 and an accurate list of standards included in the Student Course Outline.
2. Note: Where possible, courses should be planned for the following year by the completion
of Term 2 ready for Course Information booklets to go to students in August for subject
selection.
3. An up-to-date Assessment Statement will be collated from the KAMAR course set-up at
the start of each year.
4.
HODs wishing to add or delete standards within a course during the year will need to seek
permission from DP Assessment or DP Curriculum and Principal’s Nominee.
a. Rationale should include teaching and learning justification, staffing implications,
resources, assessment dates and methods and moderation.
b. All course changes during the year must be notified to the students in writing.
NEW COURSES
HODs wishing to implement new courses must have completed a New Course Proposal
application by mid-June of the year before the course is to come into effect. This includes course
content, qualification/outcomes, identified need, impact on existing programmes, staffing
available/required, resourcing needs and financial implications. The application will be lodged with
the DP Curriculum and go through the agreed approval process.
It is essential that all standards for new courses are checked with Principal’s Nominee for TGS
accreditation before being introduced to students.
Use of STAR funding or Gateway is in consultation with the DP Curriculum.
OUTSIDE PROVIDERS
All courses using outside providers need an annual Memorandum of Understanding with the
outside provider. A copy of this is to be held by the Principal’s Nominee.
The use of an outside provider and the cost etc. need to be authorised by DP Curriculum in
advance.
SCHOLARSHIP
Regular workshops will be offered to cater for students wishing to enter Scholarship. Students need
to approach the teacher / HOD to attend these. Formal NZQA application to enter is via a separate
form to be handed in to the principal’s Nominee by the due date. Fees are as per NZQA rules.
5
ASSESSMENT
PRINCIPLES OF ASSESSMENT

Assessment must be fair, valid, consistent and reliable and at the national standard.

Teachers collect standard-specific evidence of achievement from students’ authentic work,
taking a variety of approaches appropriate to the topic or skill being assessed. They may do
this in a test or an assignment or they may use one or more other strategies that suit the
undertaking and enable students to demonstrate their achievement.

Students need to understand the standards and the link to the curriculum and the learning.

Assessment should be done when students are ready, when the majority have done enough
learning and practice.

Practice assessment may be shared, brainstormed, non-quality-assured or teacher-directed,
while evidence assessment is quality-assured and authentic.
ASSESSMENT CALENDAR
There is a calendar of assessments across all courses held in a given year. This is able to be viewed
electronically on the TGS website under “Calendars”.
NQF ASSESSMENT PROCEDURES INFORMATION for Staff and STUDENTS
An updated copy of the National Qualification’s Framework (NQF) Assessment Procedures will be
posted in every classroom at the start of the year and be available on the TGS website under
Quicklinks NCEA/NZQA.
ASSESSMENT INFORMATION FOR STAFF
All assessments must take place within the timetabled slots for that subject unless in a
previously approved timeframe (e.g. a field trip or where a subject assessment has been
approved by Senior Management to run outside of the normal subject timetable). (Some
Suggested Assessment Strategies are attached in Appendix 1)
1.
Assessment should be timed to link appropriately with learning and should focus on the
requirements specified in the Standards and Assessment Criteria.
2.
Information about the form the assessment will take and the timing must be clearly stated in
the Student Course Statement and on the assessment instructions for each standard.
3.
Assessment procedures can take many forms but in all cases, the students must be aware in
advance and in writing of the nature of the task, assessment criteria and deadlines. This may be
digital. Information and resources provided for assessment must be consistent across all classes
within the subject.
4.
Assessment that involves collection of evidence over time must be documented. Care
must be taken that teachers do not assist students to complete an assessment. Evidence used to make
a grade decision must be recorded and verifiable (checklist or annotated file with a standard –
specific description of the evidence teacher viewed). A copy of this must be retained by the teacher
for moderation purposes and for future reference.
5.
Extended assessments must have programmed checkpoints to ensure that students keep on
track.
6.
