Department Self-Review Tool

Assessment Practice
How? / How well do we do this?
What ways do we use to gather evidence of achievement?
How do we meet the assessment needs of senior students entitled to Special Assessment Conditions?
How do we differentiate the assessment programme for students with different needs or abilities?
What do staff and students understand is an adequate assessment opportunity?
What are our protocols to manage re-submission?
How do we manage authenticity and ensure students fully understand the process?
What do we do if we suspect a student has submitted inauthentic work?
Assessment Practice / How? / How well do we do this?
How do we deal with missed and late assessments?
What do we do if we suspect a breach of the rules - what rules?
How do we track literacy and numeracy or progress towards qualifications?
What is the balance of internal and external assessment in each course - how and when do we review this?
How do we gather valid, standard-specific evidence if required for derived grades?
Actions / By who and by when?
Moderation
How? / How well do we do this?
What are the steps for internal moderation and where are they documented for all staff (including new staff)?
What are our internal moderation processes, and where do we find them and how do we ensure we follow them?
How do we document the completion of all steps for internal moderation for all standards?
How are we assured that the verifier for all grades is qualified and experienced?
How are the internal moderation processes within the department monitored?
Moderation / How? / How well do we do this?
What professional contacts do we use to help us verify results for all standards?
What professional colleagues do we assist to verify internal results?
How do we prepare for external moderation?
What is the follow up from external moderation?
How do we make a random selection of student work for external moderation?
How do we monitor historical moderation results and what changes have we made as a result of the moderator feedback?
Actions / By who and by when?
Data
How? / How well do we do this?
What are our processes to ensure accurate entries and results for internal standards?
What are our processes to check that the entries for externals are accurate?
How do we use NZQA reports for data checks for internal standards entries and results?
What are our processes and protocols for making
timely or appropriate withdrawals?
When is it appropriate to report Not Achieved results?
How do we ensure that all internal entries have a result reported?
Data / How? / How well do we do this?
What are our processes to ensure that we have effective verification processes (for L1 & 2 Visual Arts, MCAT & Cook Island Maori etc)?
Which staff can login to NZQA website and what levels of access do they have?
How do we encourage students to login to NZQA website?
How do we analyse results and use the outcomes to plan improvements in teaching and learning. What improvements have we made as a result of this review?
How do we report on moderation to assure credibility of internally assessed results?
What analysis of Internal/external results do we use to assure credibility and to plan improvements in our courses?
Actions / By who and by when?
Communication
How? / How well do we do this?
Where do we find answers to assessment questions?
How are new staff in our department helped to get information needed to ensure they understand the school and department processes?
How are assessment procedures communicated to students and their families?
What information is put to put on student course outlines (and what should not be)
How do we check that course outlines/assessment statements are up to date and contain the correct information?
Communication / How? / How well do we do this?
How do we monitor that memoranda of understanding with outside providers are updated annually?
How do we ensure that students get clear information about further assessment opportunities?
Actions / By who and by when?