Assessment, Reassessment and Moderation – Policy
Document Title
Document Number
Owner
Developer
QA114 Assessment, Reassessment and Moderation
QA114
EIT\senior education advisor - quality
EIT\senior education advisor - quality
Policy Statement
Purpose
To state Eastern Institute of Technology’s provision and/or requirement for
assessment, reassessment and moderation of assessment activities in its programmes
of study.
Assessment is a structured process of gathering evidence and making judgements on a
learner’s performance in relation to predetermined criteria, and is integral to learning
and teaching. Assessment planning is a central component of programme planning.
Programmes will have specified formative and summative assessment activities,
appropriate to programme and course learning outcomes. Assessment methods will be
fair, valid, consistent and reliable. Students will be informed about assessment
purposes, processes and conditions.
Reassessment is available for course assessment activities as specified in the Academic
Statute or Regulations of the programme.
Moderation of assessment is an integral part of summative assessment to ensure the
assessment is fair, valid, consistent and reliable. Each programme is required to address
internal and external moderation in approved programme documentation, and also to
carry out annual moderation of assessment planning and implementation. The
outcome of assessment moderation is fully reported and relevant actions proposed as
part of programme self-assessment. Assessment trends and identified improvements
are reported in the Programme Self-Assessment Report. To maintain accreditation, EIT
is required to engage in, and comply with, moderation systems.
Scope
Background
Definitions
Term
1
Fairness
Validity
1
This policy applies to all approved EIT programmes, courses and Training Schemes in
which assessment occurs, and which award credit for successful completion.
The policy Assessment and Reassessment QA114 has been merged with the
Moderation of Assessment Policy QA115 to reflect good practice, and that moderation
of assessment is an integral part of the quality assurance of assessment.
Meaning
Assessment methods will not disadvantage individuals or groups by hindering or
limiting them in ways unrelated to the evidence sought.
The degree to which an assessment tool assesses what it was designed to assess.
Eg: an oral examination would not require the candidate to read and interpret large
tracts of written text. There are four main types of validity: face, content, criterionrelated and construct validity.
NZQA (2001). Learning and Assessment for the National Qualifications Framework -a Guide to Assessment ,p 7.
Consistency
Given similar circumstances the assessor would make the same judgement again and
the judgement will be similar to judgements that other assessors would make.
Reliability
The extent to which an assessment tool consistently and accurately measures learning.
Formative
assessment
Measuring student learning to inform further teaching and learning and improvement.
Summative
assessment
Measuring the outcome of the formal educational programme usually through the
formal assessment of a student and the award of credit
Persons/Groups Affected
 All teaching staff and students, Programme Cluster Committees (PCC), Relevant industry
groups
 Academic Board
 Moderators from other providers, NZQA and industry
Consultation Process
Consultation on this policy update occurred with the Educational Development Centre (EDC), academic
staff, and administration staff.
Consultation for prior versions was as a result of internal audit before being approved by Academic
Board.
Quality Outcomes
a) Assessment practices support and enhance student learning.
b) All summative assessments are fair, valid, reliable and consistent.
c) The frequency and number of assessments is realistic and useful in providing objective assessment
of student performance.
d) Fewer students seek reassessment in course assessments.
e) All programmes meet the moderation of assessment requirements set out by Academic Board,
NZQA and/or relevant industry organisations.
f) Reports on moderation of assessment outcomes are followed up as required.
Output Standards
a) Students are provided with clear, accurate information about assessment requirements, timelines,
and regulations, in a timely manner.
b) The frequency and number of assessments is realistic and useful in providing objective assessment of
student performance.
c) All programme assessments are fair, valid, reliable and consistently applied to ensure accurate
judgements of graduate and course learning outcomes.
d) All assessment and reassessment requirements are consistent with the Academic Statute and
Regulations.
e) Moderation details as approved by Academic Board are met by individual programmes.
f) Pre and post-assessment moderation is implemented fully and on time.
g) Both internal and external moderation of assessment reports are used to improve delivery and
assessment in programmes.
Compliance Standards
a) All programmes have assessment processes indicated in Course Descriptors in formal approval
documentation.
b) All assessments are administered as per the notified schedule in the student handbook
and
course information.
c) All assessments and reassessments meet the requirements of the Academic Statute and Regulations,
industry or another relevant organisation.
d) All appeals are dealt with as specified in the Academic Statute.
e) All programmes meet the requirements of pre- and post-assessment moderation as approved by
Academic Board.
f) All evidence required, including student assessment samples, are available for moderation.
g) The PCC approves assessment moderation reports and planned responses.
Reporting Requirements
a) All students enrolled in a programme receive assessment feedback from tutors on a regular basis.
b) All summative assessment results are approved by the Programme Cluster Committee (PCC) before
any results are released to students.
c) Assessment results and marked assessment may be required to be moderated prior to release to
students (depending on programme regulations).
d) Student results are recorded, and reported externally, as appropriate (including NZQA, Industry
Training Organisations, government agencies), and as approved in programme regulations. This
reporting is completed within two (2) months of PCC approval of academic results.
e) Outcomes of internal and external moderation of assessment are received and approved at
Programme Cluster Committees, and the summary of activity and actions reported to the Institutional
Academic Committee. NZQA National External Moderation Reports are presented directly to the
Institutional Academic Committee.
f) Pre- and post-assessment moderation report results and actions are included in relevant programme
self-assessment reports.
Key Dates
Review Frequency
Last Review
Next Review
36
8/8/2014
8/8/2017