SlideShare ist ein Scribd-Unternehmen logo
1 von 8
Downloaden Sie, um offline zu lesen
DRAFT FOR CONSULTATION


Further Assessment Opportunities

Preamble

The following is a draft consultation document prepared by the New Zealand
Qualifications Authority about further assessment opportunities in schools.

Since the introduction of NCEA in 2002, there has been an ongoing need to clarify
aspects of managing national assessment. These clarifications are based on the
principle that assessment must be fair, valid, consistent, reliable and at the national
standard.

Please read the draft consultation document in full before completing the feedback
form available online at: www.nzqa.govt.nz/reassessment

Introduction

A key feature of school-based assessment is that further opportunities to be assessed
can be provided for students who initially fail to achieve their potential at any level,
where this is appropriate.

The diversity of practice between schools, and sometimes between departments within
a school, regarding the provision of further assessment opportunities for internally
assessed standards (sometimes called “reassessment”) has led to credibility issues and
perceptions of unfairness. Furthermore, further assessment can contribute to over-
assessment of students.

These guidelines aim to reduce the current diversity of practice, while at the same
time allowing teachers to exercise professional judgment in their assessment practice.

It is important that teachers and students understand that further assessment
opportunities are not mandatory and may not always be practical or feasible to
provide.

Schools will have an opportunity to provide feedback about these guidelines up until
8 May 2009.

From mid-2009 schools will be asked to prepare for a 2010 implementation of the
guidelines into their school-wide policies and procedures.

In 2010, NZQA will report on the implementation of these guidelines as part of its
Managing National Assessment system reviews and as required.


Note: a glossary of terms used has been provided in this document.




                                                                                           1
DRAFT FOR CONSULTATION


Guidelines for schools (Refer to the glossary for a definition of key terms)

1. A maximum of one further opportunity for assessment of a standard should
   be provided within a year.

Students’ learning is not increased by repeated summative assessment, but by
extensive feed forward and feedback. Students should not be assessed for a standard
until the teacher is confident that achievement of the standard is within their reach, or
until the final deadline for assessment, if there is one.

The need for further assessment can be minimised when teachers:
   • ensure students understand the standard and the test, brief or assignment (the
       performance criteria or achievement criteria, the range statement and link with
       the curriculum)
   • discuss exemplars of successful work in different contexts with students
   • give students adequate practice opportunities, including whole-class
       brainstorming
   • assess students when they are ready and
   • provide templates to guide students.

Eligibility for a further opportunity
If a further opportunity for assessment is offered to any student, it must be made
available to all students entered for that standard. This is regardless of their
performance on the first opportunity. Therefore, further assessment opportunities
need to be carefully planned.

All students must be able to:
     • use the further opportunity to improve their original grade
     • access the further opportunity, if they wish, including those who did not
        complete the original assessment for an acceptable reason, as determined by
        the school’s policy on missed and late assessment.

It is not the intention to allow students a further assessment opportunity where they
have chosen for unacceptable reasons not to take the first opportunity.

Results of a further opportunity
Students must be awarded the highest grade they have achieved over both
opportunities:
• If a student does not achieve the standard on the first attempt, they must have
   access to any grade from Not Achieved to Excellence on their second attempt.
• If a student achieves a lower grade on the second attempt, the higher grade
   achieved on the first attempt is the result that must be reported to NZQA.

Manageability of a further opportunity
It is the school’s decision whether a further opportunity will be offered for any
standard. If it is not manageable to offer a further opportunity, then students should
be advised from the outset that there is only one opportunity to be assessed against
that standard.




                                                                                         2
DRAFT FOR CONSULTATION


Conditions of assessment during further opportunities
It is essential that conditions of assessment during a further opportunity be consistent
with those for the first opportunity. For example, students cannot be allowed to work
at home for the second opportunity when this was not allowed for the first
opportunity. Inability to provide the same conditions for the second opportunity
would be a reason to make only one opportunity available in the year.

2. Resubmission opportunities should be limited to specific aspects of the
   assessment and no more than one resubmission opportunity should be
   provided (refer to the glossary for definition of resubmission).

•   A resubmission can be offered when students have made mistakes which they
    should be capable of discovering and correcting on their own. By definition, the
    problem should be capable of rapid resolution. In other cases, a further
    assessment opportunity may be more appropriate.

•   If a resubmission opportunity is offered, it must take place before the teacher
    gives any feedback to the whole class (or any student) on the work done. If more
    teaching has occurred after the first assessment opportunity, resubmission is not
    possible.

•   Feedback to students prior to a resubmission must be general and not compromise
    the authenticity of the student’s work and responses. Teachers should give only
    general advice. A student may be told, for example, “you need to fix your
    referencing up” or “there are grammar issues here”.

•   Resubmission must not compromise the assessment. For example, if the original
    assessment was completed in a supervised classroom, the resubmission must be
    completed under the same conditions. It is not appropriate to allow a student to
    complete their resubmission at home when the original assessment was done in
    class. The teacher should also ensure the resubmission takes place in a timely
    fashion.

•   Resubmission does not constitute a further opportunity for assessment, because it
    does not involve a new assessment being set after further learning.

•   Resubmission can be offered after either the first or the second assessment
    opportunity or after both.

3. Approaches to assessment that involve collection of evidence must be
   documented (refer to the glossary for definition of collecting evidence over
   time).

•   Care must be taken to ensure that teachers do not assist students to complete an
    assessment. The work must be the work of the student.

