Seminar Booklet
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Principal’s Nominee & Assessment Leader Seminar 2014 February/March 2014 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 provide updates for this year and, in response to comment in your 2013 evaluations, to give you the opportunity to share ideas with colleagues on managing authenticity issues and on effective communication. NZQA appreciates the work that you do and hopes that the seminar will provide information and guidance that may assist you in your role within 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 each other. NZQA wishes you and your school’s community well for 2014. Warmest regards Ian Munro Manager School Quality Assurance & Liaison 2 Authenticity Why do students present inauthentic work? In what ways do students present inauthentic work? What is your process for managing authenticity? What does authentic work look like? 3 Authenticity Prevention Rationale Detection Outcome Investigation 4 Authenticity Prevention Rationale Plagiarism Outcome Investigation 5 Detection Authenticity Prevention Rationale Undue help Outcome • Teacher • Adult • Other student Investigation 6 Detection Authenticity Prevention Rationale Teacher practice Outcome • Incorrect curriculum level • Too much/too little Detection direction • Inadequate brief Investigation 7 Authenticity Prevention Rationale Assessment from public sources Outcome • TKI • Commercial • Subject associations Investigation 8 Detection NZQA Authenticity Resources 1. http://www.nzqa.govt.nz/about-us/publications/newsletters-and-circulars/assessmentmatters/authenticity-requirements-for-non-examination-external-assessment/ 2. http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/assessment-ofstandards/generic-resources/authenticity/ 3. http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/preventing-detectingacademic-fraud/ 9 Authentic work checklist Student’s Name Features of authentic work Content Work relates to the agreed topic Personal response or reference is adequate Evidence shows student has collected and interpreted own data Comments/observations/points are consistent Ideas include those in the class discussion or resources Oral questioning shows student can sustain the ideas from written work Student has not copied another student or allowed their work to be copied Structure Structure is coherent, sections and paragraphs flow logically No important link is missing, no section or paragraph is irrelevant Final version is consistent with early drafts All checkpoints were met (eg brainstorm, raw data recording, first draft) Language Vocabulary and syntax are appropriate for the student Spelling and paragraphing are appropriate for the student Submitted work is consistent with the student’s other work for the course The voice is the student’s own, not that of an academic or a professional writer Sources References and quotations are appropriate and acknowledged Sources are referenced 10 Y/N (Comment) Vocabulary and syntax are appropriate for the student student Submitted work is consistent with the student’s other work for the course Personal response or reference is adequate Standard Evidence shows student has collected and Date Spelling and paragraphing are appropriate for the Work relates to agreed topic LANGUAGE The voice is that of the interpreted own data CONTENT Name Comments/observations/points are consistent Ideas include those of class discussion or resources Oral questioning shows student can sustain the ideas from the written work Student has not copied another student or allowed their work to be copied Authentic student and not an academic Work or professional writer STRUCTURE References and quotations are appropriate and acknowledged Sources are referenced SOURCES Structure is coherent, sections and paragraphs flow logically No important link is missing, no section or paragraph is irrelevant Final version is consistent with early drafts All checkpoints were met (eg brainstorm, raw data recording, first draft) 11 External Assessment Breaches Investigations Expectations NZQA’s Exam Rules and Instructions provide the opportunity for candidates in external assessments to present authentic work in equitable conditions. They tell the candidates what we expect of them in relation to honest practice, authentic work, influencing, assisting or hindering another candidate and following instructions. These rules are communicated in writing and orally before the November exams. Principles Possible breach investigations are based on the following: natural justice by treating candidates fairly. Decisions that affect their rights are made using procedures based on the premise that: o a candidate’s reasons and/or explanation must be fairly heard o a person may not be both the prosecutor and the judge o all decisions must be made in good faith, without bias or prejudice. transparency by seeking candidates’ views and by keeping them informed at all stages of the investigative process. the right to privacy by giving protection to the person/s reporting a possible breach, along with the rights of any candidate being investigated. If a parent, caregiver or any other person contacts NZQA to discuss details, we require the candidate’s permission before we will disclose any information personal to them. Process When NZQA receives a report of a possible breach we: write to the candidate, including a copy of the report from the