1. Managing National Assessment Seminar
2019

2. Managing Assessment Practice
Seminar Programme
Managing Assessment Practice
8.45am am 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

3. 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

4. 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

5. NCEA Review Timeline What next?

6. 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.

7. 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.

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

10. Now onwards

11. 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.

12. 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.

13. 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.

14. 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.

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

16. 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.

17. 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.

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

19. Grade Verification

20. Grade Verification

21. 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.

22. 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

23. 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 %
‘Other’ Achievement % _
Pacific Achievement %
‘Other’ Achievement %
= 55.1% nationally
= 57.5% nationally
* achievement of 14 credits at NCEA Level 3 in one or more STEM subjects

24. 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?

25. Special Assessment Conditions Positive Trends

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

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

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

29. 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.

30. 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
ideas on evolution of SAC provision
Encourage SENCO attendance at SAC workshop
Host a SAC workshop
Update SENCO contact details.

31. 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.

32. 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.