•   Evidence used to make a grade decision must be recorded and verifiable. For
    example if no video of a performance is practicable or the evidence has come
    from conferencing with students, teachers need to provide a checklist or an
    annotated file note with a standard-specific description of the evidence which the


                                                                                         3
DRAFT FOR CONSULTATION


    teacher viewed to justify the judgements made. This annotated file note could be
    added to the mark sheet/results notice which is returned to the students. A copy
    must be retained by the teacher for moderation purposes and for future reference.

4. When assessing aspects of a standard separately, teachers must be confident
   that students can demonstrate understanding of the standard as a whole.

•   In the case of a standard that has separate elements, if it is acceptable to assess
    each element through a different task and submit an overall result, the assessor
    must be satisfied that the student can demonstrate competency for the standard as
    a whole.


Glossary of terms used
There has been considerable debate about assessment terms used in schools by
teachers, students, and parents. These guidelines use terms defined as follows:

       Further assessment opportunity
       A further assessment opportunity occurs when a new, quality assured
       assessment is provided for students after their first opportunity, and after
       additional teaching and learning. This could be a new test, a new writing
       topic or a new research topic. For some tasks offering a further assessment
       opportunity will not be possible for manageability and practical reasons

       Resubmission
       A resubmission opportunity should only be offered where a teacher judges that
       a mistake has been made by the student, which the student should be
       capable of discovering and correcting themselves. For example, the student
       may have handed in the assessment, but may not have made a particular
       calculation correctly. In such cases, the teacher may consider it appropriate to
       allow a student to resubmit a specific part of the assessment. The amount of
       information a teacher provides to a student in identifying the error is important
       in this context. In the case above, the teacher might say “your method is fine
       but there is a problem with your calculations….” The teacher would not
       however say “there is a problem with your use of brackets in this calculation.”

       Collecting evidence over time
       It may be appropriate, in some standards, for the teacher to gather achievement
       evidence over time. In this case there is no specific “assessment event.”

       This would apply when the standard assesses a skill or piece of knowledge that
       students could demonstrate over the course of their normal class work or
       outside the classroom in controlled contexts for example, safe practice in a
       workshop, public speaking, performing arts, or appropriate use of technical
       equipment.

       Feed forward and feedback
       Some assessments build over a period of time up to a final submission. For
       example, a teacher will provide feedback over a period of time in the case of a
       performance task, a writing assessment or a portfolio of a year’s work. In


                                                                                          4
DRAFT FOR CONSULTATION


    general feedback (comment on progress) and feed forward (suggestions for
    next steps) should become less specific the closer the student is to the
    submission date, in order to avoid the teacher effectively doing the assessment
    for the student.




                                                                                  5
DRAFT FOR CONSULTATION


Frequently asked questions

  1. Does this mean that I must give all students two assessment
     opportunities?
     No, a further assessment opportunity is not a requirement. However, if the
     opportunity is provided for some it must be planned for and provided for all
     students to improve their grades at any level.

  2. I give my students lots of formative/practice assessment before the
     summative assessment. Can’t I do this any more?
     Yes. This is good practice and is encouraged. However, the formative or
     practice assessment should not be the same as the summative assessment.

  3. I don’t have any assessment event at all. I assess my students by
     observation or conferencing and award the standard when the student
     has demonstrated competence. Does any of this apply to me?
     Yes. Guideline 3 applies. You also need to ensure that the feedback and feed
     forward you provide meet the requirements set out in the glossary section
     under “Feed forward and Feedback”.

  4. With unit standards, in particular, I have been used to providing multiple
     resubmission opportunities, element by element. Is this now no longer
     acceptable?
     In general it is not acceptable. Only one resubmission opportunity should be
     provided for a particular piece of work. This implies that teachers need to be
     confident that the students can, in fact, demonstrate competence in a standard
     across all its elements at the same time.

  5. Only some of my students want another assessment opportunity. Does
     this mean that all students must do another assessment regardless of
     whether they want to or not?
     No. All students must be “offered” another opportunity but may choose not to
     take it.

  6. Is it a good idea to schedule second assessment opportunities for some
     standards from the beginning of the year or topic?
     You may want to do this because of the requirements of the standard and for
     practical reasons, particularly for larger cohorts. You will need to carefully
     consider your students’ assessment load and the manageability of the process
     for teachers.

  7. Some of my students have asked for a second assessment opportunity, but
     there is no time to do any more teaching. What can I do?
     A second assessment opportunity should follow the first only if there has been
     more teaching and learning. In some exceptional cases, students may be
     provided with additional independent learning opportunities, and this may
     warrant another assessment opportunity.




                                                                                      6
DRAFT FOR CONSULTATION


  8. One of my students wants a resubmission opportunity. I have told him to
     check his calculations, but he has asked me for more help. What can I
     do?
     It is not appropriate to provide any more specific information if the calculation
     error is one that the student cannot identify, even after being advised that an
     error exists.

  9. I have been used to allowing only some of my students a further
     assessment opportunity, mainly those that have received a Not Achieved
     grade. Am I required now to offer it to all of them? Surely this is going to
     create major workload and logistical challenges, especially in big schools.
     If a further assessment opportunity is offered, it must be offered to all
     students. Offering only some students another assessment opportunity is not
     fair. Further assessment opportunities must be carefully managed and
     preferably planned in advance to ensure that the process is manageable. It is
     also worth remembering that not all students will necessarily accept the offer
     of a second assessment opportunity.

