The following will apply to ALL work presented for internal assessment for national qualifications:
N.B. The last option will be used for serious or repeated cases of misconduct, as per the procedures set out in Section 4.4 (breaches of rules – external assessment) and 4.5 (breaches of rules – internal assessments) of NZQA’s Assessment and Certification: Rules and Procedures for Secondary Schools.
Schools may offer a resubmission opportunity to students only when a minor error prevents them from reaching an ‘Achieved’ grade.
The only change in grade boundary available for resubmissions is from ‘Not Achieved’ to ‘Achieved.’
On this basis, the highest grade that can be awarded as a result of a resubmission of an internal assessment is limited to ‘Achieved’.
A key feature of school-based internal 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.
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.
A maximum of one further opportunity for assessment of a standard can 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.
A maximum of one further opportunity for assessment means none or one. It does not mean one must be offered.
The need for further assessment can be minimised when teachers:
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:
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.
Students must be awarded the highest grade they have achieved over both 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.
Student results and the use of student work will at all times comply with the Privacy Act.
When assessing aspects of a standard separately, teachers must be confident that students can demonstrate competency for the standard as a whole.
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.
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 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.
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