marker or exam centre outlining the possible breach and asking the candidate for their explanation of what happened explain what will happen while the report is being investigated withhold the candidate’s results for the standards that are the subject of the report. This suspends their release and use in qualifications until we reach an investigation outcome. We ask the candidate to read the report very carefully and decide if it is a fair account of what happened reply to us in writing, stating whether they agree or disagree with the report, giving their explanation of what happened and including any other information they want us to take into account. A form to help them structure their reply can be found at www.nzqa.govt.nz/breaches In addition, we may need to investigate more, ask for extra information, involve other people or meet with the candidate in person to help us make a decision. Where we need to meet with a candidate, NZQA includes an independent appointee. The investigative and decision-making process is outlined in the Assessment (including Examination) Rules for Schools with Consent to Assess, reviewed annually. Outcomes Outcomes are decided using all the information received about a reported possible breach, including examining evidence of loss of credibility of a candidate’s result. Where a breach occurs which does not affect result credibility, eg having a cell phone in their bag at the front of the room, the candidate may be given a warning. Where credibility may be affected, the decision to release or withhold results is peer-reviewed before it is confirmed. All decisions to withhold results are reviewed by a third party. We may withhold results for one or all of the standards in that examination session. In very serious cases, we may withhold results for all external standards. Only where results are withheld do we advise the outcome to the school’s Principal. The candidate has the right to request a review or to appeal the decision 12 EXTERNAL ASSESSMENTS By entering for NZQA external assessment you agree to follow our Rules for Candidates1.These ensure that the work you hand in for marking is authentic and means fair assessment conditions for all candidates. Rules for Candidates All work you hand in for marking must be your own or properly referenced. Follow all instructions of any supervisor. You are not allowed to have the following in any NZQA exam: o Cell phones – except in the emergency evacuation pack. o Notes in any form – written or electronic. o Any paper – except your Admission Slip. o Any other electronic device – except an approved calculator o Any dictionaries or translators. In an exam you are not allowed to: Talk to, communicate with or disturb other candidates Copy other candidate’s work Write to the marker including writing or drawing anything that could be viewed as offensive. Leave the exam room within the first 45 minutes of the exam. Portfolios and Submissions You must meet NZQA’s specifications, timelines and authentication requirements for work assessed externally by portfolio or submission. Your teacher will explain what this means for their subject. NZQA investigates reports of possible breach of these Rules for Candidates. More information on breaches can be found at: www.nzqa.govt.nz/breaches 1 For the complete NZQA rules for assessment and examinations see http://www.nzqa.govt.nz/about-us/our-role/legislation/nzqa-rules/assessment-and-examination-rules-for-schools-2014/7/ 13 Authenticity - Investigation and Outcome NZQA In our school – teachers, students and caregivers Expectations and how these are communicated Principles Process for investigation Outcomes 14 Authenticity: where to? How can I further develop best practice to manage authenticity in my school? Who is Responsible? Stakeholders What is the timeline? Senior Management (including Principal’s Nominee) 1. 2. Do all stakeholders have a common understanding of the school’s authenticity policy and processes? Have all stakeholders been informed about the school’s authenticity policy and processes? Action Subject Leaders of Learning Areas (HOD/TIC) 1. 2. 3. Do all leaders of learning areas activity promote best practice when dealing with authenticity issues? Do you know that all learning areas follow best practice when dealing with authenticity issues? Does subject leader’s moderation of internal assessment work for their learning area include authenticity checks? Action Classroom Teachers 1. 2. 3. 4. 5. 6. Do all teachers follow authenticity procedures in their assessment practice? How does the school know that teachers are following best practice when dealing with authenticity issues? Are all teachers consistent in dealing with authenticity issues in their assessment practice? Do teachers teach students appropriate authenticity methodology for their subject area including referencing? Do teachers follow check point processes to monitor authenticity in long term assessment activities? Do teachers signal authenticity issues to other stakeholders? Action Students 1. 2. 3. Do all students understand the implications of signing an authenticity statement for internal assessment activities? Does your school help students to understand what authenticity means? Do students feel comfortable reporting breaches of rules for assessment opportunities? Action Parents/Guardian 1. 