  10. Some students have improved their grade from Not Achieved to
      Excellence on the second assessment opportunity; others either elected
      not to take another opportunity or did not change their grade on the
      second opportunity. Is this fair?
      Yes it is. Those students who have advanced from Not Achieved to
      Excellence have demonstrated that they can achieve at that level of the criteria.

  11. I have worked hard to ensure my students can demonstrate competency
      in all the elements of a unit standard. They have worked really hard to
      get to this point. However, when I look at the standard holistically, I
      don’t think that some students can demonstrate competence across the
      whole standard and all the elements at a given point in time. What can I
      do?
      The students who cannot demonstrate competence across the whole standard
      should not be awarded the standard.

  12. If a student is away on the date of a further assessment opportunity does
      this mean they have missed their one chance for reassessment?
      No. Schools have their own policies on absences from assessment. This
      happens now with initial assessments and the situation is no different.

  13. If offering a further assessment opportunity for this standard is too
      difficult to manage do I have to offer it?
      No. This is a school decision and the school needs to establish their own
      policy on what is and isn't manageable. As long as students are advised before,
      or at the start, of the course then this is fair.

  14. What exactly is the status of these guidelines?
      2009 is intended to be a year for consultation and planning. Schools are
      strongly advised to review their assessment practices and policies to align with
      the finally published guidelines. In 2010, these guidelines are to be



                                                                                     7
DRAFT FOR CONSULTATION


     implemented. NZQA will report on the extent to which the guidelines are
     followed in your school.

  15. What about the Standards Review? Wasn’t this meant to provide
      guidelines about Further Assessment Opportunities for all standards?
      Yes, the information provided as part of the standards review will be based on
      the final guidelines, but will be more specific to each standard.




                                                                                   8

Weitere ähnliche Inhalte

Was ist angesagt?

Issues in Assessment
Issues in AssessmentIssues in Assessment
Issues in AssessmentAnup Singh
 
Accountability in Developing Student Learning
Accountability in Developing Student LearningAccountability in Developing Student Learning
Accountability in Developing Student LearningCarlo Magno
 
Assessment presentation
Assessment presentationAssessment presentation
Assessment presentationcswstyle
 
Classroom based assessment
Classroom based assessmentClassroom based assessment
Classroom based assessmentMaury Martinez
 
Using Classroom Assessment Techniques
Using Classroom Assessment TechniquesUsing Classroom Assessment Techniques
Using Classroom Assessment TechniquesMichelle Rodems
 
Diagnostic assessment report pptshow
Diagnostic assessment report pptshowDiagnostic assessment report pptshow
Diagnostic assessment report pptshowCarl Richard Dagalea
 
teacher made test Vs standardized test
 teacher made test Vs standardized test teacher made test Vs standardized test
teacher made test Vs standardized testathiranandan
 
Classroom assessment
Classroom assessmentClassroom assessment
Classroom assessmentKing Ayapana
 
Critical review - Teaching Practice
Critical review - Teaching PracticeCritical review - Teaching Practice
Critical review - Teaching PracticeWinston Tambyrajah
 
PRESENTATION ON CCE [ IX & X ]
PRESENTATION ON CCE [ IX & X ]PRESENTATION ON CCE [ IX & X ]
PRESENTATION ON CCE [ IX & X ]Rajesh Batra
 
Diagnostic assessment ideas
Diagnostic assessment ideasDiagnostic assessment ideas
Diagnostic assessment ideasPatti
 
Assessment, feedback, evaluation, & grading
Assessment, feedback, evaluation, & gradingAssessment, feedback, evaluation, & grading
Assessment, feedback, evaluation, & gradingfusonline
 
Presentation Issues on Assessment
Presentation Issues on AssessmentPresentation Issues on Assessment
Presentation Issues on Assessmentazila_razak
 
The process of research mentoring
The process of research mentoringThe process of research mentoring
The process of research mentoringCarlo Magno
 

Was ist angesagt? (20)

Issues in Assessment
Issues in AssessmentIssues in Assessment
Issues in Assessment
 
Formative assessment
Formative assessmentFormative assessment
Formative assessment
 
classroom assessment
classroom assessment classroom assessment
classroom assessment
 
Formative assessment.final
Formative assessment.finalFormative assessment.final
Formative assessment.final
 
Classroom assessment
Classroom assessmentClassroom assessment
Classroom assessment
 
Accountability in Developing Student Learning
Accountability in Developing Student LearningAccountability in Developing Student Learning
Accountability in Developing Student Learning
 
Assessment presentation
Assessment presentationAssessment presentation
Assessment presentation
 
Classroom based assessment
Classroom based assessmentClassroom based assessment
Classroom based assessment
 
Using Classroom Assessment Techniques
Using Classroom Assessment TechniquesUsing Classroom Assessment Techniques
Using Classroom Assessment Techniques
 
Concept of Classroom Assessment
Concept of Classroom AssessmentConcept of Classroom Assessment
Concept of Classroom Assessment
 
Diagnostic assessment report pptshow
Diagnostic assessment report pptshowDiagnostic assessment report pptshow
Diagnostic assessment report pptshow
 
teacher made test Vs standardized test
 teacher made test Vs standardized test teacher made test Vs standardized test
teacher made test Vs standardized test
 
Asl 2 lecture 3
Asl 2 lecture 3Asl 2 lecture 3
Asl 2 lecture 3
 
Classroom assessment
Classroom assessmentClassroom assessment
Classroom assessment
 
Critical review - Teaching Practice
Critical review - Teaching PracticeCritical review - Teaching Practice
Critical review - Teaching Practice
 
