NZQA Christ's College Booklet

New Zealand Qualifications Framework  Taumata Matauranga a-Motu Kua Taea 

Assessment Procedures  NCEA Levels 1–3  Version 2020

Foreword 

This handbook outlines the assessment procedures to be followed for NZQA assessments at Christ’s College. The contents are to be reviewed on an annual basis. The Assistant Principal - Curriculum has responsibility for making required updates and distributing to the Heads of Teaching and Learning and the Heads of Department by the end of February. Suggestions for updating information in the Assessment Procedures Handbook can be made at any time in writing to the Assistant Principal. In addition to the information in this handbook, Christ’s College regularly receives circulars from NZQA. Please contact the Assistant Principal Curriculum if you wish to receive copies of these publications. They are: ● Assessment Matters Further detailed information can be obtained from the NZQA website: ​ www.nzqa.govt.nz Also... Helpline: ​ 0800 NCEAHELP ​ ( ​ 0800 623 243 ​ ). This telephone helpline will provide specific answers to your questions about assessment for the NCEA.

Other avenues of support include: ● School Support Services at the College of Education and Subject Associations

Nicole Billante Assistant Principal - Curriculum

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Foreword

1 3 5 5 6 6 7 8 9

Introduction

Changing course during the year

Deadlines and extensions

Internal moderation process

Assessment materials

Verification

Quality assurance

External moderation

Authenticity

10

Breachment of assessment rules

11

Appeals

11

Documentation ​ and entering of grades Further assessment opportunities

12 12 13 13 14 15 16

External examinations

Special ​ assessment ​ conditions Derived grade applications

Appendix 1 Appendix 2

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Introduction 

Credits are earned as a result of being assessed against achievement standards or unit standards. All unit standards are assessed internally. achievement standards can be either internally or externally assessed. NCEA Level 1 To be awarded Level 1 a student must gain a total of 80 credits at Level 1 or higher including 10 Literacy and 10 Numeracy credits. These credits can be gained from a number of programmes and students who are unsure should check with Heads of Departments. NCEA Level 2 …is awarded to students who gain 80 credits, at least 60 of which are at Level 2 or higher. 20 credits can be carried through from Level 1. NCEA Level 3 …is awarded to students who gain 80 credits, at least 60 of which are at Level 3 or higher and the remaining credits are at Level 2 or higher. NCEA Endorsements Endorsements are given at a Merit or Excellence level and there are two possible paths for endorsements within NCEA. They are: Subject ​ endorsements will be awarded if a student achieves more than 14 credits (of which at least 3 are internally assessed and at least 3 are externally assessed) in a subject in one year. Exceptions for the requirement of external credits are Physical Education, Religious Studies and L3 Visual Arts Level ​ endorsements are awarded with Merit (50 or more credits earned with Merit or Excellence) or Excellence (50 or more credits earned with Excellence) in one level.

University Entrance

Students will be qualified for entrance to a university in New Zealand if they have obtained: ● NCEA Level 3 ● Three subjects - at Level 3, made up of: ○ 14 credits each, in three ​ approved subjects ● Literacy - ​ 10 credits at Level 2 or above ​ , made up of:

○ 5 credits in reading ○ 5 credits in writing ● Numeracy - ​ 10 credits at Level 1 or above ​ , made up of:

○ achievement standards – specified achievement standards available through a range of subjects, or ○ unit standards - package of three numeracy unit standards (26623, 26626, 26627- all three required)

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Scholarship Scholarship is a monetary award to recognise our most academic students. It does not attract credits nor contribute towards a qualification, but the fact that a student has gained a Scholarship appears on their Record of Achievement. The Scholarship examinations enable students to be assessed against challenging standards, and are demanding for the most able students in each subject. Scholarship students are expected to demonstrate high-level critical thinking, abstraction and generalisation, and to integrate, synthesise and apply knowledge, skills, understanding and ideas to complex situations.

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Changing course during the year 

Students who change course during the year will need to approach their Housemaster outlining their reasons for the change. ● If a change is appropriate, the Housemaster will approach the HOD concerned with appropriate information and approval. ● Once the Housemaster and the HOD approve, changes can then be made in Synergetic via the Assistant Principal.

Students should not approach teaching staff themselves requesting changes.