Feedback and feed forward Some assessments build over a period of time up to a final
submission (e.g. a portfolio, a writing assessment or a performance). In general, feedback (comment
on progress) and feed forward (suggestions for next steps) should become less specific the closer
the student is to the submission date, in order to avoid the teacher effectively doing the assessment
for the student.
7.
When assessing aspects of a standard separately teachers must be confident that
students can demonstrate understanding of the standard as a whole.
8.
The final grade recorded for a student in any standard should be the highest grade attained
by them over any of the assessment opportunities.
6
ASSESSMENT OPPORTUNITIES and RESUBMISSION
Further assessment opportunities (re-assessment) - a maximum of one further opportunity
for assessment of a standard may be provided for internally assessed standards. This means a
NEW assessment task after additional teaching and learning. The HOD will decide and inform
the students in the course hand-out at the start of the year whether there is a further assessment
opportunity. If a further opportunity is offered it must be made available to all students entered for
that standard, regardless of their result on the first opportunity, unless they did not attempt the first
assessment for an unacceptable reason. The HOD will rule on this according to TGS policy on
missed assessments.
Resubmission – A re-submission is offered to an individual on a case-by-case basis. It should be
limited to specific aspects of the assessment task and no more than one re-submission opportunity
should be provided per assessment opportunity. Re-submission should only be offered when the
marker or assessor judges that students have made a mistake which they should be capable of
discovering and correcting themselves. Feedback can only be general. Re-submission
opportunities must take place prior to the teacher giving any specific feedback to the whole
class or to individual students. If more teaching occurs after the first assessment opportunity, a resubmission is not possible. Re-submission should be completed as far as possible under the same
conditions as the original assessment task, not taken away to be done at home. Oral resubmission
may be used but responses must be recorded and kept as evidence. A student must have access to
any grade from Not Achieved to Excellence. Resubmission should take place within 1 week of
returning assessments.
ACADEMIC HONESTY and AUTHENTICITY
Students must ensure that all assessment work is their own. A variety of strategies is used to verify
this such as completing all assessment work in class, having signed check-points along the way,
having drafts and plans submitted with final assessment etc. Teachers must be clear that the
assessment work has been processed and produced by the student.
1. Authenticity Strategies
Strategies that could be used include:
 Changing the context of the assessment from year to year.
 Controlling the conditions during the assessment.
 Retaining student material where the same activity is to be used the following year.
 Supervising the research process by including regular signed checkpoints.
 Requiring plans, resource material and draft work to be submitted with the final product.
 Keeping on-going work on site.
 Oral questioning to confirm a student’s understanding or requiring a repeat performance
when there is doubt.
 Being familiar with or controlling the resources available.
 Controlling group work by breaking the task into group and individual components.
 Monitoring the development of a project dossier.
 Informally questioning students to ratify their understanding of the work they are producing.
 Requiring a signature on an authenticity statement to highlight the importance of
authenticity to both parents and students
 Use of the “Turn it in” programme to identify plagiarism
2.
Authenticity (children of staff)
Generally staff should not teach or be involved in the teaching of their own son or daughter (e.g.
support staff in the classroom). Where this cannot be avoided, then clear procedures must be put in
place to ensure that assessment practices are moderated by a disinterested party. This procedure is
to protect the teacher as well as students.
3.
Declaration of Authenticity
Students must ensure that all assessment work is their own. Students will sign a common
Declaration of Authenticity at the start of the year. (A copy of this form and the associated
7
Academic Honesty Policy relating to cheating, collusion, duplication, falsifying data and plagiarism
such as copying and pasting directly from the internet, is available on the TGS website). If students
collude, all parties get a Not Achieved grade. Some subjects may have specific authenticity
requirements which necessitate an additional Authenticity Statement to be signed.
4. Wherever possible assessment work will be passed through “Turn it in” to check for plagiarism.
BREACHES OF THE RULES
1. Where a teacher suspects that a breach of authenticity or cheating has occurred in an
examination or an assessment, the teacher will inform the HOD, Principal’s Nominee and
DP Assessment in writing.