PRESENTATION ON CCE [ IX & X ]
PRESENTATION ON CCE [ IX & X ]PRESENTATION ON CCE [ IX & X ]
PRESENTATION ON CCE [ IX & X ]
 
Diagnostic assessment ideas
Diagnostic assessment ideasDiagnostic assessment ideas
Diagnostic assessment ideas
 
Assessment, feedback, evaluation, & grading
Assessment, feedback, evaluation, & gradingAssessment, feedback, evaluation, & grading
Assessment, feedback, evaluation, & grading
 
Presentation Issues on Assessment
Presentation Issues on AssessmentPresentation Issues on Assessment
Presentation Issues on Assessment
 
The process of research mentoring
The process of research mentoringThe process of research mentoring
The process of research mentoring
 

Andere mochten auch

How NCEA works
How NCEA worksHow NCEA works
How NCEA worksLisya09
 
Green Bay High School Annual Report 2009 2008
Green Bay High School Annual Report 2009  2008Green Bay High School Annual Report 2009  2008
Green Bay High School Annual Report 2009 2008johnwest
 
NZQA - Presentation to clients Auckland 25 March 2010
NZQA - Presentation to clients Auckland 25 March 2010NZQA - Presentation to clients Auckland 25 March 2010
NZQA - Presentation to clients Auckland 25 March 2010NZQA
 
Green Bay High School Annual Report 2009 2008
Green Bay High School Annual Report 2009  2008Green Bay High School Annual Report 2009  2008
Green Bay High School Annual Report 2009 2008johnwest
 
16.00 o6.2 d lillis
16.00 o6.2 d lillis16.00 o6.2 d lillis
16.00 o6.2 d lillisNZIP
 
Henderson arts nzip 2011
Henderson arts nzip 2011Henderson arts nzip 2011
Henderson arts nzip 2011dhousden
 
level 1 exemplars
level 1 exemplarslevel 1 exemplars
level 1 exemplarsBev Towns
 

Andere mochten auch (7)

How NCEA works
How NCEA worksHow NCEA works
How NCEA works
 
Green Bay High School Annual Report 2009 2008
Green Bay High School Annual Report 2009  2008Green Bay High School Annual Report 2009  2008
Green Bay High School Annual Report 2009 2008
 
NZQA - Presentation to clients Auckland 25 March 2010
NZQA - Presentation to clients Auckland 25 March 2010NZQA - Presentation to clients Auckland 25 March 2010
NZQA - Presentation to clients Auckland 25 March 2010
 
Green Bay High School Annual Report 2009 2008
Green Bay High School Annual Report 2009  2008Green Bay High School Annual Report 2009  2008
Green Bay High School Annual Report 2009 2008
 
16.00 o6.2 d lillis
16.00 o6.2 d lillis16.00 o6.2 d lillis
16.00 o6.2 d lillis
 
Henderson arts nzip 2011
Henderson arts nzip 2011Henderson arts nzip 2011
Henderson arts nzip 2011
 
level 1 exemplars
level 1 exemplarslevel 1 exemplars
level 1 exemplars
 

Ähnlich wie Further Assessment Consult

S2009 022 new rules and proceedures for further assessment opportunities
S2009 022 new rules and proceedures for further assessment opportunitiesS2009 022 new rules and proceedures for further assessment opportunities
S2009 022 new rules and proceedures for further assessment opportunitiesjohnwest
 
construction and administration of unit test in science subject
construction and administration of unit test in science subjectconstruction and administration of unit test in science subject
construction and administration of unit test in science subjectAlokBhutia
 
B 190313162555
B 190313162555B 190313162555
B 190313162555pawanbais1
 
test construction in mathematics
test construction in mathematicstest construction in mathematics
test construction in mathematicsAlokBhutia
 
Keys to Effective Testing
Keys to Effective TestingKeys to Effective Testing
Keys to Effective TestingVanz Justine
 
Roles of Assessment in Classroom Instruction
Roles of Assessment in Classroom InstructionRoles of Assessment in Classroom Instruction
Roles of Assessment in Classroom InstructionJames Robert Villacorteza
 
teaching material
teaching material teaching material
teaching material Kadek Astiti
 
Assessment and Evaluation 2011.pptx
Assessment and Evaluation 2011.pptxAssessment and Evaluation 2011.pptx
Assessment and Evaluation 2011.pptxSendafa edget
 
Jovielyn_R._Gerante_BSED3_ENGLISH.docx.pdf
Jovielyn_R._Gerante_BSED3_ENGLISH.docx.pdfJovielyn_R._Gerante_BSED3_ENGLISH.docx.pdf
Jovielyn_R._Gerante_BSED3_ENGLISH.docx.pdfMichaelClydeGurdiel
 
Purposes of Classroom Assessment.Week 3.pptx
Purposes of Classroom Assessment.Week 3.pptxPurposes of Classroom Assessment.Week 3.pptx
Purposes of Classroom Assessment.Week 3.pptxshaziazamir1
 
Purposes of Classroom Assessment.Week 3.pptx
Purposes of Classroom Assessment.Week 3.pptxPurposes of Classroom Assessment.Week 3.pptx
Purposes of Classroom Assessment.Week 3.pptxshaziazamir1
 
Accommodations vs. modifications
Accommodations vs. modificationsAccommodations vs. modifications
Accommodations vs. modificationsdgrove11
 
What are the different assessment types?
What are the different assessment types?What are the different assessment types?
What are the different assessment types?Jarrod Main
 
