KAIPARA COLLEGE
NCEA Assessment
ProceduresHandbook
This Handbook contains the authoritative version
of all procedures relating to assessment
for all NCEA courses.
Assessment Policy 3 - 7
Accreditation & MOUs 8
NCEA Certificates 9
Endorsements10
University Entrance11
Scholarship12
Other Certificates13
Course Outlines14
Fair Assessment15
Assessment Tasks16
Authenticity of Work17 -18
Deadlines19
Missed Assessments20
Further Assessment Opportunities21
Special Assessment Conditions22
Reporting ‘Not Achieved’23
Keeping Student Work24
Appeals25
NZQA External Assessment26
Derived Grade Process27
Breaches of NZQA Rules28
Internal Moderation29 - 30
External moderation31 - 32
Random selection33
Data accuracy34
Privacy Matters35
Entries36 -37
Fees & Financial Assistance38
Websites39
Learner Log in40
KAMAR
Mark Books (The hitchhiker’s guide to KAMAR)41 - 45
School Reports46
PURPOSE
1.1Assessment is integral to teaching andlearning.
1.2AssessmentatKaiparawillbefair,valid,accurateandconsistent.
PRINCIPLES
2.1Schoolassessmentwillbeformativeinassistingstudentsunderstandtheirprogressand summativeinreportingstudentachievementtostudentsandtheirfamilies.
2.2Schoolassessmentisset inthecontextofthe requirementsoftheNEGS,theNAGSasthey applytotheNewZealandCurriculum Framework.
2.3Assessmentintheseniorschoolswillfulfilltherequirementsofnationalcurriculumstatements and theNCEA.
2.4Theassessmentofstudentswillbeaplannedcomponentofeachcourse.
2.5Assessmentwillbefair,valid,accurateandconsistent.
2.6Guidelineswillbeestablishedfordevelopment,storage,moderation,timeliness, authentication andrecordingofassessments.
2.7Assessmentresultscanbeappealed.
2.8Physicaldisability,(permanentortemporary),shouldwheneverpossiblenotconstituteabarrier toassessment.
2.9Whereappropriatestudents withadisabilitymaybegivenadditionaltimetoenablethemto completeassessmentsandexaminations.
2.10Students with reading problems should have the opportunity to succeed in assessmentsand examinationsthatarenotdirectlyassessingastudent'sabilitytoreade.g.Mathematics.
GUIDELINES FOR YEAR 9 AND 10
Planning
3.1Summativeassessmentswillenableteacherstodeterminetheachievementgradeofeach student for each objective ofthe unit.
3.2Formativeassessmentswillassiststudentsunderstandtheobjectives oftheunit.
3.3Theassessmentofstudentprogressandachievementwillbeplannedforeachunitoflearning.
3.4Theassessmentplanforeachunitisamandatorypartofcoursedocumentation.
3.5Theassessmentplanforeachunitmustcovereachobjectiveofthecourse.
3.6The assessment plan will include a range of assessment techniques and will be suited to the objectivesbeingassessed.
3.7Eachassessmentinstrumentwillhaveamarkingscheduletoaccompany it.
Assessing
3.8Ineach unitoflearningasmanyelementsaspracticableofsummativeassessmentshouldbe completedunderteachersupervision.
3.9Students should be told of the assessment requirements for each unit of learning. This descriptionshouldincludedetailsofwhatisbeingassessedandbywhatmethod,thenumber and due dates of assessment assignments and adequate notice of assessment tests and examinations.
Authenticity
3.10Whereassessmentsarenotcompletedunderteachersupervisionstaff mustbesatisfiedastotheauthenticity andoriginalityofworksubmittedaspartofanassessment.
3.11Students canbeaskedforasignedstatementthatthework theyaresubmittingistheirown.
3.12Whereworkisfoundtobepartiallyorwhollysomeoneelse'swork thenanymarksorgrades will beadjusted accordingly.
Deadlines and Lateness
3.13Whereassessmentsareanimportantpartofdetermininganachievementgrade,eachFaculty Headmaysetandenforceadeadlineforthepresentationofwork.
3.14TheFacultyHeadsaredelegatedtheauthoritytovarythedeadline,ortheconsequencesof missing the deadline, where circumstances justify such a variation. A written record of the variation must bekept.
3.15Workwhichislatemaynotbeawardedagradeforsummativeassessmentpurposes.
Records
3.16Eachteacherisrequiredtokeeparecordoftheassessmentofeachstudent.
3.17Eachteacherisrequiredtoensurethattheresultsofsummativeassessmentsareenteredto thecomputerrecordassoonaspossibleaftercompletionoftheunit.