2. The DP Assessment and Principal’s Nominee will investigate. The student will be allowed
an opportunity to make an explanation. If a Breach of the Rules is confirmed, the Dean will
be notified and a letter will be sent home informing parents or caregivers.
3. Evidence of a breach of the rules, cheating or facilitating cheating will result in
reporting Not Achieved for that assessment opportunity for that standard FOR ALL
PARTIES INVOLVED.
4. NZQA Breaches of the Rules – External Assessment forms the basis for the school’s policy.
STORAGE OF ASSESSMENT MATERIALS
1.
Students are advised to carry only current assessment material and to keep folders secure.
2.
In subjects that build towards an assessment throughout the year, on-going student work
must be kept secure, if required to be left at school.
3.
All work required for moderation purposes will be retained in a secure centralised
departmental area.
4.
Students are advised to retain a second copy of on-going evidence, including photographic /
digital evidence where appropriate (e.g. of garments for Technology) in case work is lost or mislaid.
DEADLINES and HAND-INS for ASSESSMENTS
1.
Timely subject deadlines for submission of work should be fixed and notified. These
deadlines once established by the HOD or class teacher with HOD approval are required to be met
by all students unless an extension has been granted by the HOD.
2. Students who do not meet internal assessment criteria with regards to deadlines will not be
withdrawn but will be recorded as Not Achieved.
3.
If students do not attend regular classes in order to complete an assessment, their submissions
are deemed not to have met the assessment requirements. Students who are away on the days
immediately preceding a hand-in day must produce evidence of genuine absence. This will likely be
a medical certificate. Parents will be notified through the parent email at the start of the year that
condoned absence for the purposes of completing work is not acceptable. Taking time off school for
assessment purposes will be regarded as academic dishonesty and will mean a Not Achieved.
4. All internal written assessments in the form of a submission are due at 9.00am on a Monday
unless otherwise specified by the HOD.
5. Work received after this time will be accepted with a Lateness form attached. The HOD will
then decide whether the work should be assessed, depending on the reason.
6. Where students have been timetabled into a class throughout the teaching and learning of a
standard or activity, they will be assessed and receive a grade. Withdrawals from a standard must be
approved by the Deputy Principal Curriculum. This does not apply to optional credit assessments.
NOTE There are no Derived Grades for Internal Standards.
Any appeals should be made to Deputy Principal in charge of Assessment and Principal’s Nominee.
8
MISSED ASSESSMENTS
1.
Absence due to student self interest
Included in this category is family travel and planned absences such as sporting events
unrelated to school. Family leave must be approved by the Principal. The student must accept that
some disadvantage may occur. Alternative assessments will not necessarily be organised to cover
such absences.
2.
Wilful absence will result in a NOT Achieved grade
3.
School related absence
It is the student’s responsibility to inform subject teachers of school related absences and produce
official written explanation from the teacher-in-charge. Where possible, alternative arrangements
will be made for assessment. Alternative dates are to be negotiated before-hand.
4.
Absence due to accident, illness or bereavement
With a medical certificate or adequate written explanation such absence should not result in
the student being penalised, provided he/she is able to demonstrate the requirements of the standard
missed are able to be met.
LETTERS WILL BE SENT HOME to notify parents/caregivers if students wilfully missed an
assessment. A data base will be kept on I drive accessible to all staff. Deans will follow up on
students at risk. Parents are to be advised of upcoming Parent Interview evenings to discuss this.
APPEAL PROCEDURES
Internal school assessment
1. Appeals regarding grades must be initiated within one week of the assessed work being
returned to the student. Students should initially approach the classroom teacher.
If a student remains dissatisfied, he/she should approach the HOD for a review of the grade.
2. If a student still remains dissatisfied, he or she should approach the Principal’s Nominee or
DP Assessment. A formal investigation may then occur and the student will need to
complete an Appeals application form.
3. If a student feels he or she has been unfairly treated on any matters concerning internal
assessment (e.g. a ruling on Authenticity) the same process applies.