Pilot testing, monitoring and evaluating the implementation of the curriculum
Pilot testing, monitoring and evaluating the implementation of the curriculumPilot testing, monitoring and evaluating the implementation of the curriculum
Pilot testing, monitoring and evaluating the implementation of the curriculumEdd Malano
 
Selecting and using standardized achievement test
Selecting and using standardized achievement testSelecting and using standardized achievement test
Selecting and using standardized achievement testInternational advisers
 
Formative Evaluation Handouts Crefoc Sbz 2009
Formative Evaluation Handouts Crefoc Sbz 2009Formative Evaluation Handouts Crefoc Sbz 2009
Formative Evaluation Handouts Crefoc Sbz 2009tariq2008
 
Educational assessment
Educational assessment Educational assessment
Educational assessment sonal patel
 
Selecting and using standardized achievement test
Selecting and using standardized achievement testSelecting and using standardized achievement test
Selecting and using standardized achievement testInternational advisers
 
Purposes of classroom assessment by Dr. Shazia Zamir
Purposes of classroom assessment by Dr. Shazia ZamirPurposes of classroom assessment by Dr. Shazia Zamir
Purposes of classroom assessment by Dr. Shazia Zamirshaziazamir1
 

Ähnlich wie Further Assessment Consult (20)

S2009 022 new rules and proceedures for further assessment opportunities
S2009 022 new rules and proceedures for further assessment opportunitiesS2009 022 new rules and proceedures for further assessment opportunities
S2009 022 new rules and proceedures for further assessment opportunities
 
construction and administration of unit test in science subject
construction and administration of unit test in science subjectconstruction and administration of unit test in science subject
construction and administration of unit test in science subject
 
B 190313162555
B 190313162555B 190313162555
B 190313162555
 
test construction in mathematics
test construction in mathematicstest construction in mathematics
test construction in mathematics
 
Keys to Effective Testing
Keys to Effective TestingKeys to Effective Testing
Keys to Effective Testing
 
Roles of Assessment in Classroom Instruction
Roles of Assessment in Classroom InstructionRoles of Assessment in Classroom Instruction
Roles of Assessment in Classroom Instruction
 
teaching material
teaching material teaching material
teaching material
 
Grading policy
Grading policyGrading policy
Grading policy
 
Assessment and Evaluation 2011.pptx
Assessment and Evaluation 2011.pptxAssessment and Evaluation 2011.pptx
Assessment and Evaluation 2011.pptx
 
Jovielyn_R._Gerante_BSED3_ENGLISH.docx.pdf
Jovielyn_R._Gerante_BSED3_ENGLISH.docx.pdfJovielyn_R._Gerante_BSED3_ENGLISH.docx.pdf
Jovielyn_R._Gerante_BSED3_ENGLISH.docx.pdf
 
Purposes of Classroom Assessment.Week 3.pptx
Purposes of Classroom Assessment.Week 3.pptxPurposes of Classroom Assessment.Week 3.pptx
Purposes of Classroom Assessment.Week 3.pptx
 
Purposes of Classroom Assessment.Week 3.pptx
Purposes of Classroom Assessment.Week 3.pptxPurposes of Classroom Assessment.Week 3.pptx
Purposes of Classroom Assessment.Week 3.pptx
 
Accommodations vs. modifications
Accommodations vs. modificationsAccommodations vs. modifications
Accommodations vs. modifications
 
What are the different assessment types?
What are the different assessment types?What are the different assessment types?
What are the different assessment types?
 
Pilot testing, monitoring and evaluating the implementation of the curriculum
Pilot testing, monitoring and evaluating the implementation of the curriculumPilot testing, monitoring and evaluating the implementation of the curriculum
Pilot testing, monitoring and evaluating the implementation of the curriculum
 
Selecting and using standardized achievement test
Selecting and using standardized achievement testSelecting and using standardized achievement test
Selecting and using standardized achievement test
 
Formative Evaluation Handouts Crefoc Sbz 2009
Formative Evaluation Handouts Crefoc Sbz 2009Formative Evaluation Handouts Crefoc Sbz 2009
Formative Evaluation Handouts Crefoc Sbz 2009
 
Educational assessment
Educational assessment Educational assessment
Educational assessment
 
Selecting and using standardized achievement test
Selecting and using standardized achievement testSelecting and using standardized achievement test
Selecting and using standardized achievement test
 
Purposes of classroom assessment by Dr. Shazia Zamir
Purposes of classroom assessment by Dr. Shazia ZamirPurposes of classroom assessment by Dr. Shazia Zamir
Purposes of classroom assessment by Dr. Shazia Zamir
 

Mehr von johnwest

90940mechanics2012
90940mechanics201290940mechanics2012
90940mechanics2012johnwest
 
AS 90954 astronomy research
AS 90954 astronomy researchAS 90954 astronomy research
AS 90954 astronomy researchjohnwest
 
90700 ass sched-2011
90700 ass sched-201190700 ass sched-2011
90700 ass sched-2011johnwest
 
90700 exm-2011
90700 exm-201190700 exm-2011
90700 exm-2011johnwest
 
forces and motion practise test 2
forces and motion practise test 2forces and motion practise test 2
forces and motion practise test 2johnwest
 
Test 2008 bu
Test 2008 buTest 2008 bu
Test 2008 bujohnwest
 
90944 sample paper-2010 acids and bases
90944 sample paper-2010 acids and bases90944 sample paper-2010 acids and bases
90944 sample paper-2010 acids and basesjohnwest
 
Precipitates
Precipitates Precipitates
Precipitates johnwest
 
Chem 3.5 answers #9
Chem 3.5 answers #9Chem 3.5 answers #9
Chem 3.5 answers #9johnwest
 