Moderation
3.18Facultyheadsarerequiredtoensurethatmoderationproceduresareinplacewherever assessments from different classes are to becombined.
Reporting Assessment
3.19Schoolreportingmustalwaysreportanddiscussassessmentsaccuratelyandfairly.
Appeals
3.19Studentshavetherighttoappealassessmentsupto5daysafterthereceiptofanassessment grade.
3.20Theappealmustbemadefirsttotheassessingteacher.
3.21IfnosatisfactoryconclusionisreachedthemattermaybereferredtotheFacultyHead.
3.22If no satisfactory conclusion is reached the matter may then be referred to thePrincipal's Nominee.
3.23Inexceptionalcasesworkmaysenttoanoutsideteacherforanindependentevaluation.
3.24The Principal's decision isfinal.
ASSESSMENT POLICY ctd.
GUIDELINES FOR YEAR 11, 12 AND 13
Planning
3.25Summativeassessmentswillenableteacherstodeterminetheachievementgradeofeach student for each objective of each standard in acourse.
3.26Formativeassessmentswillassiststudentsunderstandtheirprogresstowardsunderstanding the objectives of astandard.
3.27Theassessmentofstudentprogressandachievementwillbeplannedforeachstandard.
3.28Theassessmentplanforeachstandardisamandatorypartofcoursedocumentation.
3.29Theassessmentplanforeachstandardmustcovereachobjectiveofthecourse.
3.30Theassessmentplanwillincludearangeofassessmenttechniquesandwillbesuitedtothe objectivesbeingassessed.
3.31Allformalassessmentswill bestoredintheNCEAfile ineachfaculty.
3.32Eachassessmentwillhaveamarkingscheduletoaccompanyit.
ExternalModeration
3.33Facultyheadsarerequiredtoensurethatmoderationproceduresareinplaceforeachcourse.
3.34Faculty headswillensurethatallmoderationrequirementsforeachcoursearefullycomplied with.
3.35Facultyheadsmustensurethateachassessmentassessesatthestatedstandard.
3.36Thesourceofeachassessmentinstrumentmustberecordedinthefacultyfile.
3.37Detailsofallmoderationmustbekeptinthefacultyfile.
InternalModeration
3.38Whereevertheresultsfromdifferentclasses onthesameassessmentaretobecombined, FacultyHeadsarerequiredtoestablishappropriateinternalmoderationprocedures.
Assessing
3.39Ineachstandardasmanyelementsaspracticableofsummativeassessmentshouldbe completedunderteachersupervision.
3.40Students should be told of the assessment requirements for each standard. This description should include details of what is being assessed and by what method, the number and due datesofassessmentassignmentsandadequatenoticeofassessmenttestsandexaminations.
Authenticity
3.41Whereassessmentsinvolvestudentworknotcompletedunderdirectteachersupervision,staff must be satisfied as to the authenticity and originality of work submitted as part of an assessment.
3.42Wherepractical,assessmentsinvolvingsuchworkshouldcontainanapproachenabling teacherstocheckonstudentplanning,progressandprocesses.
3.43Studentswillbeaskedforasignedstatementthatthework theyaresubmittingistheirown. Thiswillformpartofthecoversheetforeachassessment.
3.44Whereworkisfoundtobepartiallyorwhollysomeoneelse'sworkthenanymarksorgrades will be adjustedaccordingly.
Deadlines and Lateness
3.45Whereassessmentsareanimportantpartofdetermininganachievementgrade,eachFaculty Headwillsetandenforce adeadlineforthepresentationofwork.
3.46The Faculty Heads are delegated the authority to grant an extension to a deadline on the grounds of illness or extenuating circumstances. A medical certificate is required for theformer and a statement from the parent required for the second to be considered. A written record of any extension granted must be kept. The Principal's Nominee may be consulted. The Principal'sdecisionisfinal.
3.47Workwhichissubmitted afteradeadlineoranextensionwillnotbeawardedagradefor summative assessmentpurposes.
Missed Assessments
3.48If a student misses a formal internal assessment they will have the opportunity to bere assessed.
3.49If a student misses a summative assessment, or a re-assessment, through illness or other extenuating circumstances, and if the circumstances are properly documented, a derived grade will be computed based on previous work by thestudent.
Records
3.50Eachteacherisrequiredtokeeparecordoftheassessment ofeachstudent.
3.51AcopyofallassessmentresultswillbekeptintheNCEAFacultyfile.
3.52Eachteacherisrequiredtoensurethattheresultsofsummative assessmentsareenteredto thecomputerrecordassoonaspossibleaftercompletionofthestandard.
