1. Internal Assessment for NCEA
Neil Marshall - NZQA

2. National Assessment Leader
Mathematics & Statistics
NZQA

3. Moderation
The focus of the moderation process is to ensure that student evidence meets the criteria of the standard on a national basis. The moderator will consider if the students’ evidence meets the requirements of the standard. They will moderate assessor judgments for the student work you submit against the standard, not your mark schedule. They will not moderate your task unless they disagree with your judgements and the task is the reason for the grade disagreement. You can submit a query if the moderation materials have been submitted digitally or physically.
You can always appeal (and re-appeal) if you disagree with moderation.

4. Exemplars
The exemplars on the NZQA website are designed to help teachers identify the grade boundary.
They are not intended to be "models" for students.
There is more than one way of getting each level of Achievement – the exemplars are “a” way not “the” way. Read the annotations carefully. The annotations were revised and republished in 2019 following a process of critique by subject experts. The best exemplars you can use for students are from your own benchmarking folder (examples from your own students, in particular the student work that has been externally moderated).
You should get students’ permission before using their work as exemplars for other students.

5. Clarifications
These provide clarifications of issues that have arisen during the moderation of student work.
The clarifications were revised and republished in 2019 following a process of critique by subject experts.

6. Holistic
For an holistic judgement to be made all criteria must be met somewhere in the collected body of evidence.

7. Digital assessment for the externally assessment standards.
NZQA has undertaken a small trial with the help of four teachers. This trial investigated the use of Teacher Desmos as an online environment for assessing Level 1 Achievement Standard 91028: Investigate relationships between tables, equations and graphs.
NZQA believe this was a valuable exercise as we look forward to the Review of the Achievement Standards (RAS.)

8. Digital assessment for the externally assessment standards.
Positive findings:
students who regularly use Desmos in the learning environment, found the tool less intimidating than those who are not as familiar with Desmos
students found the assessments engaging, with particular value in the visualisation of the scenario/problem and instant feedback when graphing.

9. Digital assessment for the externally assessment standards.
Less positive findings:
the heavy literacy requirements of the tasks meant that they were less accessible for some students
the layout of the tasks - with information on several slides, also made the tasks more difficult than when presented on paper
students had difficulty with manipulating equations in Desmos.
We are going to keep investigating. We are interested in other browser based apps – Geogebra, Codap and INZightLite.

10. Question and answer session