Chem 3.5 answers #8
Chem 3.5 answers #8Chem 3.5 answers #8
Chem 3.5 answers #8johnwest
 
Chem 3.5 answers #7
Chem 3.5 answers #7Chem 3.5 answers #7
Chem 3.5 answers #7johnwest
 
Chem 3.5 answers #6
Chem 3.5 answers #6Chem 3.5 answers #6
Chem 3.5 answers #6johnwest
 
Chem 3.5 answers #5
Chem 3.5 answers #5Chem 3.5 answers #5
Chem 3.5 answers #5johnwest
 
Chem 3.5 answers #4
Chem 3.5 answers #4Chem 3.5 answers #4
Chem 3.5 answers #4johnwest
 
Chem 3.5 answers #3
Chem 3.5 answers #3Chem 3.5 answers #3
Chem 3.5 answers #3johnwest
 
Chem 3.5 answers #2
Chem 3.5 answers #2Chem 3.5 answers #2
Chem 3.5 answers #2johnwest
 
Chem 3.5 answers #1
Chem 3.5 answers #1Chem 3.5 answers #1
Chem 3.5 answers #1johnwest
 
Chem 3.5 answers #10
Chem 3.5 answers #10Chem 3.5 answers #10
Chem 3.5 answers #10johnwest
 
AS 90780 2010 particles and thermochemistry
AS 90780 2010 particles and thermochemistryAS 90780 2010 particles and thermochemistry
AS 90780 2010 particles and thermochemistryjohnwest
 
90940 demonstrate understanding of mechanics sample paper 2010
90940 demonstrate understanding of mechanics sample paper 201090940 demonstrate understanding of mechanics sample paper 2010
90940 demonstrate understanding of mechanics sample paper 2010johnwest
 

Mehr von johnwest (20)

90940mechanics2012
90940mechanics201290940mechanics2012
90940mechanics2012
 
AS 90954 astronomy research
AS 90954 astronomy researchAS 90954 astronomy research
AS 90954 astronomy research
 
90700 ass sched-2011
90700 ass sched-201190700 ass sched-2011
90700 ass sched-2011
 
90700 exm-2011
90700 exm-201190700 exm-2011
90700 exm-2011
 
forces and motion practise test 2
forces and motion practise test 2forces and motion practise test 2
forces and motion practise test 2
 
Test 2008 bu
Test 2008 buTest 2008 bu
Test 2008 bu
 
90944 sample paper-2010 acids and bases
90944 sample paper-2010 acids and bases90944 sample paper-2010 acids and bases
90944 sample paper-2010 acids and bases
 
Precipitates
Precipitates Precipitates
Precipitates
 
Chem 3.5 answers #9
Chem 3.5 answers #9Chem 3.5 answers #9
Chem 3.5 answers #9
 
Chem 3.5 answers #8
Chem 3.5 answers #8Chem 3.5 answers #8
Chem 3.5 answers #8
 
Chem 3.5 answers #7
Chem 3.5 answers #7Chem 3.5 answers #7
Chem 3.5 answers #7
 
Chem 3.5 answers #6
Chem 3.5 answers #6Chem 3.5 answers #6
Chem 3.5 answers #6
 
Chem 3.5 answers #5
Chem 3.5 answers #5Chem 3.5 answers #5
Chem 3.5 answers #5
 
Chem 3.5 answers #4
Chem 3.5 answers #4Chem 3.5 answers #4
Chem 3.5 answers #4
 
Chem 3.5 answers #3
Chem 3.5 answers #3Chem 3.5 answers #3
Chem 3.5 answers #3
 
Chem 3.5 answers #2
Chem 3.5 answers #2Chem 3.5 answers #2
Chem 3.5 answers #2
 
Chem 3.5 answers #1
Chem 3.5 answers #1Chem 3.5 answers #1
Chem 3.5 answers #1
 
Chem 3.5 answers #10
Chem 3.5 answers #10Chem 3.5 answers #10
Chem 3.5 answers #10
 
AS 90780 2010 particles and thermochemistry
AS 90780 2010 particles and thermochemistryAS 90780 2010 particles and thermochemistry
AS 90780 2010 particles and thermochemistry
 
90940 demonstrate understanding of mechanics sample paper 2010
90940 demonstrate understanding of mechanics sample paper 201090940 demonstrate understanding of mechanics sample paper 2010
90940 demonstrate understanding of mechanics sample paper 2010
 

Kürzlich hochgeladen

How to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeHow to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeCeline George
 
10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdfJayanti Pande
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...M56BOOKSTORE PRODUCT/SERVICE
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptxmary850239
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptx
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptxSOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptx
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptxSyedNadeemGillANi
 
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Dr. Asif Anas
 
Department of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdfDepartment of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdfMohonDas
 

Kürzlich hochgeladen (20)

How to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeHow to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using Code
 
10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptx
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptxSOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptx
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptx
 
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
 
Department of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdfDepartment of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdf
 