2. Are parents/guardians aware of the appropriate support they can give to their children when helping them with assessment activities? (consider the role of paid Tutors) Are parents aware of the potential consequences if their children’s work is deemed to be not authentic? Action 15 Completed Effective communication 16 Communicating: Fees and financial assistance Why What To whom How When How to determine that communication is effective What next 17 Communicating: Authenticity Why What To whom How When How to determine that communication is effective What next 18 Communicating: Special assessment conditions Why What To whom How When How to determine that communication is effective What next 19 Communicating: Internal moderation Why What To whom How When How to determine that communication is effective What next 20 Communicating: External moderation Why What To whom How When How to determine that communication is effective What next 21 Communicating: Academic counselling and Vocational Pathways Why What To whom How When How to determine that communication is effective What next 22 Communicating: Data management Why What To whom How When How to determine that communication is effective What next 23 Communicating: Why What To whom How When How to determine that communication is effective What next 24 Communicating (some possible responses) Why To comply with NZQA or MoE requirements To ensure fair assessments To protect the school’s reputation To help consistency across subjects What Policy Procedures Information Form Web link To whom PN SMT Students Families BOT Teachers HoDs All staff How Student handbook Staff handbook Wall chart Presentation Assembly Meeting Email Intranet / shared drive One-on-one Checklist Handout Assessment cover sheet Secure login When February November Weekly Monthly Each term With each assessment Following NZQA prompt (eg circular or EmaiLink) How to determine effective communication Breaches of authenticity are identified Any late entries are appropriate and there are no unintentional entries No unconsented stds entered Any issues in external moderation reports are followed up Few appeals Improved results Sensible questions are asked Compliance with school procedures What next HOD workshop Review assessment 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______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ 32 Appendix Resource A Life without Facebook I eliminated my Facebook account as a sort of experiment. With Facebook and real life becoming increasingly mutual, what would I miss? What wouldn’t I miss? This didn’t begin as an impulsive decision with unexpected consequences, and I‘m not a Facebook hater by any stretch. I love and use social media, and am fascinated by what its explosion has enabled in a variety of arenas. My experiment has continued longer than I expected. I haven’t quit, purposefully not deleting my account entirely. But through extended deactivation, I have learnt some things: that I miss out on a lot of conversations now; that, somewhat ironically, I’m more focused now than before on my own life and needs; and that I’m not the only person who wonders, to F-B-ornot-to-FB? A recent New York Times article titled “The Facebook Resisters” profiled young-adult Facebook abstainers who point to concerns about privacy, alienation and information overload. But I’m interested in a broader question: in a world where it now seems more generally accepted to be on Facebook than not to be on, what’s it like to opt out? Since July, I haven’t felt like I need Facebook socially, but there is plenty I’m missing out on. During the many times when funny Facebook photos from parties or nights out come up when hanging out with friends, I feel like the only kid on the schoolyard without a TV, lost at sea while other kids recite lines from The Simpsons. I also frequently find myself playing catch-up when someone brings up an article someone else shared on Facebook. And there’s a whole world of flirting and getting-to-know-you that no longer exists for me. I miss the definite ease of communication with friends and acquaintances. I’ve used Facebook before to find sources for articles too, but no longer can. So, now my avenues of communication are more segmented: Twitter to keep in touch with some friends, mostly those I’ve met through work, and find cool articles people recommend; LinkedIn to organize my professional contacts; and old-fashioned phone and email to keep up and make plans with close friends. But it’s what I’ve actually enjoyed about being off Facebook that has surprised me most. I spend less time on my computer without Facebook’s source of infinite content. During real life experiences, what is or isn’t worth sharing on Facebook no longer lingers in the back of my mind, so I spend more time simply enjoying the present. In the final analysis, what my little experiment has shown me is that Facebook has become so ingrained in human life that it’s kind of like religion in a way. You can partake or not partake as much as you like, but the thing itself isn’t going anywhere. Your choice won’t change anything in the bigger picture, but I’ve found it fascinating to explore the differences in my own life. After several months, I’m going to keep the experiment going. It’s been fun to be deactivated, but I’m not going to delete. I’ll be back one day. But for now, I’m enjoying my life offline. 