Managing National Assessment Seminar 2019

Managing Assessment Practice Seminar Programme Managing Assessment Practice 8.45am -10.30am NCEA Review Digital Assessment: NCEA Online 10.30am – 10.50am Morning tea 10.50am – 12.30pm Strategic Selection, STEM, Special Assessment Provision, and Use of Exemplars Reminders Qualify the Future World Kia noho takatu ki tō āmua ao

NCEA Review Key Findings Working well: Not working well: flexibility different ways to achieve opportunities to achieve prepares students for work, life and further study valued as a qualification. focus on assessment, not learning credit accumulation workload of students and teachers not all school leavers prepared for their future credibility issues. Summary NCEA Review Public Engagement December 2018

Strengthening NCEA Key Findings Encourage engagement in richer learning. New ways of assessing: - reduce volume of assessment - improve internal and external balance - encourage more variety in assessment - credit allocation and grades. Changed structure - number and content of NCEA levels - NCEA learning pathways. More support around NCEA. Summary NCEA Review Public Engagement December 2018

NCEA Review Timeline What next?

NCEA Online Why are we doing this? The way students are assessed needs to reflect how technology is used in their learning and everyday lives.

What do students say? same thing, done differently What they want: Why they want it: same thing, done differently type faster think as type helps plan answer. What they still need: to plan on paper. to type, particularly for long-form answers spellcheck copy and paste edit easily avoid poor handwriting organise answer.  

How have we got here? Refer to handout infographic: NCEA Online: Offering Digital NCEA Examinations for Students.

2014 - 2018

Now onwards

How keen are you? Pigeonhole Activity: Readiness for Digital Examinations Using the tool, answer the 5 questions to share your school’s perspective on digital exams.

What do you need from NZQA? Pigeonhole Activity: How can NZQA help? Using the tool, answer the questions to share what your school needs from NZQA to provide digital exams.

What are we doing? Support already planned includes: familiarisation of features of digital platform readiness assessment for schools training for ECMs and supervisors co-design with schools, students and ECMs.

What are we doing? We are continuing to: digitalise the 2018 exams in the 35 subjects being offered this year provide students with the option of personalised papers in digital exams.

Assessing your school’s readiness SurveyMonkey: Share your school’s readiness to engage in digital exams.

Grade Verification Assessment experts state that grade verification is a social activity, centred on professional learning; it is not a statistical exercise. Over time gains in efficiency will occur as grade verification discussions inform school processes and increase capability of assessors’ judgements. This will lead to a reduction in the number of samples of student work requiring verification.

Response to Workload Strategic Selection The ability to make accurate assessment judgements is based on:  experience of standards-based assessment  experience of the standards assessed  subject expertise  external moderation history  access to quality benchmark exemplars  whether the task has been previously used, is modified, or new.

Strategic Selection The sample size for strategic selection depends on the ability to make a decision consistent with the standard.

Grade Verification

Grade Verification

Strategic Selection Activity Using the resources in the Handbook, Pages 11 – 12: complete the Strategic Selection task using the table provided (Handbook, Page 13) code your answers M, P, S and D.

Equity in STEM “The number one challenge facing the New Zealand education system is to achieve equity and excellence in student outcomes. Our school system is characterised by increasing diversity of students and persistent disparities in achievement. Although many young people achieve at the highest levels in core areas such as reading, mathematics and science, the system serves some students less well ." 1 Equity and excellence in student outcomes ERO 2017 https://www.ero.govt.nz/publications/communities-of-learning-kahui-ako-collaboration-to-improve-learner-outcomes/equity-and-excellence-in-student-outcomes/

National Equity in STEM Data 2017 Māori and Pacific students experience only half the success of ‘Other’ Students in STEM subjects* nationally. The equity ratio is the percentage of successful students in the ethnic group expressed as a percentage of the successful ‘Other’ Students. Māori Achievement 28.1% ‘Other’ Achievement 51.0% _ Pacific Achievement 29.3% ‘Other’ Achievement 51.0% = 55.1% nationally = 57.5% nationally * achievement of 14 credits at NCEA Level 3 in one or more STEM subjects

What next? Activity: Using the self-review sheet in your Handbook on Page 22, for your school discuss: what tools are available? who are the key people?

Special Assessment Conditions Positive Trends

What schools have achieved Support for more students: Applications doubled 2015 – 2018 2,500+ more students in last 2 years NCEA candidates with SAC: 2014 4.3% 2018 6.8% Increase in school-based applications.

You tell us you experience these challenges: Workload Resources SENCO and other staff turnover School support for SAC.

You value our: Workshops for SENCOs and RTLBs Specialist team accessible by direct email.

In response to your feedback we are exploring: assistive technologies for digital assessment alignment to te ao Māori and kura pedagogies provisions reflecting evolving assessment practices.

What can you do? Review SAC uptake in your school population Share success stories Make physical category application for unreadable handwriting Manage assessment workloads of unwell students Email ideas on evolution of SAC provision sac@nzqa.govt.nz Encourage SENCO attendance at SAC workshop Host a SAC workshop Update SENCO contact details.

Use of Exemplars for Exam Preparation Exam answers must provide evidence of a student’s own work. Exemplars: provide clarity on the way evidence is graded encourage teachers to develop students’ knowledge and skills.

Incorrect Use of Exemplars Increasing evidence of students using published exemplars to answer exam questions More predominant when extended written answers are required Copying published exemplars is a breach of exam rules.