Reporting Assessment
3.19Schoolreportingmustalwaysreportanddiscussassessments accuratelyandfairly.
Appeals
3.53Studentshavetherighttoappealassessmentsupto5daysafterthereceiptofanassessment grade.
3.54Theappeal mustbemadefirsttotheassessingteacher.
3.55IfnosatisfactoryconclusionisreachedthemattermaybereferredtotheFacultyHead.
3.56
3.57IfnosatisfactoryconclusionisreachedthemattermaythenbereferredtothePrincipal.
3.58Inexceptionalcasesworkmaysenttoanoutsideteacherforanindependentevaluation.
3.59IfnosatisfactoryconclusionisreachedthemattermaythenbereferredtotheNZQA.
SPECIAL ASSESSMENT GUIDELINES
3.60Thecollege,representedbytheHODLearningSupport,willberesponsiblefor identifying studentswhomayrequirespecialassessmentconditions.
3.61When required, identification of students requiring special assessment conditions will be done in consultation with teachers, caregivers and outsideagencies.
3.62TheHODLearningSupportwillberesponsibleforarrangingreader/writersandsuitable accommodationfortheassessment.
3.63The HOD Learning Support will be responsible for informing and registering special assessment students withNZQA.
3.64The HOD Learning Support will be responsible for developing and maintaining lines of communicationbetweencaregiversandteachingstaffregardingstudentsrequiringspecial assessmentconditions.
3.65The HOD Learning Support will have a functional relationship with the college Principal's Nominee.
Reviewed: / July 2016Previous Edition: / July 2013
Next Review: / October 2018
The College
Eitherholds Accreditation to assess Standards taught by College staff within College programmes.
Orhas Memoranda of Understanding with offsite providers to assess students.
ACCREDITATION
The College has an up-to-date Accreditation file.
The main document and subsequent amendments are kept in the office of the Principal’s NZQA Nominee, Nick Roberts.
The full list of subjects which we are accredited to assess can be viewed on the NZQA website:
You will need to log in to the College page. (If you do not know how to do this, see Nick Roberts) Select Reports then open the Accreditation list
MEMORANDA OF UNDERSTANDING
Where offsite providers are used to assess College students a Memorandum of Understanding must be in place for each offsite provider.
The Head of the Faculty using an external provider must:
- Ensure that the external provider is accredited to offer the standards being assessed.
- Ensure that the external provider is able to meet the quality standards expected by the College.
- Complete the MOU
- Hold the original MOU and give a Copy to the Principal’s Nominee
EXTENDING THE COLLEGE ACCREDITATION
Requests to add Standards, Domains or Fields to the College Accreditation should be discussed with the Principal’s Nominee.
Before any application for an extension of Accreditation is made approval to apply is required.
This approval will not be given unless a full scoping of the need, accreditation requirements and cost implications has been carried out.
National Certificate of Educational Achievement - NCEA
The National Certificate of Educational Achievement (NCEA) is the main qualification offered in Years 11, 12 and 13.
Earning an NCEA Certificate
NCEA can be earned by getting credits from any course registered by the New Zealand Qualifications Authority.
All College courses are required to beNCEA courses.
NCEA Certificates are issued by the NZQA at the end of each year providing the following targets have been met:
NCEA Level 1
- 80 credits at Level 1 or above and these must include;
- 10 literacy credits (from English or Te Reo Maori) and
- 10 numeracy credits (from Mathematics)
NCEA Level 2
- 60 credits at Level 2 or above and
- 20 other credits at any level
- Students must have Level 1 Literacy and Numeracy credits
For NCEA Level 3
- 60 credits at Level 3 or above and
- 20 other credits at Level 2 or above
- Students must have Level 1 Literacy and Numeracy credits
Certificate Endorsement
NCEA Certificates at Levels 1, 2 and 3 will be endorsed if the criteria below are met.
Credits for endorsement can be gained over more than one year.
Only Achievement Standards award grades and can count towards endorsement.
NCEA Certificate with Merit
50 credits, or more, at Merit.
Credits at Excellence will count towards a Merit Endorsement.
NCEA Certificate with Excellence
50 credits, or more, at Excellence.
Subject Endorsements
Students can have their achievement in individual courses endorsed if they meet the following criteria:
14 or more credits at Merit or Excellence as long as;
- at least 3 credits come from internally assessed Standards and,
- at least 3 credits come from externally assessed Standards.
Phys Ed is exempt. All 14 credits may come from internally assessed Standards.