4. The school may call on an outside expert to verify a grade or ruling under appeal.
External NZQA assessment; Review and Reconsideration Processes
All communication is between the student/parent/caregiver and NZQA. Students are given
information on this process when their papers are returned to them by NZQA.
DERIVED GRADE PROCESS
The Derived Grade Process of external NCEA Standards is detailed in NZQA exam notes
issued in November. Students will need to complete an application form and return it to the
Principal’s Nominee by the due date. The deadline is early December.
Impairments must be of a serious nature and should relate to the day of the exam or the study time
in the week prior to the exam. This excludes claims on the basis of stress due to examinations,
family disturbances, and minor illness. Nor does it cover long term illnesses such as glandular fever
or chronic fatigue syndrome, unless initial diagnosis is within a week or so of assessment or
performance is impaired due to a change in medication, seizure on the day etc. A doctor must
complete the medical section of the claim. There are generally no grounds for Derived Grades
if the impairment is long-term. Impaired candidates should sit the assessment wherever
reasonable and practicable.
Grade recommendations are based on the Term 3 school exam results.
There is NO Derived Grade Process for Internal Assessments, but see above: Missed
Assessments.
9
LEARNING SERVICES
The Learning Services Department offers individual and small group assistance to any student who
is having difficulty accessing the curriculum.
For the most part junior students requiring support and those with severe learning disabilities are
identified through the testing process. However, referrals are accepted from any staff member,
parents/caregivers, or a student may self-refer. Referral can be made through the Deans or direct to
the Learning Services Department.
The Department also offers assistance to students in specific areas such as essay writing, time
management and study skills. Requests for this referral by students and parents can be made
through the Dean. Teachers can refer through the Dean or direct to Learning Services.
SPECIAL ASSESSMENT CONDITIONS
1.
Students are able to apply through the school for Special Assessment Conditions (SAC) if
they have a “significant learning difficulty” such as dyslexia or a “manifest physical disability”.
They will be assessed for eligibility for (SAC), such as reader/writer/extra time/computer use, by
the Learning Services Department following criteria specified by NZQA. The school must be able
to identify that the student has the intellectual capacity to be able to perform in assessments but is
held back by “a significant learning difficulty” such as dyslexia or a manifest physical disability.
See Head of Learning Services or Principal’s Nominee for details of eligibility criteria, or visit
www.nzqa.govt.nz.
2.
Students with specific learning difficulties must have an assessment carried out by an
appropriately qualified registered professional such as an educational psychologist. This report is
valid for 4 years (so if done in Y9 it will carry them through to Y13).
3.
Schools need to apply each year on behalf of the student for SAC. However, this does not
guarantee SAC will be approved by NZQA.
4.
Normally such students have been identified at entry by Learning Services, but a
recommendation for consideration for SAC can be presented to the Learning Services Department
at any time by a student, parent or staff member. NZQA sets application deadlines for each year
but the cut-off is usually at the end of Term 1.
5.
A list of students eligible for SAC will be circulated to all staff by the Learning Services
Department early each year. These conditions must be available to them for internal assessments
and practice examinations throughout the year.
6.
Bookings for reader/writers for internals must be made at least a week before the assessment
using the booking form on the TGS website / Google Sites / Learning Services page.
7.
The school must conduct an annual needs analysis for each student who received SAC to
determine the efficacy of the SAC provided and on-going eligibility. Teachers are expected to
provide feedback to Learning Services on student performance with SAC for internal assessments.
8.
A file for each student requiring SAC will be kept to track evidence for their use of SAC
conditions, to record testing status, on-going support, evidence for the provision of assistance in the
independent report and comments by staff and exam assistants.
9.
Students with physical disabilities who need Special Assessment Conditions need to have a
report from an appropriately qualified medical professional such as a doctor, a surgeon, an
ophthalmologist, an audiologist or an occupational therapist.
9.
Students must use their SAC for school practice examinations and internals, where
appropriate, or they may be ineligible for NCEA exam assistance. Students wanting to use a
computer in externals are expected to bring a laptop to school for regular use in class.