Deadlines and extensions 

● The deadline for all work will be advised when the assessment is set. Late work will receive a Not Achieved grade unless an extension has been obtained from the Assistant Principal Curriculum or a delegated HOD. ● Work not handed in before the specified time and date will only be accepted for assessment if the Assistant Principal has granted the student an extension. ● If an extension is required because of unexpected illness, a medical certificate must be supplied and the application should be made on the day the student returns to school. Failure to do so could result in a ‘Not Achieved’ grade being awarded. ● Extensions can also be granted for school sanctioned cultural and sports trips as well as provincial or national sports’ teams representation assuming it is feasible for the assessment to be run at an alternative time. In this instance, students should let their teachers know in advance that they will be absent. If an assessment opportunity is not feasible, the student should be removed from the standard. Ideally, students should aim to complete the assessments before they go away, if possible. Further assessment opportunity is at the discretion of the HOD. ● The Executive Principal may also approve an extension under special circumstances. ● An extension is unlikely to be granted for non-urgent medical, dental, driving and counselling appointments. A holiday will not qualify for an extension. ● All assessment documents are the student’s responsibility to manage. Therefore loss of any documentation written or digital does not warrant an extension or consideration. It is recommended that all files are saved in at least two separate locations e.g. Google Drive, Drop Box, Memory Stick or a Hard Drive.

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Internal moderation process 

The following sections on Assessment Materials, Verification, and Quality Assurance provide a number of options and ideas to ensure the validity of assessments used at Christ’s College. Departments must put in

place suitable procedures for each standard entered from their subject area. When storing moderation the minimum produced for each standard must be:

● A recent printout of the standard from the NZQA website ● A copy of the assessment task with instructions as issued to students with version numbers and actual standard codes (i.e. NOT AS3.1)

● A copy of the assessment schedule for markers with statements of sufficiency ● A completed Internal Moderation Cover sheet summarising check procedures used ● Eight assessments randomly selected, four for unit standards

This whole package should be filed and readily available in a suitable location and will be reviewed by HODs at the beginning of each school year. HODs will ensure that these steps are carried out.

Assessment materials 

Assessment activities used for NCEA assessment must reflect the national standard for that achievement standard. The following procedures should be used to ensure that all assessment activities are at the appropriate standard and are fair, reliable, valid and consistent. ● Any recommendation on the assessment material from previous external moderation must be satisfied ● NZQA templates must be modified ● Departments must have a system that ensures all new or modified assessment materials are critiqued before being used as a summative assessment. A formal record of this check needs to be kept as evidence as per the Internal Moderation Cover Sheet ● Assessment materials must be reviewed after use and future improvements noted and comments added if it is appropriate to do so ● Assessment activities should be developed by teachers working together rather than by one teacher working independently and they should be internally moderated by others in the department ● Departments must have a system that ensures all new or modified assessment materials are critiqued before being used as a summative assessment. A formal record of this check needs to be kept as evidence as per the Internal Moderation Cover Sheet ● For small departments, colleagues from another school or professional association should check assessment materials ● Students must not have access to a summative assessment before it is distributed to the class ● All students must be assessed under the same conditions, unless they have been granted an extension

All assessment material, both activities and schedules, must be clearly labelled and easily retrievable.

When re-using assessment material, another assessor can provide a second opinion on its suitability, making appropriate written comments or suggestions.

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Verification 

Checking that student work is being marked consistently and at the appropriate standard.

In subjects where there is more than one class at the same level, teachers will ensure there is consistency in their marking of assessments across all classes.

All summative assessments must be internally moderated to ensure consistency.

Strategies to ensure consistency include: ● All marking must be to an agreed schedule which has been developed before the assessment takes place ● Common assessment tasks ● One teacher marking one section of work across all scripts ● Peer marking ● Assessment decisions need to be verified by a subject specialist, from within the same department, or from a different department, or from another school, checking a sample of assessed work, or discussion of decisions by a panel. A record of each verification must be kept ● Teachers assessing in a panel, with borderline examples discussed ● Strip assessment (different teachers assessing different sections) ● Cross assessment (teachers mark a mix of student work from different classes) ● Where an agreement cannot be made between teaching staff, a third party (external moderator, outside school environment) may be needed to verify the grades of some students To ensure consistent professional judgements are being made, departments must have a formal system for verifying assessment decisions - check marking of a sample of a class's work is one way of doing this. ​ A record of each verification must be kept - Internal Moderation Cover Sheet ● Holding annotated benchmarking samples can be useful for ensuring consistency from year to year. Keep the size of the sample manageable, keep the material updated and include examples of Achieved, Merit, Excellence and borderline examples ● Keep copies of scripts that generated the most discussion with notes as to why a particular decision was reached

All assessment material, both activities and schedules, must be clearly labelled and easily retrievable.

