Teachers New to NCEA
Workshop
June 2015
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Dear Colleague
NZQA would like to welcome you to this 2015 Teachers New to NCEA Workshop.
We look forward to talking with you about the NCEA and standard-based assessment, sharing
your experiences and answering your questions.
The New Zealand education system is acknowledged internationally as a high performing system
and the NCEA is recognised as a flexible qualification designed to acknowledge diverse student
achievement across a wide range of contexts and for a wide range of purposes.
With the New Zealand Curriculum focusing on learning by inquiry, critical thinking, problem solving
and processing information, rote learning no longer works. The aim of our teaching and learning
programmes must be to produce school leavers who are able to transfer and adapt their
knowledge and skills for use in the 21st century global environment. International benchmarking
tells us that the curriculum and our approaches to teaching, learning and assessment are doing
this.
We are an optimum size to achieve nationally consistent internal assessment - large enough to
have our own national education system and a very sound pool of expertise; but small enough for
all teachers in a subject to be in touch with the national system.
Compared with teachers in many other countries, New Zealand teachers are assessment experts.
A large proportion of teachers have had experience in setting and marking examinations, in writing
assessment standards, and as moderators or as members of moderation clusters.
The OECD in its 2013 Better Life Index described New Zealand as a “top performing country” in
terms of the quality of its education system:
New-Zealand is a top-performing OECD country in reading literacy, maths and sciences with the average
student scoring 524. This score is higher than the OECD average of 497, making New-Zealand one of the
strongest OECD countries in students’ skills.
And their OECD Reviews of Evaluation and Assessment in Education: New Zealand 2011 was
extremely positive about assessment for the NCEA.
New Zealand has developed its own distinctive model of evaluation and assessment that is characterised
by a high level of trust in schools and school professionals.
NZ’s assessment approach is based on a firm belief in teacher professionalism. Instead of implementing
high-stakes national assessments to monitor student achievement and progress, the New Zealand
strategy aims to build teacher capacity and provide teachers with a range of assessment tools to help
them make their own professional judgements about student performance.
These assessments cover a wide range of curriculum gaols and emphasise authentic and performancebased items, including group work, hands-on tasks and project work. While it can be challenging to score
such open-ended tasks reliably, New Zealand has put in place strong tools and training for assessors and
a range of moderation mechanisms that ensure the consistency of national assessment results.
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There are several distinctive characteristics that make the NCEA assessment in upper secondary
education particularly well-suited to the New Zealand context and coherent with its assessment policies:
1. They allow for flexible and personalised assessment of individuals;
2. They have acquired a high level of reliability and credibility across the system; and
3. They foster the professionalism of teachers and school leaders.
[And] there is a strong focus on transparency and quality feedback for students.
We hope that this workshop will play its own small part in adding strength to the system and in
supporting your professional development.
Warmest regards
Ian Munro
Manager
School Quality Assurance and Liaison
June 2015
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9
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Number
AS91611
Version 2
Page 1 of 3
Achievement Standard
Subject Reference
Generic Technology 3.4
Title
Develop a prototype considering fitness for purpose in the
broadest sense
Level
3
Credits
Subfield
Technology
Domain
Generic Technology
6
Assessment
Internal
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
12 December 2013
This achievement standard involves developing a prototype considering
fitness for purpose in the broadest sense.
Achievement Criteria
The achievement standard defines the
learning outcomes that relate to these
objectives in the New Zealand
Curriculum
Achievement
Achievement with Me rit
Achievement with Excellence
 Develop a prototype
considering fitness for
purpose in the broadest
sense.
 Develop a refined
prototype considering
fitness for purpose in the
broadest sense.
 Develop a justified prototype
considering fitness for
purpose in the broadest
sense.
Explanatory Notes
1
This achievement standard is derived from Level 8 of the Technology
learning area in The New Zealand Curriculum, Learning Media, Ministry
of Education, 2007; and is related to the material in the Teaching and
Learning Guide for Technology, Ministry of Education at
http://seniorsecondary.tki.org.nz.
Further information can be found at http://www.technology.tki.org.nz/.
Appropriate reference information is available in Safety and Technology
Education: A Guidance Manual for New Zealand Schools, Ministry of
Education at http://technology.tki.org.nz/Curriculum-support/Safety-and12
Technology-Education, and the Health and Safety in Employment Act
1992.
2
Develop a prototype considering fitness for purpose in the broadest
sense involves:
 considering the context when determining the suitability of materials
and/or components, and of practical techniques and processes
 selecting suitable materials and/or components; tools and equipment;
and applying techniques and processes to make the prototype
 using results from testing and stakeholder feedback to inform the
making and trialling of the prototype
 prototyping to gain specific evidence of fitness for purpose
 explaining any decisions to accept and/or modify the prototype based
on a judgement against the brief.
Develop a refined prototype considering fitness for purpose in the
broadest sense involves:
 evaluating the way the combination of selected materials and/or
components and practical techniques and processes work together to
ensure their effectiveness in making a prototype.
Develop a justified prototype considering fitness for purpose in the
broadest sense involves:
 synthesising evidence from ongoing testing (included prototyping)
and stakeholder feedback to optimise the prototype and justify the
prototype’s fitness for purpose against the brief.
3
Context refers to the wider social and physical environment in which
technological development occurs.
4
The brief used for this standard must allow judgement of an outcome’s
fitness for purpose in the broadest sense. Fitness for purpose in the
broadest sense relates to the prototype, as well as the practices used to
develop it. Judgements about fitness for purpose may include:
 considerations of the outcome’s technical and social acceptability
 sustainability of resources used
 ethical nature of testing practices
 cultural appropriateness of trialling procedures
 determination of life cycle, maintenance, ultimate disposal
 health and safety.
The brief may be provided by the teacher or developed by the student.
5
A prototype is a completed outcome that is yet to be fully implemented.
It is developed through technological practice and is reflective of relevant
codes of practice. Prototyping is the trialling of the prototype to gain
evidence for the evaluation of the outcome’s fitness for purpose in its
intended physical and social environment (context).
13
6
Conditions of Assessment related to this achievement standard can be
found at http://ncea.tki.org.nz/Resources-for-alignedstandards/Technology/Level-3-Technology.
Replacement Information
This achievement standard, AS91608, AS91609, and AS91610 replaced
AS90620 and unit standard 13391.
This achievement standard replaced unit standard 13405 and unit standard
13408.
Quality Assurance
1
Providers and Industry Training Organisations must have been granted
consent to assess by NZQA before they can register credits from
assessment against achievement standards.
2
Organisations with consent to assess and Industry Training
Organisations assessing against achievement standards must engage
with the moderation system that applies to those achievement
standards.
Consent and Moderation Requirements (CMR) reference
14
0233
15
Students
Teachers
Credible
Assessment
Parents
Middle and Senior
Management
16
Notes
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Recognising Achievement
Case 1 Lou’s report for Level 1 Accounting 90979 Prepare financial
information for a community organisation’s annual general meeting is nowhere
near as good as his contributions to class discussion, and his written work in
class, that you expect.
Can you take the other evidence into consideration? If so, how?
Case 2 Kelly is a keen and capable speaker. As captain of her hockey team
she made a sincere and funny speech to welcome and thank a visiting team.
However, she performed disappointingly in her English assessment for
AS90857 Construct and deliver an oral text. What can you do to recognise her
achievements in speech-making?
Case 3 Chris produced a PowerPoint presentation in Technology for AS91084
Demonstrate understanding of basic concepts used in preservation and
packaging techniques for product storage.
Can he use this work in his research assessment for Level 1 English, AS90853
Use information literacy skills to form conclusion(s)?
Case 4 Kim and Moana worked together on their script and staging for Level 1
Drama AS90977 Devise and perform a drama.
The final submitted work is very similar. You cannot be sure where pair-learning
stopped and individual assessment started. Should you accept the evidence of
achievement and award the grades?
Case 5 The Physical Education teacher has set up a sports tournament for the
Level 1 class to demonstrate performance for AS90964 Demonstrate quality
movement in the performance of a physical activity. Levi has worked hard and
done well in class time, but now he has broken his arm and cannot take part in
the tournament. What can you do?
Case 6 Charlotte has been building a robot for Level 3 AS91611 Develop a
prototype considering fitness for purpose in the broadest sense for the last five
weeks. Next week she needs to present it to the class and explain her
development process.
She is diagnosed with an illness that has put her on bed rest for the next three
weeks. What would you do?
Case 7 Eric has approved special assessment conditions to use a
reader/writer. He uses assistance to complete a research project in Geography.
The required maps are presented to a higher standard than you would expect.
Would you accept the evidence to award the grade?
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Managing the collection of evidence (Format A)
SUBJECT
__________________
AS No __________________
(PROPOSED) METHOD OF COLLECTION
Requirements Checklist
School/Assessor has Consent to Assess
Requirements of standards and conditions of assessment met
Teachers are able to collect sufficient verifiable and valid evidence
Students have the opportunity to present authentic best evidence
School Policy on evidence collection met:
Authenticity
Internal moderation
Privacy
Storage of assessment
How does collection method ensure evidence is:
VALID
Focuses on the requirements of the standard
AUTHENTIC
Outside assistance does not
distort the evidence
STORAGE AND RETRIEVAL CHECKLIST
Available for external moderation
Security
Benchmarks
Management of digital evidence
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VERIFIABLE
the evidence allows
a second person to
make the same
judgement
Managing the collection of evidence (Format B)
Subject: ______________________
AS No: ____________________
(Proposed) Method of collection School /
Assessor has consent to assess
Policy and Procedure for evidence gathering



Up to date and covered by this collection
method.
Communicated and understood by teachers for
consistent practice.
Communicated and understood by parents and
students.
Collection methods ensure evidence is:
Details of how
this will be done
Validity

Against standard and assessment conditions.
Authenticity


Prevention processes.
Monitoring processes during assessment and
during marking.
Verification


Follows/Allow school internal moderation process
Sufficient evidence supplied for each learner.
Storage and retrieval





Material available for external moderation.
Privacy.
Security.
Benchmarks.
Digital evidence policy and management. system
in place.
Does the evidence gathering method allow
students to supply authentic best evidence?
Does the plan allow teachers to collect
sufficient verifiable valid evidence?
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Further actions
Procedures used by the teacher to effectively manage
the gathering of evidence.
Task:
1.
2.
3.
4.
Match each term with the correct definition.
List any questions you want to ask about these procedures.
Share these questions with your group.
Ask the presenters to answer any questions that require further clarification.
Definition
Term
The assessor must be
confident that evidence is
attributable to the person
being assessed, that outside
assistance is not distorting the
assessment.
Students should be assessed
for a standard only when the
teacher is confident that
achievement of the standard is
within their reach, or the final
deadline for assessment , if
there is one
Must be offered before further
teaching and only when an
assessor believes that the
student is able to make a
correction and/or addition that
will confirm the grade.
A teacher can offer a
maximum of one more
assessment opportunity of a
standard within a year and, if
offered it must be offered to
all students. This assessment
opportunity should use a
different task.
Work that is submitted for
marking after the stated
deadline may not be included
in the body of evidence used
to make an assessment
decision.
Any student who envisages
being unable to complete an
assignment on time through
circumstances beyond her/his
control (sickness, family
trauma) should request extra
time from the teacher.
Resubmission
Request for
Extension
Missed and Late
Assessment
Authentic Evidence
Adequate
Assessment
Opportunity
Further Assessment
Opportunity
22
Questions I want to ask
about these terms.
23
Authenticity
1. Why do students present inauthentic work?
2. In what ways do students present inauthentic
work?
3. What strategies can you use to detect this?
4. What can be done to prevent this?
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25
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

LANGUAGE

CONTENT

Name
Standard
Date
The voice is that of the

Work relates to 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 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
Work
student and not an academic
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)
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Internal Moderation Cover Sheet activity
Last year your HOD assigned you the responsibility of managing the assessment for a Level 3 Technology standard. Assume that the
information in the statement below describes the way that you managed this.
The Level 3 Technology achievement standard 91611 (vn 1) Develop a prototype considering fitness for purpose in the broader sense
is part of the school’s Level 3 Digital Technology course.
I downloaded a sample assessment, Develop a dynamic subject choice website, from TKI and developed it further for our context. The
due date for the assessment was 25 August. My HOD Alex Twitter, who teaches the other level 3 Digital Technology class, used the
‘critiquing assessment materials’ section of the Internal Moderation Cover Sheet to check that requirements of the standard and the NZ
Curriculum at L8 are being met. He advised me of the need for more clarity in some student instructions, and I made the changes.
Following marking, we selected 9 samples across our two classes for verification, so that grade boundaries and a range of grades were
checked. Alex suggested getting Jo Cloud, the HOD Technology at Big Pond College, to verify. After discussion with Jo, the only change I
made to my initial marking was an Achieved final grade for Elizabeth, and only after I had checked all other Not Achieved grades for
additional evidence. Also, Jo’s position was that Jude’s work should be achieved as she said it didn’t connect the prototype website
developed to the social context of a school sufficiently to warrant Merit. After consideration, I did not agree with her and reported that
grade as M.
From the verified samples, I made a copy of Shane’s work, as an example of high quality Excellence. Our review of the assessment for
future use has meant some minor amendments to the instructions and assessment schedule. We passed a copy of the completed
cover sheet to the Principal’s Nominee, who authorised sending all results for 91611 to NZQA, and passed us the list of the randomlyselected 8 samples to be retained in case this standard is selected for external moderation.
Use this information to complete the internal moderation cover sheet, including the reported grades column.
Discussion questions:
1. What good practice should be undertaken when choosing a sample of grades to be verified by another subject professional?
2. What are the benefits of keeping benchmark samples?
3. As part of its Consent to Assess, each school is required to monitor that grades reported to NZQA have been through this internal
moderation process. Do you know how this monitoring procedure is carried out your school?
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INTERNAL MODERATION COVER SHEET 2015
School logo / Name
NZQA Assessment (including Examination) Rules for Schools with Consent to Assess 2015 (5.6b):
requires that schools must report to NZQA only those internal assessment results which have been
subject to an internal moderation process.
Course:
Standard Number:
Version:
NZQF Level :
Credits:
Title :
The school has consent to assess this standard
Teacher in charge of assessment:
CRITIQUING ASSESSMENT MATERIALS
The critiquing process ensures that the assessment activity meets the requirements specified in the standard and provides the opportunity
for students to present evidence at all grades. Assessment materials should be checked against the current clarification of the standard,
conditions of assessment and/or any external moderation feedback before use.
Source of materials:
Own
Critiquing process:
Commercial
Subject Association
TKI / NZQA
Other (e.g. QAAM material):
The assessment material has been reviewed against the current standard
clarification and/or external moderation feedback. (Where the material has been
previously critiqued and the standard is unchanged, no further critiquing is
required)
Student instructions contain registered standard number, version, title, level & credits
Student instructions are clear and language is appropriate
The assessment is consistent with learning/context/curriculum at the appropriate
level
The assessment allows students to achieve all requirements of the standard for all
grades
Instructions are consistent with explanatory notes/range statements in the standard
Critiquer:
Name:
School:
Assessment schedule is consistent with the standard and clarifications documents
Signature :
Judgement/ sufficiency statement clearly describe performance levels for each
grade, e.g. quality & length
Evidence statements allow for a range of acceptable answers from students with
specific examples for each grade (N/A/M/E)
Date:
VERIFICATION
The verification process is to ensure that the teacher judgements are consistent with the standard, before they are reported to NZQA.
Samples of work around grade boundaries should be verified by a subject specialist with standard-specific knowledge.
Attestation by the person responsible for the quality assurance of this standard

Verification was completed by the following subject specialist with standard-specific knowledge
Name:
Date:
Position or School:



Evidence of verification is available overleaf (or at location):
Sufficient pieces of work have been verified for all teachers reporting results to assure consistency across classes (where applicable).
The school’s processes have been followed to provide reported grades that are consistent with the standard
Teacher in charge of assessment/HOD:
Signature:
Date:
SAMPLES ARE RETAINED & ASSESSMENT MATERIALS REVIEWED
Results loaded into student management system. Date:
The school’s random selection procedure has been applied to select work for external moderation, if required.
Assessment materials have been reviewed in response to the assessor and/or verifier feedback.
New benchmark samples have been annotated and/or existing examples of grade boundary decisions have been updated.
Assessment materials and student work are available for external moderation at (indicate file path or location):
Reviewed assessment materials are ready for future use. Date:
29
INTERNAL MODERTION VERIFICATION EVIDENCE AS91611
Students Name
Markers
Grade
Verifiers
Grade
Liz
N
A
Frank
M
M
Jane
N
N
Jude*
M
A
Craig
A
A
Harsha
M
M
Shane
E
E
Harata
A
A
Reported
Grade
Discussion comments
Verifier stated that the website was not sufficiently linked to a social
context. (After consulting with another colleague I still considered that
there is sufficient evidence for the grade to be M)
Jay*
A
A
Sufficient pieces of work need to be verified to be confident the grade are consistent with the listed standard.
(* the two samples subsequently randomly selected for external moderation)
Achievement Standard
Subject Reference
Generic Technology 3.4
Title
Develop a prototype considering fitness for purpose in the
broadest sense
Level
3
Credits
Subfield
Technology
Domain
Generic Technology
6
Assessment
Internal
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
12 December 2013
This achievement standard involves developing a prototype considering fitness for purpose in the
broadest sense.
Achievement Criteria
Achievement
 Develop a prototype
considering fitness for
purpose in the broadest
A
sense.
Achievement with Merit
Achievement with Excellence
 Develop a refined
prototype considering
fitness for purpose in the
broadest sense.
 Develop a justified prototype
considering fitness for
purpose in the broadest
sense.
Explanatory Notes
7
B
This achievement standard is derived from Level 8 of the Technology learning area in The New
Zealand Curriculum, Learning Media, Ministry of Education, 2007; and is related to the material in
the Teaching and Learning Guide for Technology, Ministry of Education at
http://seniorsecondary.tki.org.nz.
C
Further information can be found at http://www.technology.tki.org.nz/.
Appropriate reference information is available in Safety and Technology Education: A
Guidance Manual for New Zealand Schools, Ministry of Education at
http://technology.tki.org.nz/Curriculum-support/Safety-and-Technology-Education, and the Health
and Safety in Employment Act 1992.
D
8
E
Develop a prototype considering fitness for purpose in the broadest sense involves:
 considering the context when determining the suitability of materials and/or components,
and of practical techniques and processes
 selecting suitable materials and/or components; tools and equipment; and applying
techniques and processes to make the prototype
 using results from testing and stakeholder feedback to inform the making and trialling of
the prototype
 prototyping to gain specific evidence of fitness for purpose
 explaining any decisions to accept and/or modify the prototype based on a judgement
against the brief.
F
Develop a refined prototype considering fitness for purpose in the broadest sense involves:
 evaluating the way the combination of selected materials and/or components and
practical techniques and processes work together to ensure their effectiveness in making
a prototype.
G
Develop a justified prototype considering fitness for purpose in the broadest sense involves:
 synthesising evidence from ongoing testing (included prototyping) and stakeholder
feedback to optimise the prototype and justify the prototype’s fitness for purpose against
the brief.
H9
Context refers to the wider social and physical environment in which technological
development occurs.
10
The brief used for this standard must allow judgement of an outcome’s fitness for purpose in
the broadest sense. Fitness for purpose in the broadest sense relates to the prototype, as
well as the practices used to develop it. Judgements about fitness for purpose may include:
 considerations of the outcome’s technical and social acceptability
 sustainability of resources used
 ethical nature of testing practices
 cultural appropriateness of trialling procedures
 determination of life cycle, maintenance, ultimate disposal
 health and safety.
The brief may be provided by the teacher or developed by the student.
11
J
A prototype is a completed outcome that is yet to be fully implemented. It is developed
through technological practice and is reflective of relevant codes of practice. Prototyping is
the trialling of the prototype to gain evidence for the evaluation of the outcome’s fitness for
purpose in its intended physical and social environment (context).
K 12
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology.
I
Replacement Information
This achievement standard, AS91608, AS91609, and AS91610 replaced AS90620 and unit
standard 13391.
L
This achievement standard replaced unit standard 13405 and unit standard 13408.
Quality Assurance
3
Providers and Industry Training Organisations must have been granted consent to assess by
NZQA before they can register credits from assessment against achievement standards.
4
Organisations with consent to assess and Industry Training Organisations assessing against
achievement standards must engage with the moderation system that applies to those
achievement standards.
Consent and Moderation Requirements (CMR) reference
0233
Quality Assurance
5
Providers and Industry Training Organisations must have been granted consent to assess by
NZQA before they can register credits from assessment against achievement standards.
6
Organisations with consent to assess and Industry Training Organisations assessing against
achievement standards must engage with the moderation system that applies to those
achievement standards.
Consent and Moderation Requirements (CMR) reference
0233
UNPACKING A STANDARD ACTIVITY
Write the corresponding letter on the standard that will assist you with the following
assessment decisions
Critiquing the task (this will check the
assessment tool enables the collection of
valid evidence for all levels)
Critiquing the assessment schedule (this
will check the assessment tool enables the
assessor to make accurate judgements
against the standard)
Making assessor judgements (or verifying
assessor judgements) are consistent with
the standard for:
a. the curriculum level
a.
b. Achieved
b.
c. Merit
c.
d. Excellence
d.
e. The Overall standard
e.
Providing guidance or restrictions on the
gathering of evidence.
Providing guidance on carrying out the
assessment activity.
Other supporting information.
Directory of Assessment Standards
2015 MODERATION REPORT 1
Moderation
Technology
system/Subject:
TEO/School
Name:
TEO/School Code:
Standard No: 91611
Version: 2
Level: 3
Date received: 02/04/2015
Overview: Student performance is not being assessed at the national standard.
NZQA cannot express confidence in the assessor's ability to make assessment judgements at the national standard for the
sample of student work supplied. There are significant issues relating to the assessor judgements which are not at
curriculum level eight. Feedback about these issues has been given in a previous moderation report.
Commentary: When developing a prototype students must consider the fitness for purpose in the broadest sense which includes the
prototype and the practices, such as stakeholder feedback, research on existing outcomes, used to develop it. Evidence
must be included in the student submissions to support this.
Further discussion of the requirements of this standard is available, if required, in the Clarifications and Exemplar
sections of the Technology page on the NZQA website.
Next Steps
Teachers, through the Principal's Nominee, may appeal to NZQA about any content of the external moderator's report.
The Assessment (including Examination) Rules for Schools with Consent to Assess include a link to the appeal process and the Moderation
Appeal Cover Sheet.
Moderation Results
The assessor judgements about learner performance are at the national standard
for 0 out of 8 samples.
This report relates only to learner evidence and associated assessor judgements.
Note: NZQA will send a summary of moderation results advising any further moderation requirements.
Assessed Work
Are assessor judgements at the national standard?
Assessor
Judgement
Moderator
Judgement
1 1
E
A
2
3
4
5
6
7
8
M
A
M
A
A
A
A
A
N
A
N
N
N
N
Learner
2
3
4
5
6
7
8
Comments
For Excellence the student needs to synthesis the evidence from ongoing testing and
stakeholder feedback. For Merit the student needs to evaluate the combinations of materials
and techniques.
For Merit the student needs to evaluate the combinations of materials and techniques.
For Achieved the student needs to explain the fitness for purpose in the broadest sense.
As Student 2
As Student 3
As Student 3
As Student 3
As Student 3
Directory of Assessment Standards
2015 MODERATION REPORT 2
Moderation
Technology
system/Subject:
TEO/School Name:
TEO/School Code:
Standard No: 91611
Version: 2
Level: 3
Date received: 24/03/2015
Overview: Student performance is being assessed consistently at the national standard.
NZQA is highly confident in the assessor's ability to make assessment judgements at the national standard for the
sample of student work supplied. Across all student work submitted, teacher judgements are reliable and consistent
with the national standard.
Next Steps
Teachers, through the Principal's Nominee, may appeal to NZQA about any content of the external moderator's report.
The Assessment (including Examination) Rules for Schools with Consent to Assess include a link to the appeal process and the Moderation
Appeal Cover Sheet.
Moderation Results
The assessor judgements about learner performance are at the national standard
for 8 out of 8 samples.
This report relates only to learner evidence and associated assessor judgements.
Note: NZQA will send a summary of moderation results advising any further moderation requirements.
Assessed Work
Are assessor judgements at the national standard?
Learner
Assessor Judgement
Moderator Judgement
1
2
3
4
5
6
7
Student 1
Student 2 (*Jude)
Student 3
Student 4
Student 5
Student 6
Student 7 (*Jay)
E
M
E
E
M
E
A
E
M
E
E
M
E
A
8
Student 8
M
M
Comments
Tools (resources) that will help me to collect evidence and
make judgements.
Tools (resources) I may need help me to collect evidence
and make judgements?
Appendix A
School assessment procedures documents
This list identifies the information that could be included in school documentation
BOT assessment Policy
Overview of standardsbased assessment
What are the school policies in
relationship to course
development and assessment
opportunities for students?
(Charter and Strategic Plan)
How is guidance about standardbased assessment provided for
staff?
How do staff learn about the
assessment tools that could be
used?
Reference on NZQA website
Documented in:
Staff
http://www.nzqa.govt.nz/providerspartners/assessment-andmoderation/assessment-of-standards/
Staff
http://www.nzqa.govt.nz/providerspartners/assessment-andmoderation/assessment-of-standards/genericresources/assessment-tools-and-approaches/
Guidance for gathering
evidence of achievement
How do staff learn about fair, valid
and consistent assessment
practice within the school and
outside the school?
http://www.nzqa.govt.nz/providerspartners/assessment-andmoderation/assessment-of-standards/genericresources/gathering-evidence-of-achievement/
Staff
Internal Moderation
What are the school’s
requirements for internal
moderation?
http://www.nzqa.govt.nz/providerspartners/assessment-andmoderation/managing-national-assessment-inschools/secondary-moderation/externalmoderation/internal-moderation/
Staff
What are the school’s monitoring
systems to ensure that only results
that have undergone internal
moderation are reported?
41
NZQA External Moderation
What are the school’s processes
for ensuring storage of material for
submission for external
moderation?
http://www.nzqa.govt.nz/providerspartners/assessment-andmoderation/managing-national-assessment-inschools/secondary-moderation/externalmoderation/
Staff
http://www.nzqa.govt.nz/assets/Providers-andpartners/Assessment-and-moderation/secmod-selection-guidelines.pdf
Staff
What processes does the school
have for ensuring that issues
identified are followed up?
Random Selection
Does the school have a random
selection process for material to
be sent for external moderation
that follows NZQA guidelines?
ITO External Moderation
Who oversees the outcome of ITO
external moderation and how are
any issues followed up?
Consent to Assess/MOUs
Staff Log in /school’s login
pages
Data accuracy checks
Who follows up any issues?
Do staff know that they need to
check that the school has consent
to assess for standards before
assessment?
Who ensures that MOUs with
outside providers are current?
Are staff encouraged to log in to
the school’s secure area to check
results/entries that have been
made?
How is the accuracy of results
checked by staff/students before
the end of the year reporting?
Staff
http://www.nzqa.govt.nz/providerspartners/assessment-and-moderation/cmrs/
Staff
http://www.nzqa.govt.nz/login/
Staff
http://www.nzqa.govt.nz/providerspartners/assessment-andmoderation/managing-national-assessment-inschools/managing-school-data/
Staff
42
Subject resources and
Assessment specifications
(externals)
Appeals
Are staff encouraged to use the
NZQA website Subject resource
pages?
Does the school have a clear
appeals policy for any
assessment- related decision?
Is there guidance around the need
to ensure that student work is
authentic?
http://www.nzqa.govt.nz/qualificationsstandards/qualifications/ncea/subjects/
http://www.nzqa.govt.nz/providerspartners/assessment-andmoderation/assessment-of-standards/genericresources/authenticity/
Staff
Students
Breaches of the Rules
What is the process for dealing
with a Breach of the Rules during
internal assessment?
http://www.nzqa.govt.nz/about-us/ourrole/legislation/nzqa-rules/assessmentincluding-examination-rules-2015/6/6/
Staff
Students
Required content of Course
Outlines
Are staff aware that assessment
statements for courses should
contain registration & version
number, full title, level, mode and
timing of assessment, opportunity
for further assessment,
literacy/numeracy, UE approved
subject status, and course
endorsement possibility.
Authenticity and strategies
to assist students
Staff
Staff
Students
Staff
Students
How is this content checked?
Literacy and numeracy
information
Missed and late
Assessments
Reporting Not Achieved
Do staff and students know the
literacy and numeracy
requirements for Level1/2/3 and
UE?
What is the school’s process?
http://www.nzqa.govt.nz/qualificationsstandards/qualifications/ncea/subjects/literacyand-numeracy/
Staff
Students
School to develop own policy
It is clear that a grade needs to be
reported for a student that has had
an assessment opportunity?
http://www.nzqa.govt.nz/about-us/ourrole/legislation/nzqa-rules/assessmentincluding-examination-rules-2015/6/7/
Staff
Students
Staff
Students
43
Further Assessment
When can a resubmission be
offered?
How do staff and students know
when a further opportunity can be
offered?
Privacy Act
Special Assessment
Conditions
Are staff and students aware of
the responsibility to maintain the
confidentiality of results and
the need to get student permission
to use student work as exemplars?
Does the school have systems in
place to identify students who may
be entitled to SAC?
http://www.nzqa.govt.nz/providerspartners/assessment-andmoderation/assessment-of-standards/genericresources/gathering-evidence-ofachievement/assessment-opportunities-inschools/
Staff
Students
http://www.nzqa.govt.nz/about-this-site/privacy/
Staff
Students
http://www.nzqa.govt.nz/providerspartners/assessment-andmoderation/managing-national-assessment-inschools/special-assessment-conditions/
Staff
Students
http://www.nzqa.govt.nz/providerspartners/assessment-andmoderation/managing-national-assessment-inschools/derived-grade/
Staff
Students
http://www.nzqa.govt.nz/qualificationsstandards/qualifications/ncea/understandingncea/how-ncea-works/
Staff
Students
Parents
How are staff and students made
aware of entitlements?
Derived Grade process
NCEA Information
What systems are in place to
ensure entitlements are being
offered?
Are staff aware that they need to
gather valid standard-specific
evidence for externally assessed
grades in case of an application
for derived grades?
Do staff and students know the
process and the type of
circumstances where a derived
grade would apply?
How are the requirements for the
qualification published?
How are they disseminated to
staff, students and parents?
44
Certificate endorsement
Course endorsement
Scholarship
University entrance
Other National Certificates
How are the requirements for
certificate endorsement
disseminated to staff, students and
parents?
How are the requirements for
course endorsement disseminated
to staff, students and parents?
http://www.nzqa.govt.nz/qualificationsstandards/qualifications/ncea/understandingncea/how-ncea-works/endorsements/
Staff
Students
Parents
http://www.nzqa.govt.nz/providerspartners/assessment-andmoderation/managing-national-assessment-inschools/course-endorsement/
http://www.nzqa.govt.nz/qualificationsstandards/awards/scholarship/
Staff
Students
Parents
How are the requirements for
Scholarship disseminated to staff,
students and parents?
How are the requirements for UE
http://www.nzqa.govt.nz/qualificationsdisseminated to staff, students and standards/awards/university-entrance/
parents?
Does the school offer other
certificates?
Fees/Financial Assistance
How are the requirements for fee
http://www.nzqa.govt.nz/about-us/ourpayment and financial assistance
role/legislation/fees/secondary-education-fees/
disseminated to staff, students and
parents?
http://www.nzqa.govt.nz/qualificationsstandards/qualifications/ncea/entry-intoncea/fees-for-ncea/financial-assistance/
Learner Log in
How do students know about the
Learner log-in?
How are staff made aware of the
information in NZQA circulars and
EmaiLinks?
Circulars and EmaiLinks
http://www.nzqa.govt.nz/login/
http://www.nzqa.govt.nz/about-us/publications/
45
Staff
Students
Parents
Staff
Students
Parents
Staff
Students
Parents
Staff
Students
Parents
Students
Appendix B
ABC of useful Assessment Information
Assessment procedures
Each school develops its own assessment procedures and these are reviewed by NZQA on a regular
basis when they conduct a Managing National Assessment review. The school’s Principal’s Nominee
informs staff of school requirements for assessment for national qualifications.
Assessment methods
The standards explain what is to be assessed, usually leaving the context to the provider. A genuine
evidence collection approach to assessment means that assessors can use sources of evidence that
are fit for purpose. For example, if the focus is research then actual research can be done and
assessed. If knowledge is involved it can be assessed in theory or in a practical application. Time
constraints need not be imposed. Reading and writing need not dominate assessment. Assessment can
be more accurate and more rigorous.
Authentic evidence
The assessor must be confident that evidence is attributable to the person being assessed, that outside
assistance is not distorting the assessment. Where you have not been able to observe a product being
produced, techniques should be developed to check on authenticity. A simple way is to set milestone
points for the learner to show how the work is progressing. Brief oral questions about a finished product
can often establish authenticity. Early drafts of written work can be submitted with the final draft to show
progress and establish authenticity. Parts of an activity can be repeated. Where assessment is on-going,
an individual’s contribution to a joint group project must be assessed and you will have to refrain from
giving specific advice and guidance.
Benchmark samples
These are examples of assessments that are retained with the task for reference in future years to
ensure consistency of judgement. They are collected by assessors at the end of the assessment
process.
Certificate Endorsement
Students gain certificate endorsement when they gain 50 or more credits at Merit or Excellence at the
level of the certificate of higher. Certificate endorsement is only calculated in January and in general
only one endorsed certificate will be awarded in one year.
Consent to Assess
Consent to assess grants education organisations the right to assess unit or achievement standards and
award credit for them. The Base Scope of Consent to Assess for Schools lists the domains that are
automatically included in the consent to assess scope. The scope of the school’s consent needs to be
checked prior to assessment.
Course Endorsement
Students gain an endorsement for a course if, in a single year, they achieve:
 14 credits or more at Merit or Excellence, where
 at least 3 of these credits are from externally assessed standards and 3 credits from internally
assessed standards. Note, this does not apply to Physical Education, Religious Studies and
Level 3 Visual Arts.
Credits
Credits are awarded for each standard a student achieves.
Directory of standards
The Directory of Assessment Standards (DAS) lists all quality assured unit and achievement standards,
known collectively as ‘assessment standards’. The assessment standards listed on the DAS can
contribute to national qualifications.
46
External assessment
Assessment for externally assessed standards are set and marked by NZQA at the end of the year.
They may be by test or portfolio, depending on the standard. Entries are made by schools and NZQA
processes this information to print personalised exam papers for candidates.
53
Fair methods
The best way to ensure that assessment is fair is to ensure that assessment is valid and that all learners
have equal access to any further assessment opportunity. Assessment methods should not
disadvantage particular learners by hindering or assisting in ways unrelated to the evidence sought.
Assessment should not be affected by issues to do with race, gender, age, disability or social
background. People from non-English speaking backgrounds or with low literacy skills should not be
disadvantaged where language is not critical to the ability or skill being assessed. Assessment is more
likely to be fair if all procedures are open and well understood by learners, if there is an opportunity for a
further assessment opportunity and if there are simple procedures for consultation and appeal. Because
assessment can be ongoing and integrated with learning, there should be fewer problems with fairness
than in one-off assessments.
Further assessment opportunity
There may be a maximum of one further assessment opportunity offered for each standard within one
year after further teaching. A new brief/test must be used or the same one may be used but in a different
context.
Integrated with learning
Often the most valid and direct evidence is collected when assessment is integrated with work, training
or learning. Evidence collection can be on-going and linked with the normal course of learning or work.
Tests, examinations and other assessment types can be specially tailored and fitted to the programme
at available points. Evidence from beyond the learning programme should be welcomed. This approach
to assessment should enable you to assess in ways that contribute to effective learning. Evidence can
be collected as and when it is convenient within the learning programme. Assessment that takes place
along with learning can reinforce and provide a focus for learning. Assessment that is planned to link
with work, training or learning programmes need not focus on one standard at a time. One assessment
activity can provide evidence for more than one standard, or elements or criteria for different standards.
Internal assessment
Internally assessed standards are set and marked by teachers in schools or consented providers
throughout the year. If a student has had an adequate assessment opportunity, NZQA requires a grade
be reported. If there is no evidence, a Not Achieved must be reported.
Manageable
The methods used to collect evidence should be straightforward, readily arranged by assessors and
should not interfere unduly with learning or work. Although NZQA emphasises the variety of assessment
methods that can be used to produce valid evidence, assessment will not be successful if you and the
learners set up assessments that are cumbersome, time consuming and unnecessarily intrusive.
New Zealand Qualifications Framework
The New Zealand Qualifications Framework (NZQF) is the definitive source for accurate and current
information on quality assured qualifications in New Zealand.
Principal’s Nominee
The principal of a school with consent to assess must nominate a staff member to be the Principal's
Nominee (PN). The PN has oversight for assessment for national qualifications within the school.
47
Re-submission
One resubmission may be used per assessment to check students’ understanding of the standard. The
student must be able to correct a small error or supply further evidence without further evidence and
teacher guidance.
New Zealand Scholarship
This is an externally run assessment for only the most able students. It is a competitive monetary award
and not a qualification to recognise performance for the top 2-3% of students in the subject cohort at
Level 3. Students must demonstrate high-level critical thinking, abstraction and generalisation, as well
as integrate, synthesise and apply knowledge, skills, understanding and ideas to complex situations.
Standard
Standards are the skills or knowledge students are expected to achieve or know in a course. The level
of performance may be judged as Not Achieved, Achieved, Merit or Excellence.
Achievement Standards assess performance against the NZ Curriculum. They can be assessed
internally or externally.
Unit Standards assess performance specified by industry, tertiary organisations or NZQA. They are
assessed internally.
Systematic
Careful planning is the key to manageable quality assessment. If you decide in advance where evidence
will come from, likely sources of supplementary evidence and how to store and record evidence, ongoing assessment should not become a burden. The use of portfolios of evidence and making learners
responsible for aspects of the process can keep recording to a minimum.
Sufficient evidence
The quality and quantity of evidence will establish with confidence that performance criteria have been
met and that performance to the required standard could be repeated with consistency. Most concerns
about standards-based assessment come down to sufficiency.
University Entrance
University Entrance (UE) is the minimum requirement to go to a New Zealand university.
Approved subject
These are subjects and related standards that can be used to gain University Entrance.
Validity
Standards-based assessment stresses validity – assessing what we set out to assess and not
something else. Assessment methods should be chosen so that they will provide evidence that is fit for
purpose, so that the assessment focuses on the requirements specified in the standard and not other
factors. Time constraints and modes of presentation can reduce the validity of evidence. A learner’s
ability to write about their research, work at pace or recall information might not reflect their ability to
actually do the research. Standards are written to make the focus of assessment clear.
Verification and consistent judgements
You should be sure that, given similar circumstances, you would make the same judgement again.
Verification by another subject expert will confirm your judgements.
48
1
2
3
4
5
6
7
8
Appendix C
Teachers new to NCEA – True / False Quiz Answers
All NCEA certificates require 80 credits in total.
Level 1 80 credits are required at any level (level 1, 2 or 3)
Level 2 60 credits at level 2 or above
+ 20 credits from any level
T Level 3 60 credits at level 3 or above
+ 20 credits from level 2 or above
NB Level 1 literacy and numeracy requirements must also be met for all
certificate levels
NCEA Level 1 requires 10 Literacy and 10 Numeracy credits
Level 1 literacy and numeracy requirements can be gained through specified
T achievement standards available through a range of subjects or a unit
standard package of three numeracy and / or three literacy standards
A student who gains at least 50 credits at Excellence will be awarded
The credits must be gained at the level of the certificate or above.
T
their NCEA certificate endorsed with Excellence.
Generally only one endorsed certificate will be awarded in a year
Gaining NCEA Level 3 with Excellence will ensure a student also
Approved subjects and literacy requirements must also be met
F
gains University Entrance.
A subject offered in a secondary school can use standards taken
but, you must ensure your school has consent to assess the standards
T
from any domain
The minimum number of credits that must be offered as a valid
There is no minimum or maximum number of credits that should be offered
course is 18 credits
in a one-year programme for school students. The number of credits
F
attempted in a year by a student or a group of students is a matter for
decision within schools.
Any assessment for a standard must be undertaken in the same
Good assessment practice means that assessments are delivered when
manner for every student
students are ready and are likely to achieve the standard. For internally
assessed standards the teacher or assessor decides how evidence can best
F
be collected and judged against the standard. Assessors use innovative,
valid and fair ways of recognising achievement without overburdening
themselves or the learner with too much assessment
The best way to assess most internal standards is in a formal test
Forms of evidence can include written assignments, portfolios, tests, videos
situation
of performances, detailed checklists of observed performance, photographs,
F
transcripts of oral explanations, audio-visual recordings. "Evidence" of
achievement is the learner's work which demonstrates achievement of the
49
9
You can use practice assessments or classwork as evidence of having
achieved a standard
T
10 If I want to offer a resubmission I can do this for individual students,
I don’t have to offer it to every student
T
11 For a resubmission opportunity, I can show students what they
should fix up
F
12 I can offer multiple resubmission opportunities, element by
element, for unit standards
13 Teachers can choose not to award a grade to a student if they do
not submit an assessment or if they wilfully miss an assessment
opportunity
14 NZQA requires that a further assessment opportunity be offered for
all standards assessed
15 A maximum of only one further opportunity for assessment of a
standard can be provided within a year
F
F
F
T
50
assessment criteria. It needs to be recorded in ways that can be verified by
another subject specialist or a moderator.
In some cases learner performances in formal assessments fall short of their
previous work. Assessors are encouraged to supplement evidence of
achievement from formal assessment activities with standard-specific
evidence drawn from authenticated classwork, assignments or practical
activity. Learner entries in their workbooks or elsewhere, verified by the
assessor, can provide valid evidence.
A resubmission is offered to an individual student on a case-by-case basis. A
resubmission should only be offered where a teacher judges that a mistake
has been made by the student, which the student should be capable of
discovering and correcting on their own. A resubmission should only be
offered if fixing errors means the student may achieve a higher grade
Teachers should give only general advice…[and] ensure the resubmission
takes place in a timely fashion. If a resubmission is offered, it must take
place before the teacher gives any feedback to the whole class (or any
student) on the work done. If more teaching has occurred…resubmission is
not possible
A resubmission should be limited to specific aspects of the assessment and
no more than one resubmission should be provided [per assessment event].
If there’s a lot to be fixed, then it’s not a resubmission.
Where a student has been given an adequate opportunity and wilfully
avoids, or does not submit an assessment, the consequence is Not Achieved
It is the school's decision whether a further assessment opportunity will be
offered for any standard. If it is not manageable to offer a further
opportunity, then students should be advised from the outset that there is
only one opportunity to be assessed against that standard
A maximum of only one further opportunity for assessment of a standard
can be provided within a year. If a further opportunity for assessment is
offered to any student, it must be available to all students entered for that
standard.
16 If you offer a further assessment opportunity for a standard in your
course you must offer it to all students
17 A further assessment opportunity must use a new, quality-assured
assessment
18 A further assessment opportunity may only take place after further
learning has taken place
19 A student cannot be awarded anything higher than Achieved for a
further assessment opportunity
20 Internal moderation is required for every standard within a school
where results are reported to NZQA
21 The internal moderation process begins after student work has been
marked
22 I can get any other secondary teacher to verify my student grades
23 External moderation is the most important moderation process
24 I should always ensure work selected for external moderation
covers the full spread of grades in my class
25 If I have fewer than eight students in my Achievement Standards
class, I have to send in all my student’s work
26 NZQA requires all internally assessed work to be stored for three
years
27 All work from the previous year must be kept in case it is required
for external moderation
T
If a further opportunity for assessment is offered to any student, it must be
made available to all students entered for that standard
T
T
F
T
F
F
F
F
Students can achieve the standard, gain Merit or Excellence, or Not
Achieved whether it is their first or subsequent attempt at the standard.
They are awarded the higher grade.
Schools must report only those internal assessment results which have been
subject to the school’s internal moderation process
There are several parts to internal moderation.
1. all assessment material is checked or critiqued prior to use
2. samples of assessor judgements are verified for all standards
3. all assessment material is reviewed prior to further (or future) use
Unless the verifier is a subject specialist with standard and curriculum
knowledge
External moderation is a reflection of the internal moderation process that is
occurring in the school
Random selection for external moderation must be undertaken by someone
other than the teacher who marked the work, must use a method that does
not allow for prediction and must include the work of all students who
submitted work for the assessment
T
F
F
51
Schools must store randomly selected evidence for each standard assessed
until they have a fresh sample to replace it or until two years have elapsed
(i.e. until the end of the following year)
NZQA will require eight samples of student work from internally assessed
achievement standards and four examples of student work from the unit
standards selected for moderation
52