New Zealand Qualifcations Framework Taumata Matauranga a-Motu Kua Taea
Assessment Procedures NCEA Levels 1–3 Version 2023
Foreword
This handbook outlines the assessment procedures to be followed for NZQA assessments at Christ’s College. The contents are reviewed on an annual basis. The Assistant Principal – Curriculum, along with the Principal’s nominee, 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. These are called Assessment Matters and are publicly available on the NZQA website here.
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.
Nicole Billante Assistant Principal – Curriculum
Craig Aitken Principal’s Nominee
Christ’s College Assessment Procedures
1
Foreword
1
Introduction
3
Changing course during the year
5
Deadlines and extensions
5
Internal moderation process
6
Assessment materials
6
Verification
7
Quality assurance
8
External moderation
9
Authenticity
10
Breachment of assessment rules
11
Appeals
11
Documentation and entering of grades
12
Further assessment opportunities
12
External examinations
13
Special assessment conditions
13
Derived grade applications
14
Appendix1
15
Appendix2
16
Christ’s College Assessment Procedures
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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. Christ’s College no longer conducts assessment at Level 1; assessment at Level 2 will contribute to both Level 1 and Level 2. 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 internal and external credits are Physical Education, Religious Studies and L3 Visual Arts.
Level endorsements are awarded with Merit (50 or more credits earned with Merit and/or Excellence) or Excellence (50 or more credits earned with Excellence) in one level in one academic year.
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 the Assistant Principal - Curriculum outlining their reasons for the change. ● If a change is appropriate, students should collect a Course Change form from either the Assistant Principal or Timetabler/ to be signed by their parents, new subject HoD, and departing subject’s teacher ● Once parents and teachers approve, changes can then be made in Synergetic via the Timetabler. Changes appear live on Schoolbox when they have been updated. ● A student who changes courses after the first two weeks may miss key learning required for assessment and may therefore miss out on opportunities for NCEA credits in their new course. Deadlines and extensions ● The deadline for all work will be advised when the assessment is set. ● Teachers should not set deadlines on non-school days. In exceptional circumstances, a teacher may appeal to the Assistant Principal - Curriculum for a non-school day due date. ● Failure to submit an assessment by the due date will result in a Not Achieved Grade, unless an extension has been granted in accordance with the below. ● A student may only be withdrawn from an internal assessment if they have been unable to complete the learning or work for the standard; if a student has had the opportunity to complete the assessment and does not do so, this is a Not Achieved. ● If an extension is required because of unexpected illness and the absence is 1-2 days only, a parent or guardian must make contact via telephone with the Principal’s Nominee. Failure to do so could result in a ‘Not Achieved’ grade being awarded. ● Where the medical absence is for three or more days, a medical certificate must be supplied to the Principal’s Nominee and the application should be made on the day the student returns to school. The Principal’s Nominee will notify teachers of the appropriate extension time. Failure to do so could result in a ‘Not Achieved’ grade being awarded. ● If absence is due to Covid-19, a picture of the positive RAT is required and a screenshot of the logging of the positive test onto My Covid Record database. ● The Christ’s College Health Centre may provide a medical sign-off form to the Principal’s Nominee if they have assessed a student and determined they should be sent home from school. No medical sign-off will be granted in retrospect. If a student continues to be unwell past the date range specified by the Health Centre, they should consult a doctor for a medical certificate as specified above. ● An extension may be granted by the Assistant Principal - Curriculum for bereavement. Students should speak to the Assistant Principal to discuss this possibility if affected. ● 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. ● 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. ● Six selected assessments across the range of grades, 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.
Best practice is digital storage of materials on a shared Google drive. Practical subjects are encouraged to have photographic evidence of student work as part of the submission process for moderation purposes. 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. ● 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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Verifcation
This entails the 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 on the 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.
No grades will be returned to students until verification has been completed.