Level 3 Visual Arts: All 14 credits may come from the externally assessed Standards OR all 14 may come from internally assessed Standards.
Common Assessment Tasks count as externally assessed Standards.
Courses containing Unit Standards can be endorsed but the Unit Standards cannot count towards the 14 credits at Merit or Excellence.
The credits must be gained in one year. Credits gained in previous years do not count.
The course name is registered with NZQA by the College.
The course name and content is registered with NZQA by the Principal’s Nominee and is the name and contents loaded to KAMAR and confirmed by the Head of Faculty at the start of each year.
Courses can contain Standards at different levels.
The endorsement will be at the lowest level that satisfies the criteria.
A course with Level 2 and 3 Standards in which a student gets 12 Level 3 credits at Merit and 6 Level 2 credits at Merit will be endorsed at Level 2 Merit
University Entrance (UE)
In addition to NCEA Level 3 College students are entered for University Entrance.
Students entering for NCEA are automatically assessed against the criteria required for the award of UE.
These criteria are:
NCEA Level 3
Three subjects at Level 3, made up of:
14 credits each in three approved subjects. (See list of approved subjects below).
Literacy – 10 credits at Level 2 or above made up of:
5 credits in reading
5 credits in writing
Numeracy – 10 credits at Level 1 or above, made up of:
Achievement standards – specified achievement standards available through a range of subjects or
Unit standards – package of three unit standards (26623, 26626, 26627 – all three required) below)
Approved Subject List
- English
- Te Reo Maori
- Mathematics with Statistics
- Mathematics with Calculus
- Biology
- Horticulture
- Physics
- Chemistry
- Accounting
- Economics
- Geography
- History
- Physical Education
- Painting
- Photography
- Design
- Graphics
- Computing
- Classical Studies
Scholarship
Scholarship is a challenge aimed at the best students.
It is an additional examination in a subject designed to test a student’s command of a subject.
Scholarship is only available in courses containing Achievement Standards.
It covers the same work as the Level 3 course in any subject but it requires more sophistication and more understanding of the subject than is expected at NCEA Level 3.
It is designed to award the “Scholarship” title to about 3% of the very best students at Level 3 in each subject in the country. The very top students, usually about 0.3%, are awarded “Outstanding Scholarships”.
Winning a Scholarship carries a monetary prize from the Government.
It is:
a challenge that should be offered to our able students.
It does require a programme to prepare students for the examination.
It is not:
a qualification in itself.
a way to earn credits for any qualification.
included in the selection calculation for competitive entry courses at university.
The Marking of Scholarship
Scholarship exams have between 3 and 6 questions.
Markers allocate a score of 0-8 for each question in the Scholarship exams using subject specific schedules. These are based on a Generic Marking Guide, as follows:
An answer given a score of 8 is an Outstanding answer in all respects. Strong evidence of integration and synthesis. As good as could be expected under examination conditions. Accurate, comprehensive, coherent, lucid, perceptive
A score of 1 shows Meagre understanding relevant to the question.
0 is awarded for answers that are blank or irrelevant.
The work of the highest scoring candidates is reviewed by marking panels, to identify the top candidates in each subject. Exam booklets for candidates whose scores are close to either the Scholarship or Outstanding cut-offs are also re-marked, to ensure their results are correct.
Scholarship results are released towards the end of February each year.
Other Certificates
The College offers a number of other National Certificates as part of some of its courses.
National Certificate in Hospitality (Foundation Skills)
Level 1
Credits 40
There are 29 compulsory credits; 4 of which are Level 2.
The remaining credits must be from optional Unit Standards in the Food & Hospitality area.
National Certificate in Hospitality (Entry Skills)
Level 2
Credits 45
This qualification leads on from the Foundation Skills.
There are 14 compulsory credits; 3 of which are at Level 1 and 11 are Level 2 and above.
The remaining credits must be from a range of optional Unit Standards in the Food & Hospitality area.
National Certificate in Computing Level 3
52 Credits are required to be awarded the Certificate.
There are 2 compulsory Level 2 Unit Standards (12 credits).
At least 20 more credits must be earned from specified Level 3 Computing Unit Standards.
20 more credits must be earned from any Level 3, or above, unit standards or achievement standards.
The compulsory and optional computing Unit Standards are taught in Computer Studies courses.
National Certificate in Tourism Level 2
54 credits are required to be awarded the Certificate.
There are 5 compulsory Level 2 Unit Standards (18 credits).
The remaining credits can be selected from 8 other Tourism units.
You must also have 6 NCEA Level 2 Literacy credits and 8 NCEA Level 1 Numeracy credits.