Junior students receiving special assistance must fulfil the same NZQA requirements as for senior
students.
10
EXAMS and EXAM CONDUCT
Students are prepared for external assessments/standards via the senior examinations held in
September.
Grades for the school examinations must be recorded in KAMAR by end of Week 1 Term 4.
These grades provide evidence when recommending grades in case of an application being
made for Derived Grades for external exams.
All school exams must have gone through the critiquing process and be approved as fit for
purpose. Past papers from the NZQA website cannot be used.
Any examinable external standards not tested in the Term 3 exams must have a practice
assessment under exam conditions marked by the teacher with grades recorded in CM.
Exam conduct
1. Students must follow supervisors’ instructions without question at all times.
2. School uniform must be worn to all exams
3. Students enter in silence and remain so. Talking is prohibited until all papers have been
collected and they have left the exam room.
4. Bags must be left at the front of the exam room.
5. There is to be no use of correction fluid or Twink.
6. Equipment cannot be borrowed.
7. Pens and pencils are to be brought into the examination room in a clear plastic bag.
8. There is to be no eating or drinking
9. All question papers are to be handed in along with answer scripts at the end of the exams.
10. Electronic devices other than those approved are to be left at the front of the exam room and
switched off. This includes smart watches.
NB : These rules apply for all formal internal assessments, school exams and NCEA and
Scholarship exams.
NZQA FEE AND FINANCIAL ASSISTANCE
1. Candidates for all national qualifications must pay fees to NZQA, collected by the
school. Students will be issued with a fees invoice by the school.
2. Financial assistance is available to candidates according to NZQA guidelines. A Financial
Assistance application form, available from the Principal’s Nominee or the NZQA website,
must be completed.
3. Fees not paid to the school by the due date will need to be paid directly to NZQA with an
individual candidate form which is available from the Principal’s Nominee or the NZQA
website. A late fee is incurred if fees are paid after 1 December.
4. For students who do not pay NZQA fees, the official results are withheld by NZQA until
fees for that year have been paid directly to NZQA with the additional late fee.
JUNIOR ASSESSMENT
1. Assessment is standards based.
2. Assessment in the junior school should be aligned with practices that occur in the senior
school, where possible.
3. Regular assessment of students’ progress is carried out throughout the year and results are
recorded in KAMAR.
Exams for Juniors
One formal examination is set in core subjects (English, Mathematics, Science and Social Studies),
and in those option subjects where it is appropriate to have a formal examination at the end of the
year. All mainstream students sit a common paper in each core subject.
11
MODERATION, EVALUATION and REVIEW
ASSESSMENT QUALITY ASSURANCE PROCESSES
Takapuna Grammar School is committed to upholding assessment standards that meet all national
requirements.
Monitoring of standards to ensure the school remains compliant with NZQA requirements is done
by following the process specified on the Internal Moderation Cover Sheet.
Principal’s Nominee will monitor the internal moderation process to ensure assessors at TGS are
interpreting and applying standards uniformly.
INTERNAL MODERATION
FOLDERS for Internal Standards
For each Internal Standard, both US and AS, a summary folder should be kept containing:
1. The Internal Moderation Cover Sheet which records the critiquing of assessment materials
before use by HOD or TIC, how consistency between classes is guaranteed, the verified
grades of the benchmark samples, the random selection for external moderation, how the
department maintains understanding of the National Standard and how the standard has been
reviewed
2. A copy of the latest version of the standard
3. Assessment materials – student instructions and resources, clarifications, assessment
schedule (with sample evidence and judgement statements)
4. Other pertinent documents e.g. annotated drafts, emailed comments, standards review
document, relevant Assessment Matters circulars
5. Copies of 8 benchmark samples of student work for Achievement Standards, for class of 8
or more, or 4 benchmark samples for Unit Standards. These samples should be original work
and should be retained as benchmarks/exemplars for the following year.
6. Moderation materials (tasks, assessment schedules, etc) must be kept in this folder for
possible use for external moderation purposes.