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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. 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. ● Before that date, for each selected achievement standard, HoDs will upload to the NZQA secure moderation portal the assessment activity, the assessment schedule, evidence of internal moderation and samples of marked student work. ● For each selected achievement standard, HoDs will provide six samples of marked student work. If there are fewer than six students who participated in the standard, then all assessments must be submitted. ● HoDs will be required to submit moderation through the NZQA Moderation App. ● It is the job of the Principal’s Nominee 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. This should be submitted to the Assistant Principal – Curriculum prior to commencing with new assessment of the standard in question (ideally by the start of the next school year). Selection of Samples From 2022, NZQA is no longer asking for a random selection. Instead they ask for the following: Unit Standards (with only Achieved as a grade available) : Four samples of student work Achievement Standards (and US with NAME criteria): Six samples of student work for standards where more than one passing grade is available, e.g. Achieved, Merit or Excellence (Achievement Standards and some Unit Standards). The six samples should include one sample each at N, A, M, E and two more selected from A, M, E. If you do not have a sample at a grade, replace with one at the nearest grade available, but only send a maximum of two samples at N. 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, including work generated through artificial intelligence tools. 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.
Students are actively discouraged from sharing either present or past work with another student as it opens both students up to accusations of academic dishonesty.
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 ● Use of a secure assessment tool such as exam.net ● 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 ● Have students complete work in a Google Doc and using the Draftback extension to observe the writing process. ● Use the online submission feature of Schoolbox with similarity check turned on to have work checked by Turnit.com ● 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; online submission through Schoolbox which requires students to complete an authenticity statement. ● Explaining clearly to students the rules and consequences regarding communication, disruption, copying or cheating at the beginning of each test.
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Breach 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 Principal’s Nominee by completing the Assessment Misconduct form available in the Common Room or from the EA Academic Administration. The Assistant Principal – Curriculum will then follow up with the student concerned in conjunction with their Housemaster.
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. Students should be provided with a completed assessment schedule and explanation of where their work did not meet the standard. 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.
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 decisions 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 Friday 20 October (week 2, Term 4) ● All student 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 via the digital signoff process through Schoolbox ● 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 opportunities are 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
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limited to one opportunity and are at the discretion of the HoD for students on the grade boundary of Not Achieved and Achieved. Students can not have resubmission opportunities if they have met the standard.
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 examination days outside the main hall. The Exam Centre Manager administers all daily needs and works closely with the Principal’s Nominee, 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 Principal’s Nominee.
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.
Scholarship Entries
Students may only be entered in Scholarship examinations from Year 12. This is at the discretion of the HoD. Many departments will deem that a student requires Level 3 content to enter Scholarship; the department policy on entering Scholarship will not be overturned by the Head of Advanced Learning, Principal’s Nominee or Assistant Principal – Curriculum.
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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 Principal’s Nominee
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 is dated for the day of the examination (or as close as is feasible). This needs to be submitted to the Principal’s Nominee before the deadline
4. The Principal’s Nominee will then apply for the Derived Grade through the NZQA secure website. The form is kept securely by the Principal’s Nominee.
5. An estimated grade for externally assessed achievement standards will be derived from assessments that have taken place under valid exam-like conditions. Where there is no grade from practice assessments for an external standard because a student was absent or didn't complete an assessment no derived grade will be possible
6. Teachers are expected to provide valid assessment opportunities for Derived Grades for any content taught as part of the normal classroom curriculum.
7. Derived Grades are not available for Scholarship entries
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Appendix1
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.
Assessment Criteria
Provide guidance to assessors and students as to the type and level of performance required for each grade.
Assessment Schedule
Designed to achieve consistency of judgement 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.
Authenticity
Ensuring the evidence presented is the student's own work.
Benchmarks
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.
Explanatory Notes
External Assessment
Work is assessed by 'marker' from outside the school.
Formative Assessment
Assessment used to determine ongoing teaching and learning needs of students.
Internal Assessment
Work is assessed by classroom teacher (subject to national quality checks).
Management of National Assessment
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.
Standards Based Assessment
A process by which evidence of achievement is judged against standards.
Summative Assessment
Assessment that takes place at the end of learning and contributes to an overall judgement of student performance.
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Appendix2
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
Withdrawal
No legitimate reason Truancy
N
Legitimate reason – student eligible for catch up assessment Students may choose to be withdrawn from standard instead of sitting a catch up assessment.
Missed the assessment
Extension, or FOA offered.
Family holiday
Withdrawal, no assessment opportunity
No legitimate reason ● Truancy
N
● Illness, but no evidence ● Non-urgent appointments 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) if possible and withdrawn from this assessment. Student sits assessment with class
Note: 1. Students who 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.
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