Further Assessment Consult

  • 1. DRAFT FOR CONSULTATION Further Assessment Opportunities Preamble The following is a draft consultation document prepared by the New Zealand Qualifications Authority about further assessment opportunities in schools. Since the introduction of NCEA in 2002, there has been an ongoing need to clarify aspects of managing national assessment. These clarifications are based on the principle that assessment must be fair, valid, consistent, reliable and at the national standard. Please read the draft consultation document in full before completing the feedback form available online at: www.nzqa.govt.nz/reassessment Introduction A key feature of school-based assessment is that further opportunities to be assessed can be provided for students who initially fail to achieve their potential at any level, where this is appropriate. The diversity of practice between schools, and sometimes between departments within a school, regarding the provision of further assessment opportunities for internally assessed standards (sometimes called “reassessment”) has led to credibility issues and perceptions of unfairness. Furthermore, further assessment can contribute to over- assessment of students. These guidelines aim to reduce the current diversity of practice, while at the same time allowing teachers to exercise professional judgment in their assessment practice. It is important that teachers and students understand that further assessment opportunities are not mandatory and may not always be practical or feasible to provide. Schools will have an opportunity to provide feedback about these guidelines up until 8 May 2009. From mid-2009 schools will be asked to prepare for a 2010 implementation of the guidelines into their school-wide policies and procedures. In 2010, NZQA will report on the implementation of these guidelines as part of its Managing National Assessment system reviews and as required. Note: a glossary of terms used has been provided in this document. 1
  • 2. DRAFT FOR CONSULTATION Guidelines for schools (Refer to the glossary for a definition of key terms) 1. A maximum of one further opportunity for assessment of a standard should be provided within a year. Students’ learning is not increased by repeated summative assessment, but by extensive feed forward and feedback. Students should not be assessed for a standard until the teacher is confident that achievement of the standard is within their reach, or until the final deadline for assessment, if there is one. The need for further assessment can be minimised when teachers: • ensure students understand the standard and the test, brief or assignment (the performance criteria or achievement criteria, the range statement and link with the curriculum) • discuss exemplars of successful work in different contexts with students • give students adequate practice opportunities, including whole-class brainstorming • assess students when they are ready and • provide templates to guide students. Eligibility for a further opportunity If a further opportunity for assessment is offered to any student, it must be made available to all students entered for that standard. This is regardless of their performance on the first opportunity. Therefore, further assessment opportunities need to be carefully planned. All students must be able to: • use the further opportunity to improve their original grade • access the further opportunity, if they wish, including those who did not complete the original assessment for an acceptable reason, as determined by the school’s policy on missed and late assessment. It is not the intention to allow students a further assessment opportunity where they have chosen for unacceptable reasons not to take the first opportunity. Results of a further opportunity Students must be awarded the highest grade they have achieved over both opportunities: • If a student does not achieve the standard on the first attempt, they must have access to any grade from Not Achieved to Excellence on their second attempt. • If a student achieves a lower grade on the second attempt, the higher grade achieved on the first attempt is the result that must be reported to NZQA. Manageability of a further opportunity It is the school’s decision whether a further opportunity will be offered for any standard. If it is not manageable to offer a further opportunity, then students should be advised from the outset that there is only one opportunity to be assessed against that standard. 2
  • 3. DRAFT FOR CONSULTATION Conditions of assessment during further opportunities It is essential that conditions of assessment during a further opportunity be consistent with those for the first opportunity. For example, students cannot be allowed to work at home for the second opportunity when this was not allowed for the first opportunity. Inability to provide the same conditions for the second opportunity would be a reason to make only one opportunity available in the year. 2. Resubmission opportunities should be limited to specific aspects of the assessment and no more than one resubmission opportunity should be provided (refer to the glossary for definition of resubmission). • A resubmission can be offered when students have made mistakes which they should be capable of discovering and correcting on their own. By definition, the problem should be capable of rapid resolution. In other cases, a further assessment opportunity may be more appropriate. • If a resubmission opportunity is offered, it must take place before the teacher gives any feedback to the whole class (or any student) on the work done. If more teaching has occurred after the first assessment opportunity, resubmission is not possible. • Feedback to students prior to a resubmission must be general and not compromise the authenticity of the student’s work and responses. Teachers should give only general advice. A student may be told, for example, “you need to fix your referencing up” or “there are grammar issues here”. • Resubmission must not compromise the assessment. For example, if the original assessment was completed in a supervised classroom, the resubmission must be completed under the same conditions. It is not appropriate to allow a student to complete their resubmission at home when the original assessment was done in class. The teacher should also ensure the resubmission takes place in a timely fashion. • Resubmission does not constitute a further opportunity for assessment, because it does not involve a new assessment being set after further learning. • Resubmission can be offered after either the first or the second assessment opportunity or after both. 3. Approaches to assessment that involve collection of evidence must be documented (refer to the glossary for definition of collecting evidence over time). • Care must be taken to ensure that teachers do not assist students to complete an assessment. The work must be the work of the student. • Evidence used to make a grade decision must be recorded and verifiable. For example if no video of a performance is practicable or the evidence has come from conferencing with students, teachers need to provide a checklist or an annotated file note with a standard-specific description of the evidence which the 3
  • 4. DRAFT FOR CONSULTATION teacher viewed to justify the judgements made. This annotated file note could be added to the mark sheet/results notice which is returned to the students. A copy must be retained by the teacher for moderation purposes and for future reference. 4. When assessing aspects of a standard separately, teachers must be confident that students can demonstrate understanding of the standard as a whole. • In the case of a standard that has separate elements, if it is acceptable to assess each element through a different task and submit an overall result, the assessor must be satisfied that the student can demonstrate competency for the standard as a whole. Glossary of terms used There has been considerable debate about assessment terms used in schools by teachers, students, and parents. These guidelines use terms defined as follows: Further assessment opportunity A further assessment opportunity occurs when a new, quality assured assessment is provided for students after their first opportunity, and after additional teaching and learning. This could be a new test, a new writing topic or a new research topic. For some tasks offering a further assessment opportunity will not be possible for manageability and practical reasons Resubmission A resubmission opportunity should only be offered where a teacher judges that a mistake has been made by the student, which the student should be capable of discovering and correcting themselves. For example, the student may have handed in the assessment, but may not have made a particular calculation correctly. In such cases, the teacher may consider it appropriate to allow a student to resubmit a specific part of the assessment. The amount of information a teacher provides to a student in identifying the error is important in this context. In the case above, the teacher might say “your method is fine but there is a problem with your calculations….” The teacher would not however say “there is a problem with your use of brackets in this calculation.” Collecting evidence over time It may be appropriate, in some standards, for the teacher to gather achievement evidence over time. In this case there is no specific “assessment event.” This would apply when the standard assesses a skill or piece of knowledge that students could demonstrate over the course of their normal class work or outside the classroom in controlled contexts for example, safe practice in a workshop, public speaking, performing arts, or appropriate use of technical equipment. Feed forward and feedback Some assessments build over a period of time up to a final submission. For example, a teacher will provide feedback over a period of time in the case of a performance task, a writing assessment or a portfolio of a year’s work. In 4
  • 5. DRAFT FOR CONSULTATION general feedback (comment on progress) and feed forward (suggestions for next steps) should become less specific the closer the student is to the submission date, in order to avoid the teacher effectively doing the assessment for the student. 5
  • 6. DRAFT FOR CONSULTATION Frequently asked questions 1. Does this mean that I must give all students two assessment opportunities? No, a further assessment opportunity is not a requirement. However, if the opportunity is provided for some it must be planned for and provided for all students to improve their grades at any level. 2. I give my students lots of formative/practice assessment before the summative assessment. Can’t I do this any more? Yes. This is good practice and is encouraged. However, the formative or practice assessment should not be the same as the summative assessment. 3. I don’t have any assessment event at all. I assess my students by observation or conferencing and award the standard when the student has demonstrated competence. Does any of this apply to me? Yes. Guideline 3 applies. You also need to ensure that the feedback and feed forward you provide meet the requirements set out in the glossary section under “Feed forward and Feedback”. 4. With unit standards, in particular, I have been used to providing multiple resubmission opportunities, element by element. Is this now no longer acceptable? In general it is not acceptable. Only one resubmission opportunity should be provided for a particular piece of work. This implies that teachers need to be confident that the students can, in fact, demonstrate competence in a standard across all its elements at the same time. 5. Only some of my students want another assessment opportunity. Does this mean that all students must do another assessment regardless of whether they want to or not? No. All students must be “offered” another opportunity but may choose not to take it. 6. Is it a good idea to schedule second assessment opportunities for some standards from the beginning of the year or topic? You may want to do this because of the requirements of the standard and for practical reasons, particularly for larger cohorts. You will need to carefully consider your students’ assessment load and the manageability of the process for teachers. 7. Some of my students have asked for a second assessment opportunity, but there is no time to do any more teaching. What can I do? A second assessment opportunity should follow the first only if there has been more teaching and learning. In some exceptional cases, students may be provided with additional independent learning opportunities, and this may warrant another assessment opportunity. 6
  • 7. DRAFT FOR CONSULTATION 8. One of my students wants a resubmission opportunity. I have told him to check his calculations, but he has asked me for more help. What can I do? It is not appropriate to provide any more specific information if the calculation error is one that the student cannot identify, even after being advised that an error exists. 9. I have been used to allowing only some of my students a further assessment opportunity, mainly those that have received a Not Achieved grade. Am I required now to offer it to all of them? Surely this is going to create major workload and logistical challenges, especially in big schools. If a further assessment opportunity is offered, it must be offered to all students. Offering only some students another assessment opportunity is not fair. Further assessment opportunities must be carefully managed and preferably planned in advance to ensure that the process is manageable. It is also worth remembering that not all students will necessarily accept the offer of a second assessment opportunity. 10. Some students have improved their grade from Not Achieved to Excellence on the second assessment opportunity; others either elected not to take another opportunity or did not change their grade on the second opportunity. Is this fair? Yes it is. Those students who have advanced from Not Achieved to Excellence have demonstrated that they can achieve at that level of the criteria. 11. I have worked hard to ensure my students can demonstrate competency in all the elements of a unit standard. They have worked really hard to get to this point. However, when I look at the standard holistically, I don’t think that some students can demonstrate competence across the whole standard and all the elements at a given point in time. What can I do? The students who cannot demonstrate competence across the whole standard should not be awarded the standard. 12. If a student is away on the date of a further assessment opportunity does this mean they have missed their one chance for reassessment? No. Schools have their own policies on absences from assessment. This happens now with initial assessments and the situation is no different. 13. If offering a further assessment opportunity for this standard is too difficult to manage do I have to offer it? No. This is a school decision and the school needs to establish their own policy on what is and isn't manageable. As long as students are advised before, or at the start, of the course then this is fair. 14. What exactly is the status of these guidelines? 2009 is intended to be a year for consultation and planning. Schools are strongly advised to review their assessment practices and policies to align with the finally published guidelines. In 2010, these guidelines are to be 7
  • 8. DRAFT FOR CONSULTATION implemented. NZQA will report on the extent to which the guidelines are followed in your school. 15. What about the Standards Review? Wasn’t this meant to provide guidelines about Further Assessment Opportunities for all standards? Yes, the information provided as part of the standards review will be based on the final guidelines, but will be more specific to each standard. 8