7. A random sample as selected by the Principal’s Nominee in accordance with instructions
from NZQA must be kept for external moderation.
8. External moderator’s report, where available, together with any changes made as a result of
the moderator’s report – or as a result of internal departmental review processes.
Where manageable ALL student work is required to be held for internal and external
moderation. Students may collect their work at the completion of moderation the following year or
sooner if the department has complied with all moderation requirements.
CRITIQUERS AND VERIFIERS of internal standards
At the start of the year the HOD should organise the critquer, the verifier and the method of
moderation for every standard and course. This should be clearly identified on the Internal
moderation cover sheet and a list given to the PN.
Before each standard is assessed the materials for that standard must be critiqued and recorded on
the Internal Moderation Cover Sheet.
After the assessment the HOD or TIC ensures that the cross-marking and departmental moderation
has been completed and verified. The Internal moderation sheet is given to Principal’s Nominee as
confirmation.
A random list for external moderation is generated by the PN and attached to the cover sheet for the
next external moderation round.
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NZQA EXTERNAL MODERATION
1. The Moderation Plan is signalled and finalised Nov-Feb.
2. By the nominated submission date each year the school will send NZQA material for
moderation for standards selected from the school’s assessment plan.
3. Student work for external moderation will be gathered according to the random selection
process as laid down by NZQA.
4. Moderation materials (tasks, assessment schedules,etc) must be documented and filed ready
for external moderation.
5. Departments are encouraged where appropriate to submit external moderation digitally.
6. Moderators produce a report for each standard moderated and the HOD actions any
improvements after consultation with Principal’s Nominee.
7. The use of the Response to the External Moderation Summary Form monitors the
action taken by HODs to address external moderation concerns
8. Evidence of the required changes must be filed with the Principal’s Nominee. A copy
must be also kept in the internal moderation folder for the standard.
9. Following the receipt of external moderation reports, the HOD or TIC will meet with The
Principal’s Nominee and DP Assessment to discuss the department’s Response to
Moderation and Moderation History. On-going issues or processes relating to the subject are
also discussed at this time as it is an opportunity to monitor courses.
10. The moderator’s report will be used to identify professional development areas of need.
MODERATION VISITS
NZQA MNA VISIT
NZQA School Relationships Manager visits the school to conduct the Managing National
Assessment (MNA) audit of the school’s assessment policies and procedures. This takes place with
the Principal’s Nominee, DP Assessment and selected HODs, on a regular cycle, often 3 yearly.
Currently we have a 4 year cycle. Input required from the Assessment / Reporting team.
EXTERNAL MODERATION FEEDBACK MEETINGS
These will take place following External Moderation - See above – point 8.
INTERNAL MODERATION CYCLIC REVIEW
Processes are monitored and reviewed at the end of each year.
Assessment Manual for Staff is updated.
NQF Handout for staff and students is updated.
OUTSIDE PROVIDERS
If departments work with outside providers/ ITOs they must comply with the moderation
requirements for that ITO – e.g BCITO, ATTTO, HSI, FITEC.
EVALUATION and REVIEW PROCESSES
As part of the TGS self-review process, all courses will be evaluated and reviewed annually by
teachers and within each department using student surveys, teacher evaluation and data information.
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REPORTING
RESULT RECORDING AND VERIFICATION
1.
Stringent procedures in recording grades will be followed. The process will be open to
students within the confines of the Privacy Act. In particular, no student is entitled to view
the results of another student without that person’s permission.
2.
Teachers are required to keep detailed records of all assessment opportunities for all
Standards. This should include a hard copy of teacher assessments which will be filed by
the HOD at the end of the year.
3.
Re-submissions and further opportunities for assessment must be clearly recorded and
retained in teacher files with the highest grade recorded for final submission.
4.
For all observations a clear written and /or visual record must be kept.
5.
Standards completed out of level for students not entering NCEA that year, need to be
notified to Principal’s Nominee with a hard copy as well as entries in KAMARs. These
results will be banked and submitted to NZQA the first year that students enter and pay fees for
NCEA e.g. Year 9 Accelerate class doing L1Maths standards will have results submitted when they
are in Year 10 Accelerate doing NCEA subjects, or Year 10 students doing L1 Maths standards will
have results submitted when they are in Year 11.
6.
All grades for both internal and practice external assessments are entered on KAMAR
7.
As soon as practicable after assessment material has been marked these grades should be
entered on KAMAR as interim grades in the unofficial columns.
8.
At monthly intervals, or more frequently if required, the Data Base Administrator will
submit grades to NZQA.
9.
Grades should be confirmed by teachers and students before they are first reported to
NZQA. This should be by student signing the results slip given when marked work is
returned. Teachers must keep a record of any amended grades gained by re-submission or
re-assessment. Students should also sign any resubmission grades.
10.
Teachers will verify and sign a printout of all student grades in their class at the end of the
year before students sign their individual grades. The Data Base Administrator will retain
this signed printout of grades as a record.
11.
The final grade recorded for a student in any standard must be the highest level attained.
12.
Teachers should encourage students to keep their own record of assessment results, both
grades and number of credits gained.
13.
Students should also regularly check results on the NZQA website using their learner log-in.
14.
IEPs – grades for individual programmes or individual extra standards must be reported in
writing to Principal’s Nominee for submission to NZQA.
16.
Results from outside providers (such as Te Kura / Correspondence School, through Gateway
programmes, OPC etc) will be submitted to NZQA using the outside provider code, upon
receipt of verified grades.
TRACKING OF STUDENTS
Student achievements and grades are tracked by class teachers, Deans, Manaaki leaders and Senior
Managers. In addition, the Targeting for Success programme follows individual students as
required.
Students should also keep a close eye on their results throughout the year. A tracking sheet is
available on the school website to assist with this. The NZQA student log-in and app are useful.
REPORTING TO PARENTS/CAREGIVERS
1. For all students, a progress report is sent out in Term 1 and there are two full academic
reports, a formative report mid-year and a final report which also gives guidance for the
NCEA examinations.
2. A summary of NCEA results to date will be included with mid-year and end-of-year reports.
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COMMUNICATION WITH PARENTS/CAREGIVERS AND STUDENTS
1. It is the school’s responsibility to communicate with the community regarding NQF and
other assessment matters. This will be done via the school website, weekly parent emails,
newsletters, parent information evenings and reports.
2. Students also receive information in assemblies and daily notices as well as Candidate
Information packs from NZQA.
3. Students must notify the school of any change of address to ensure all information is
received from NZQA.
4. The Principal’s Nominee is available to answer any matters regarding assessment.
PRIVACY ACT
The Privacy Act affects assessment and reporting practices in the following ways:
1. No information about student’s personal data, work, or results can be disclosed to any
person other than the student, teaching staff and his/her parent or caregiver. Be mindful
when students sign off assessments/grades to conceal other students’ results.
2. Personal assessment documents e.g. school reports and marked work must be given to the
student or the caregiver, not passed to another student to be delivered.
3. If student work is used for exemplars for other students, written permission must be
obtained and individual privacy must be maintained.
DATA REPORTING
The School Statistician will provide data about the following to inform practice:
By levels
By standards
By teacher
By level of achievement (Achieved / Merit / Excellence)
By gender
By ethnicity
Comparisons year by year
Comparison nationally
Comparison with Decile 10 schools
Literacy and Numeracy requirements by level
List students who have not reached requirements
Top 20 students at each level
Comparison by level and teachers within levels
Questions for Discussion
Are the results what you expected?
What are the reasons for the deviation?
Were the standards well matched to the students’ abilities?
Were the skills dependent on other skills? (e.g. essay writing)?
Has this part of the curriculum usually been easier or more difficult than in previous years?
What trends are developing?
Are there implications for resources?
Are there teaching issues or professional development requirements?
HODs’ REPORTS TO PRINCIPAL
Heads of Department will use the generic template when completing annual reports to the Principal.
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