When re-using assessment material, another assessor can provide a second opinion on its suitability, making appropriate written comments or suggestions.

There should be a strategic selection of student work for verification, including grades that are on the boundaries.

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Quality assurance 

How to ensure that assessment activities are at the national standard.

There are many methods of ensuring that assessment activities are at the national standard. These include: ● Sending teacher-selected evidence to NZQA for external moderation

● Using previously moderated material ● Referring to external moderation results ● Keeping benchmarks and exemplars from previous years

● Keeping borderline examples of marked work including those which generated most discussion ● Referring to nationally developed materials, assessment schedules, and exemplars on the web or elsewhere as these become available ● Attending cluster meetings (if available) ● Establishing a buddy system between teachers to deal with issues ● Informal checking by same-subject colleague from another school or subject association

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External moderation 

Procedures to check that the school is assessing at the same standard as other schools nationally.

All internally assessed achievement standards and unit standards are subject to moderation by NZQA to ensure that internal school based assessment standards reflect the national standard. This is a check of the school’s systems and it is not a check of individual students. Schools will be advised of a submission date by NZQA and the achievement and unit standards to be moderated. Before that date, for each selected achievement standard, HODs will provide the Assistant Principal Curriculum with the assessment activity, the assessment schedule, evidence of internal moderation and samples of marked student work. The moderation report received from NZQA will be used to inform internal moderation decisions. HODs of subjects who receive moderation reports that identify problems will be required to provide documentary evidence of the steps that they have instigated to rectify the identified problems. ● Schools will be advised by NZQA of a submission date and the achievement standards to be moderated. Standards can be nominated in the previous year ● For each selected achievement standard, HODs will provide the assessment activity, the assessment schedule and eight samples of marked student work. If there are fewer than eight students who participated in the standard, then all assessment must be submitted ● HODs will be required to submit moderation through the NZQA Moderation App ● It is the job of the Assistant Principal to ensure appropriate tracking of the collection, posting, receiving, processing and returning of moderated materials ● The moderation report received from NZQA will be used to inform internal moderation decisions. HODs of subjects who receive moderation reports that identify problems will be required to provide documentary evidence of the steps that they have implemented to rectify the identified problems. Random Selection of Samples ● For each standard which is moderated, individual teachers/marking teams must use a random list which will be used to draw eight samples for Achievement Standards or four samples for Unit Standards ● The process for random selection of samples will be advised by the Assistant Principal and implemented by the HODs ● ALL departments must provide a central location where all assessments from a standard are archived together

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Authenticity 

Authenticity means that the work a student presents for assessment must be their own work. It must not be directly copied from information such as books, other students, or from information downloaded from the internet. It is quite acceptable for students to discuss aspects of their work with friends, parents, etc and to access any information from the internet, books or other resources, as long as the assessment submitted is all their own work. Material sourced from reference books/internet must be appropriately acknowledged as instructed by the teacher.

Authenticity is also to do with the adherence to rules of behaviour in assessments. Instances of misconduct may include cheating, copying, disruption or use of non-approved information sources.

The following procedures can help ensure a high level of authenticity:

● Supervised assessment in class ● Assessor's knowledge of student's capability based on experience ● Requiring the student to report progress at set milestones

● Changing topics or context from year to year to prevent copying from previous student's work ● Controlling resources students may use if practicable, and being familiar with the resources ● Retaining all student work from one year to another ● Oral checks with student to ensure understanding of topic; requiring repeat performance if there is doubt ● Oral presentation of topic to class ● Avoidance of topics which can be downloaded from the Internet ● Having detailed knowledge of individual students and their work ● Observing the student doing the research or practical planning; not allowing work to go home ● No access to other students' files in Computing; controlled log-on and printing ● Controlling group work by breaking task into group and individual components or requiring group attestations of contribution and signature on authenticity statement ● Requirement to supply sources of assistance including people and materials ● Requiring students to complete an assessment cover sheet provided by the teacher indicating that the work is their own for each internally assessed task not carried out under supervision in the classroom ● Explaining clearly to students the rules and consequences regarding communication, disruption, copying or cheating at the beginning of each test

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Breachment of assessment rules 

Assessment misconduct is a serious offence and will be treated as such by the College. If work is found to have been completed in a dishonest manner, the student will receive a 'Not Achieved' grade for that assignment and no other assessment opportunity will be given for that achievement standard. If the work has been copied from another student with both their knowledge, then both students will receive a 'Not Achieved' grade for that assessment and no other assessment opportunity will be given for that achievement standard. Any offences involving dishonesty will be recorded on their school record. If a student is found to be guilty of repeated assessment misconduct, the matter will be referred to the Deputy Principal as a breach of College values. NZQA may also be informed.

Where there is doubt over the authenticity of work, or there is suspected misconduct, teachers must inform the Assistant Principal. The Assistant Principal will then follow up with the student concerned.

Appeals 

Students can dispute the grade of an assessment or the conditions of the assessment.

Students wishing to appeal the grade that they have received or the conditions of the assessment for an internal assessment should first ask their teacher to check the marked work before it is removed from the classroom. If the appeal cannot be resolved with the class teacher, the work will be retained and the HOD should be approached. The HOD will then provide the student with an appeal form.

If the matter still cannot be resolved, the Assessment Appeal form must be forwarded to the Assistant Principal Curriculum who will make the final decision.

If the student does not accept this decision, they may appeal to NZQA. NZQA will refer the matter back to the school’s policy and may offer advice.

Appeals must be made within seven days of students receiving the marked assessment. Teachers should be open to discussion with students about the marking processes or decision made.

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Documentation and entering of grades 

Record keeping must meet the following requirements to ensure that students’ results are accurately recorded and secure, and able to cover eventualities such as loss of a mark book.

Individual teachers are responsible for entering student grades.

Teachers must ensure: ● All NCEA assessment results are recorded in Schoolbox on the due work assessment. Grades and feedback must be entered and published within 4 weeks of the assessment being handed in. ● All internal assessments must be recorded in Schoolbox no later than Monday 19 October (week 2, Term 4) ● All students entries must have a grade reported against their names, otherwise the student needs to be withdrawn from that particular standard. If a student has been present and able to sit the standard and chosen not to complete it without prior discussion, this is a Not Achieved, not a withdrawal. ● Unit standards are recorded to element level, achievement standards are recorded for an entire achievement standard as Not Achieved, Achieved, Merit or Excellence ● Students should record their achievement on a tracking sheet as a personal record and as a check to ensure accuracy ● Students must receive feedback on their assessment. ● Students must sign off on their grades at the end of the year. ● Privacy laws apply to student assessment information. ​ Any student work to be kept and used as exemplar material must have permission from that student ​ .

Further assessment opportunities 

Further assessment opportunities refer to additional assessment opportunities available to students. This applies only to internally assessed achievement standards and unit standards; there is no further assessment opportunity for externally assessed achievement standards. Students will have a maximum of one further assessment opportunity for internally assessed NCEA standards. A further assessment opportunity is only appropriate if additional learning has taken place since the first assessment opportunity. It is not compulsory to offer an opportunity for further assessment, but if it is offered, it must be offered to all students. For some assessments, (e.g. those involving field trips) a further assessment is not usually a possibility. Further assessment opportunity is at the discretion of the HOD. All grades must be available as a result of a further assessment opportunity (i.e. Not Achieved, Achieved, Merit, and Excellence, in the case of Achievement Standards). Students may also be offered a resubmission. This is where a student can be offered the opportunity to correct a minor error in an assessment where there has been no further teaching. Resubmissions will be limited to one opportunity and are at the discretion of the HOD for students on the grade boundaries.

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External examinations 

Students’ admission slips, timetable and relevant information are issued to students prior to the start of NCEA external examinations. Student examination rooms are clearly sign posted for the students to access on and before examination days. The Exam Centre Manager administers all daily needs and works closely with the Assistant Principal and Head of Learning Support. It is the responsibility of the students to check the accuracy of the entries and their personal details. If there are any discrepancies, the student will need to inform the Assistant Principal - Curriculum.

Special assessment conditions

Students requiring special assessment conditions for NCEA assessments (eg extra time, reader/writer assistance etc) must apply for this assistance to the HOD of Learning Support. If a student is eligible for this assistance, then provision must be made for this, for all internal assessment including formative tests and examinations.

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Derived grade applications 

External Examinations

If a boy is unable to attend an external examination he must follow the steps below:

1. Notify the Assistant Principal Curriculum

2. Download Derived grade form from NZQA website or email the school to request a copy

3. Present Derived Grade form and a medical document from an independent professional explaining reasons for missing the assessment. It is vital that the form/certificate is dated for the day of the examination. This needs to be submitted to the Assistant Principal Curriculum before the deadline date ● This form is then forwarded to NZQA following determination of the grade to be awarded to the student; this must be based on standard specific evidence ● An estimate grade for externally assessed achievement standards will be derived from formative assessments and / or school examinations of the same standard. Where there is no grade from practice assessments for an external standard, whether that is because a student was absent or didn't complete an assessment, or because the timing of the teaching has meant no practice assessment was given, no derived grade will be possible

● Derived Grades are not available for Scholarship entries

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Appendix 1

GLOSSARY OF TERMS Achievement Standard or Unit Standard

Specifies the assessment requirements for credit towards a national qualification.

Assessment

The collection and evaluation of evidence of student performance.

Assessment Activity

Activity provided to enable students to present evidence for assessment against the standard. Provide guidance to assessors and students as to the type and level of performance required for each grade. Designed to achieve consistency of judgment between different assessors. Provides guidance on the minimum evidence and quality of evidence required for each grade. It is specific to a particular activity and reflects what is in the achievement standard. Samples of student work that signify the standard of evidence required for particular grades to be awarded. They relate to a particular assessment activity and support judgments made in the assessment schedule. Provide clarification and/or expansion of requirements for the standard. They refer to the relevant part of the curriculum and detail the content and contexts that can be used. Assessment used to determine ongoing teaching and learning needs of students. Work is assessed by classroom teacher (subject to national quality checks). Its purpose is to ensure national consistency of assessor judgment. The process is administered by NZQA and checks the assessment procedures of a school and the assessment judgments of a department. A process by which evidence of achievement is judged against standards. Assessment that takes place at the end of learning and contributes to an overall judgment of student performance. Ensuring the evidence presented is the student's own work. Work is assessed by 'marker' from outside the school.

Assessment Criteria

Assessment Schedule

Authenticity

Benchmarks

Explanatory Notes

External Assessment

Formative Assessment

Internal Assessment

Management of National Assessment

Standards Based Assessment

Summative Assessment

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Appendix 2 

NZQA Assessment grades for different situations.

SITUATION

REASON

RESULT

Legitimate reason ● Illness/surgery ● Death of close family member ● Away on school activities ● Away on representative sport

Missed the majority of teaching of the topic

X

No legitimate reason Truancy

N

Legitimate reason ​ – student eligible for catch up assessment (JDE to approve anything that is not school, on school calendar and will return with approval form). Student may choose to be withdrawn from standard instead of sitting catch up assessment. Family holiday

Missed the assessment

X

No legitimate reason ● Truancy ● Illness, but no evidence ● Taylor Swift concert

N

Legitimate reason Student struggling with level of work presented in class, but is trying their best No legitimate reason ● Student has been truant from class so professional judgement cannot be made about their abilities. ● Student has not attempted enough work in class for professional judgement to be made about their abilities

Student not ready to sit assessment with class (they are not likely to pass)

Student sits alternative assessment (US) and withdrawn from this assessment. Student sits assessment with class

Assessment sat

Grade recorded

Note: 1. Students that enrol during the year will need to have their credits checked and have any removed that they will not be able to sit due to time. 2. It is vital that when a student is withdrawn, contact is made with Parents/Student/HOD/Housemaster. This is to ensure that there is an overview of student assessment profiles.

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