Registering Other Certificates
Faculties that wish to make other National Certificates available to students should table the proposal at a management group meeting for approval.
Proposals must provide the following information:
indicate implications for the composition of any courses
identify any prerequisites implied.
Identify any implications for course guidance
Identify any implications for course selection by students
Indicate the involvement of any outside provider,
A summary of the Certificate must be printed in the Senior Curriculum Handbook.
Course Write Up
All Courses must e documented in the way laid out in”Senior Unit Planning Standard Form Template (Course Outline)”
This template is in the T: Drive (RM Staff) in the Staff Documents directory.
It is updated regularly
The standards within each course must be documented in the way laid out in “Unit Plans – Standard Format Template – Senior Course“
This template is in the T: Drive (RM Staff) in the Staff Documents directory.
It is updated regularly
Course documentation must be in the Curriculum folders in the School Office and in the Faculty Office.
Curriculum Handbook
A summary of the course must be in Senior Curriculum Handbook.
Course Outline for students
An outline of the course containing the following must be given to students:
- Course name, level and year
- Course aims
- A brief description of the course
- Course requirements
- A statement that the College assessment policies and procedures will apply and that a summary of these is in the Senior Curriculum handbook.
- A statement of the Standards that are offered in the course. The list must show the following things for each Standard:
- Registration number and version
- Full title
- Number of credits available
- Whether it is internally or externally assessed
- The form of the assessment
- An indication of the approximate date that the assessment will take place.
- If a further assessment opportunity will be available.
- If the Standard contributes to:
- NCEA Level 1 Literacy
- NCEA Level 1 Numeracy
- UE Numeracy
- UE Reading
- UE Writing
- UE, for Level 3 Standards
Information should also be included about any other National Certificate that could be gained from the course.
An outline of the programme for the year should be given to students.
Principles of Fair assessment
All assessment activities in the College will adhere to these principles:
- Assessment activities will be transparent to all students involved.
- Assessment tasks must be clearly documented
- Students must be informed of assessment opportunities well ahead of time.
- Assessment should be carried out when students are ready to be assessed in the standard.
- Assessment tasks and times should be signalled on course outlines.
- Assessment activities must be drawn from reliable sources in which the HoF has confidence.
- Staff created assessment activities should be pre-moderated.
- Students should be advised if an opportunity for further assessment is to be provided for a standard.
- There can only be one opportunity for further assessment per year in any one standard.
- All student activity can be considered when evidence of meeting a Standard’s requirements is evaluated. This includes formative assessment activity as well as summative assessment.
- Student work must be vaild and, where done outside of school controlled situations, authentically the student’s work.
- Student work that is evidence of their assessment result is held securely for at least a year or until new work in the same standard becomes available for storage.
Fair assessment in Practice
Procedures that put these principles into effect are on the following pages
Assessment specifications for externally assessed Standards are on the NZQA website and are updated regularly
Sources of Internal Assessment Tasks
Material brought in for internal assessment tasks should be obtained from reputable sources.
This material needs to be checked carefully to ensure that it is suitable for the purpose for which it is going to be used.
It should be moderated via the internal moderation procedures before being used.
Cover Sheets
All summative assessments must be presented to students in a written format with a cover sheet or introduction that shows:
- The unit of work or standard(s) involved
- The conditions under which the assessment is to be done
- The time involved; especially any limits.
- The way authenticity issues (if they are involved) will be handled.
- The due date.
Sources of Practice External Assessment Tasks
The obvious source of external assessment tasks is previous NZQA examination papers.
These papers should not be used in an unmodified way. NZQA advise that the use of unmodified past papers may compromise the reliability of any derived grade based upon them.
Staff designed and produced external assessment tasks should be pre-moderated using the internal moderation process.
Assessment Files
Each faculty, or department where appropriate, should have a central assessment file that contains:
A copy of the current version of the Standard.
The assessment materials including:
- The task
- Student instructions and cover sheet
- Resources for the assessment task
- The assessment schedule including evidence statements.
- Bench mark samples of students work where these assist internal moderation processes.
Evidence of internal moderation for the assessment task.
External moderation reports.
Evidence of authenticity management, if applicable.
Review & Modification
Assessment materials should be reviewed after the assessment and prior to further use.
Documentation of any changes must be kept.
Authenticity
In all situations students must be able to attest to the authenticity of their work.
Teachers must use appropriate strategies to ensure that work presented for assessment is authentic.
Work presented for assessment that is not authentic should not be considered as part of the body of evidence on which an assessment decision is based.
Assessment in uncontrolled conditions
Appropriate conditions for assessment can include: