Assessment for New Zealand
Qualifications
Effective Practice in Schools
February 2015
Purpose of this resource
This resource provides schools with:
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direction on why and how schools effectively assess for national qualifications
reference to the relevant Consent to Assess Against Standards guidelines.
It provides an overview of what needs to be done to ensure results reported to NZQA are
credible, and examples of how schools effect this. These examples have been gathered by
NZQA’s School Relationship Managers in their work with schools in New Zealand, the Cook
Islands and Niue.
The examples are not intended to be prescriptive but to inform your processes and
evaluation. You will already analyse assessment practices to identify gaps as part of your
effectiveness self-review.
Having Consent to Assess Against Standards (CAAS), previously called accreditation,
allows schools to assess against standards on the Directory of Assessment Standards within
the scope of the consent granted by NZQA. Schools keep their consent by continuing to
maintain and comply with their Quality Management System and their obligations. To check
the detail, a complete copy of the Consent to Assess Against Standards on the Directory of
Assessment Standards Rules 2011(CAAS) guidelines can be found at:
http://www.nzqa.govt.nz/assets/Providers-and-partners/Registration-andaccreditation/Guide-to-Req-for-Consent-to-Assess-for-Schools.pdf
Copies of this document are available to you through your School Relationship Manager or
at:
http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/managing-nationalassessment-in-schools/effective-practice-in-schools/
Your comments, feedback or suggestions are welcome. These should be made to your
School Relationship Manager and may be included in later editions.
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The Principal’s Nominee
In schools with effective leadership of assessment for qualifications
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The school acts on the principle that all results reported to NZQA must be credible.
The Principal’s Nominee takes responsibility for the school’s realisation of this
principle.
Everyone responsible for leading and/or managing assessment systems for national
qualifications acts to realise this principle.
The role and responsibilities are reviewed and improvement is made where required.
If your school has effective leadership of assessment for qualifications
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Everyone recognises that the Principal’s Nominee’s role is to guard the school’s
integrity in relation to assessment for qualifications.
You understand and value the Principal’s Nominee role.
Parts of the role may be delegated, to share responsibility and ensure effectiveness.
Everyone understands who is responsible for leading and managing each aspect of
the Principal’s Nominee role.
You provide sufficient resources to ensure all those involved in the Principal’s
Nominee role can act effectively.
The Principal’s Nominee ensures practices comply with NZQA rules and
requirements.
Teachers and subject leaders work collaboratively with the Principal’s Nominee to
achieve credible results.
The Principal’s Nominee is responsible for ensuring staff carry out their duties
effectively and for all communication with NZQA in relation to these duties.
Communication is clear between students, parents, teachers, subject leaders and the
Principal’s Nominee.
Succession planning occurs.
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CAAS Guidelines
2.5 Development, delivery and review of programmes
The school adequately and appropriately designs, develops, delivers and reviews its teaching
and learning programmes consistent with its aims, objectives, directions and targets.
The school demonstrates this by:
v.
specifying, monitoring and reviewing the standard of delivery and support for any
programmes delivered off-site
vi. maintaining approvals under Section 4E of the Act for classes, courses or
programmes intended exclusively or mainly for foreign students
vii. keeping relevant programmes, outside its base scope of assessment, current with
latest industry requirements.
2.6 Assessment and moderation
The school has adequate and appropriate systems of assessment and moderation, to meet
the expected outcomes of learning programmes.
The school demonstrates this by:
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having appropriate procedures for managing assessment processes, including
appeals of assessment results
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ensuring, for each course, assessment:
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processes and decisions are transparent, systematic and consistent
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methods are appropriate, fair, manageable, and integrated with learning
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evidence is valid, authentic and sufficient
vii. having the necessary consent to assess prior to assessment taking place.
3. Achieving aims, objectives, directions and targets
The school is achieving its aims, objectives, directions and targets, and can provide
assurance that it will continue to do so.
The school demonstrates this by:
i.
applying appropriate performance indicators to measure and monitor the
achievement of aims, objectives, directions and targets and reporting progress in its
annual report
ii.
using the results of self review to update aims, objectives, directions and targets and
performance indicators
iii. regularly collecting feedback from students, parents or caregivers and other
stakeholders to confirm the effectiveness of the school and to further improve
performance
iv. using its self review and evaluation processes to either:
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confirm that policies and procedures, as set out in the QMS document, are
current, are being applied consistently and are effective in achieving desired
outcomes, or
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identify areas for ongoing improvement, which are then actioned
v. following up external review recommendations and findings.
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Assessment Practice
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Students have fair, equitable access to appropriate assessment.
Students are provided with valid assessments that allow them to present authentic
evidence of achievement.
Assessment processes are understood, followed and monitored.
Assessment practice is reviewed by the school and improvements made where
required.
If your school has effective assessment practices
For Students
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Students are provided with courses that reflect their aspirations, interests, abilities
and needs.
There is a transparent process for students to appeal assessment decisions.
Teachers have mentoring conversations with students and provide course guidance
that gives transparent information about relevant assessment pathways. This
includes providing students with pathways towards qualifications, certificates and
endorsements.
Your teachers differentiate assessment activities to provide equitable access for
students who use special assessment conditions, have English as a second
language, have low literacy and/or numeracy, are Gifted and Talented or
accelerated, need supported learning, or arrive or leave during the year.
For Teachers and Subject Leaders
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You provide clear guidance about assessment methods, evidence and opportunities
based on learning programmes developed from the appropriate level of the New
Zealand Curriculum.
Your teachers understand how to deliver valid, credible and authentic assessment.
Your teachers have professional discussions to share good assessment practice and
develop organisational capability.
Teachers collect credible evidence:
o in a range of ways to meet the needs of individual students
o where students require derived grades or special assessment conditions.
For Senior Managers
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Assessment practices meet both NZQA rules and school requirements.
You only assess against standards within your scope of consent.
You have a current memorandum of understanding with outside providers.
You increase the range of courses or standards that you offer your students by dual
enrolling with Te Aho o Te Kura Pounamu, seeking an extension to your Consent to
Assess, engaging with an external provider under a memorandum of understanding
or entering into a sub-contracting arrangement.
NZQA approves any subcontracting arrangements.
You apply for Course Approval for any courses intended mainly or solely for
International Students as per section 4E of the Education Act.
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CAAS Guidelines
2.6 Assessment and moderation
The school has adequate and appropriate systems of assessment and moderation, to meet
the expected outcomes of learning programmes.
The school demonstrates this by:
iii. internally moderating assessment materials and judgements to ensure these comply
with paragraph (ii) of this clause, 2.6 (ensuring, for each course, assessment:
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processes and decisions are transparent, systematic and consistent
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methods are appropriate, fair, manageable, and integrated with learning
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evidence is valid, authentic and sufficient)
iv. complying with the external moderation requirements of NZQA and ITOs and other
SSBs.
vi. ensuring samples of student achievement are adequately stored to meet moderation
requirements and to respond to student appeals
3. Achieving aims, objectives, directions and targets
The school is achieving its aims, objectives, directions and targets, and can provide
assurance that it will continue to do so.
The school demonstrates this by:
i.
applying appropriate performance indicators to measure and monitor the
achievement of aims, objectives, directions and targets and reporting progress in its
annual report
ii.
using the results of self review to update aims, objectives, directions and targets and
performance indicators
iii. regularly collecting feedback from students, parents or caregivers and other
stakeholders to confirm the effectiveness of the school and to further improve
performance
iv. using its self review and evaluation processes to either:
v.
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confirm that policies and procedures, as set out in the QMS document, are
current, are being applied consistently and are effective in achieving desired
outcomes, or
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identify areas for ongoing improvement, which are then actioned
following up external review recommendations and findings.
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Moderation
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Student results reported to NZQA are credible.
The school has effective processes to ensure that teacher judgements reflect the
achievement criteria and are, therefore, nationally consistent.
The school uses moderation to improve assessment practice.
School moderation purpose and processes are understood, followed and monitored.
Moderation systems are reviewed and improvements made where required.
If your school has effective internal moderation
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All subject leaders and teachers value internal moderation because it assures
assessment quality.
Teachers moderate standards they assess before reporting results. This includes
activities, schedules and grade decisions, they use all steps of the process:
o new or amended assessment materials are critiqued before use
o grade judgements on a sufficient sample of student work are verified. The
school is confident that teacher judgements reflect the achievement criteria
and are, therefore, nationally consistent for all grades
o evidence of professional discussions on materials and grade judgements is
kept.
You have a comprehensive and well-understood system to monitor the completion of
internal moderation.
You act promptly to address identified issues with assessment quality.
You send to NZQA only those results where you have evidence of internal
moderation.
Students understand that assessment is moderated and know what this means.
If your school uses external moderation effectively
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You comply with NZQA and ITO external moderation requirements.
Teachers understand the purpose of external moderation.
Your staff know what is expected and adhere to key dates, timelines and processes.
All departments have effective storage systems and provide all materials and
samples requested.
Your teachers and subject leaders value moderation feedback and participate
reflectively in any follow up.
Response to external moderation is effective and timely.
Your teachers use NZQA’s appeal and/or clarifications process if they want more
feedback.
You use external moderation feedback to help evaluate the effectiveness of internal
moderation.
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CAAS Guidelines
2.6 Assessment and moderation
The school has adequate and appropriate systems of assessment and moderation, to meet
the expected outcomes of learning programmes.
The school demonstrates this by:
v.
using assessment information to inform learning and review programmes and/or
courses
2.7 Reporting on student achievement
The school adequately and appropriately reports on student achievement.
The school demonstrates this by:
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systematically recording student achievement
iii. transferring student achievement of standards for recording on the NZQA Record of
Achievement database:
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accurately
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on a regular and timely basis
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only in relation to the scope of consent to assess granted
iv. maintaining a reliable system of archiving information on student achievement.
3. Achieving aims, objectives, directions and targets
The school is achieving its aims, objectives, directions and targets, and can provide
assurance that it will continue to do so.
The school demonstrates this by:
i.
applying appropriate performance indicators to measure and monitor the
achievement of aims, objectives, directions and targets and reporting progress in its
annual report
ii.
using the results of self review to update aims, objectives, directions and targets and
performance indicators
iii. regularly collecting feedback from students, parents or caregivers and other
stakeholders to confirm the effectiveness of the school and to further improve
performance
iv. using its self review and evaluation processes to either:
v.
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confirm that policies and procedures, as set out in the QMS document, are
current, are being applied consistently and are effective in achieving desired
outcomes, or
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identify areas for ongoing improvement, which are then actioned
following up external review recommendations and findings.
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Data
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Student entries and results are complete, accurate and reported to NZQA.
The analysis of data, including results, leads to improved assessment practice and
achievement outcomes.
The purpose and processes of data management and analysis are understood,
followed and monitored.
Data systems are reviewed and improvements are made where required.
If your school has effective data systems for
Submitting data
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You have processes to manage the accuracy of entry and result information and, as
a result, inaccuracies in student entries, results and qualifications are minimal.
You send a data file to NZQA at least monthly between April and December in time
for the first of the month and check Key Indicators and batch error files regularly.
Unusual data patterns are investigated and resolved.
You report results to NZQA with the appropriate provider code.
Teachers understand where to record data reported to NZQA.
Teachers understand how to record data that will not be sent to NZQA such as
formative results used for reporting and results data held over for reporting in a
following year.
Your data systems ensure student privacy.
Students are assisted to register and log in to NZQA. They report any suspected
errors to their teacher or the Principal’s Nominee.
Tracking progress
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You identify the qualification aspirations of all students.
Student result data is up-to-date and used to motivate students.
Students at risk of not achieving NCEA and/or course endorsement, a Vocational
Pathway or University Entrance are identified early.
Teachers monitor student progress towards qualifications and/or endorsements and
use a range of strategies where the need for support is found.
Students monitor their own progress.
Evaluating student success
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School management sets school-wide goals, reflects on performance, and
implements strategies to improve.
Teachers set targets to support the school-wide goals. They reflect on performance
and implement strategies to improve.
You analyse student performance. This includes longitudinally, internal versus
external assessment, comparison with similar schools nationally and against targets
at the subject and standard level.
You investigate data patterns and trends and implement strategies where a need for
improvement is found.
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CAAS Guidelines
2.4 Student information and support
The school provides adequate and appropriate information and support services to students.
The school demonstrates this by:
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providing accurate and sufficient information to students covering:
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assessment processes, including additional assessment opportunities and
appeals of results
complying with the mandatory Code of Practice for the Pastoral Care of International
Students (where relevant).
2.6 Assessment and moderation
The school has adequate and appropriate systems of assessment and moderation, to meet
the expected outcomes of learning programmes.
The school demonstrates this by:
i.
having appropriate procedures for managing assessment processes, including
appeals of assessment results
vii. having the necessary consent to assess prior to assessment taking place.
2.7 Reporting on student achievement
The school adequately and appropriately reports on student achievement.
The school demonstrates this by:
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reporting appropriately and regularly to:
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students and parents/caregivers on individual student progress and
achievement
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the school community on the overall achievement of students and groups of
students from the school
3. Achieving aims, objectives, directions and targets
The school is achieving its aims, objectives, directions and targets, and can provide
assurance that it will continue to do so.
The school demonstrates this by:
i.
applying appropriate performance indicators to measure and monitor the
achievement of aims, objectives, directions and targets and reporting progress in its
annual report
ii.
using the results of self review to update aims, objectives, directions and targets and
performance indicators
iii. regularly collecting feedback from students, parents or caregivers and other
stakeholders to confirm the effectiveness of the school and to further improve
performance
iv. using its self review and evaluation processes to either:
v.
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confirm that policies and procedures, as set out in the QMS document, are
current, are being applied consistently and are effective in achieving desired
outcomes, or
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identify areas for ongoing improvement, which are then actioned
following up external review recommendations and findings.
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Communication
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Communications enable the school to realise the principles of fair and equitable
access to assessment for students and reporting credible results to NZQA.
Students, parents and teachers have a common understanding of assessment
practice, moderation, data management and reporting as needed.
Communication purposes are understood, processes followed and effectiveness
monitored.
Communication is reviewed and improvements made where required.
If your school communicates effectively:
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You check that the information you communicate is understood and meets the needs
of the target audience.
You use communication tools that are appropriate to the audience, for example, the
school’s website, printed material, Learning Management System, assemblies, staff
or parent meetings.
You check that information is written in language suitable for the audience.
You ensure that all communications are consistent, accurate and timely.
You document policies and procedures and these are readily available.
with teachers
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Teacher practice reflects the information communicated to them.
Staff are involved in the review of communications.
You provide professional development
o so staff understand assessment and quality assurance requirements
o when changes are made to policy or processes so that staff can confidently
effect the changes.
The Principal’s Nominee passes on NZQA information, such as circulars, specific
information from EmaiLinks or PN seminars to relevant staff.
The Principal’s Nominee encourages subject leaders and teachers to access relevant
information.
with students and the school community.
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When students are assessed for qualifications they understand what is expected. For
example, the standard required, the forms of evidence they need to provide, the need
to present authentic work and time frames.
Students receive specific information about each course. This includes how the
course contributes to an award or qualification.
Students know what their achievement goals are and how to monitor their progress.
Parents and students know how to access assessment support in the form of special
assessment conditions, derived grades, appeals, resubmission and further
assessment opportunities.
Parents understand NCEA and support their child to reach qualification aspirations.
The school community is regularly informed about progress towards school-wide
goals.
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