33 Resource B I was intrigued by a poet whose poetry I had difficulty understanding, the film ‘The Edge of love’ inspired me to research who Dylan Thomas was and find some reasons of why he was able to write such unusual poetry. Who was this Poet? Dylan Thomas Dylan Thomas was born on October 14, 1914, in Upland, Swansea. His father, David John Thomas taught English at Swansea Grammar School. His father, quick tempered and intimidating had a beautiful, sonorous voice for reading aloud (which Dylan inherited). Florence Hannah Williams, Thomas’s mother, was a tailor before she was married. Thomas was a troublesome child. He stole money from his mother’s purse, and lied about it. From 1925-1931 ,he attended Swansea grammar school, until he became aggressive and rebellious. In 1931 seventeen year old Dylan Thomas left school and became a reporter on the South Wales Evening Post, although he was not successful. He reported a lacrosse game once, except that he was in a pub and the game had been cancelled! He was later fired. He began drinking around the age of fifteen. He would sneak into pubs with a friend. He later entered amateur dramatics. In 1933, Thomas began publishing some of his poetry. He submitted a poem to a BBC competition, and it was read on the air. During 1934, he moved to London, where alcohol took over his life. While he was in London, Thomas published his first volume of 18 Poems. This was his first taste of success. Three years after living in London he met his future wife, Caitlin Macnamara. Thomas’s first broadcast was in 1937 for the BBC. His job was to read other poets’ work on the air. He began to read his own works with the company of well-known poets like Auden and Spencer. When World War II began, Thomas was worried that he would be drafted; fortunate for him he was judged medically unfit. Some of his neighbours thought that he was a “conchie” (conscientious objector) and was often attacked. For a while he thought that we would have to work in a Mauritius factory. Thomas said, “deary me, I’d rather be a poet any day and live on guile and beer.” Instead, he worked in a documentary film unit. During 1943, he began his career in freelance broadcasts on national radio. His voice was perfect. Being short of funds, Thomas always asked for his money in cash and in advance. In 1946, Thomas’ poem, Deaths and Entrances was a success for him. Soon he began touring though the United States. He was spending a lot of money on alcohol, was fired, and asked to moderate his lifestyle. The number of people who showed up for his tour confirmed his reputation as a charismatic leader of poetry that was charming but disruptive. Thomas was a heavy drunk, and on his last show in the U.S., he collapsed with alcohol poisoning, dying shortly after being taken to hospital in New York. He was thirty-six years old. In order tom understand Thomas’ poetry you have to understand his religious background. Karl Shapiro says that it is essential to know Thomas’ religious beliefs; otherwise you do not know what Thomas’ thoughts are reflecting on or from where they are coming. An example of his religious poetry is the poem Incarnate Devil. It is about the Garden of Eden, and the 34 snake, representing the devil, trying to persuade a man to eat the forbidden fruit. The fruit is god in disguise, and he comes from this fruit and turns into a fiddling warden. This poem has biblical influence including the Garden of Eden. Thomas could not have been inspired from anything but religion when he wrote this poem. Thomas’ welsh background was a direct influence on his poems. When he moved from Wales, he realized that his poetry was strongly affected by his welsh culture. In a note with his Collected Poems, he writes: I read somewhere of a shepherd who, when asked why he made, from within fairy rings, ritual observances to the moon to protect his flocks, replied: “I’d be a damn fool, if I didn’t!” These poems, with all their crudities, doubts and confusions, are written for the love of Man and in praise of God and I’d be a damn fool if they weren’t. The poem, Today, This Insect was written while Thomas was living in Whales, inspired from his welsh experiences, and his Welsh background. Today, This Insect is about an insect and his loss of ability to write. It says that his thoughts are not producing any sense and this is resulting in the destruction of Genesis and Eden. The insect feels he is a monster and is being destroyed by his feelings, or thoughts. This poem is also about Thomas being an alcoholic. He came to terms in this poem, saying that his alcoholism is blocking his thoughts and he is destroying his Welsh religion. This is stated when he talks about the destruction of Genesis and Eden. The “monster” is himself when he is under the influence, and this is when he destroys himself. Thomas’ poem, On a Wedding Anniversary, shows the relationship of a man and a woman, and how in spite of their love for each other, it is no longer lasting. He showed this with the description of a gloomy, stormy day, and described the closing of doors, which was symbolic of the lives of these two people. In another poem, The Tombstone Told When She Died, the death of a woman brings such pain to her true love that he spends his life thinking of her suicide and how he hurt her. He goes back to her grave, kisses death on the lips and joins his love. Thomas’ poems express great love and what people would do for each other. They are not all confusing and hard to understand, but great descriptions of what has gone on in the lives of many characters. 35
