NZQA Assessment Procedures




Authentication of Internally Assessed Work 

The following will apply to ALL work presented for internal assessment for national qualifications:

  1. All work submitted by students for assessment must genuinely be their own work.
  2. Work submitted for internal assessment must be fully undertaken mainly during the year of assessment and in some cases, over two years.
  3. Students must not accept undue assistance from any person in the preparation of work for submission. As an example, undue assistance would include providing actual adjustments, or dictating or directing the student to insert particular text or other aspects of the work. Students may, however, be given general advice about the nature of adjustments or improvements that could be made to their work.
  4. Teachers should not set work for internal assessment which cannot be authenticated.
  5. In submitting work for assessment, students must acknowledge all resources used. This includes texts, electronic sources and other source material, and the name and status of any person who provided assistance, together with the type of and extent of assistance received.
  6. Each student must be asked at the time of submitting a piece of work to sign a declaration on the approved form stating that the work is the student's own
  7. Where a breach of rules is suspected when a student submits a piece of work for internal assessment then the teacher in consultation with the appropriate HOD/FL and the Deputy Principal (Curriculum) should establish if such misconduct e.g. cheating, disturbance, etc has taken place. 
    If this is the case the people above will decide if one of the following actions will be taken:
    a)  a grade of no grade will be awarded for that piece of work
    b)  a grade of no grade will be awarded for that component of the particular assignment
    c)  write formally to NZQA recommending disqualification of the student from that subject, after prior consultation with the Principal, the student and his/her parents or caregivers. 
    In all cases parents/caregivers will be informed of the concerns and the subsequent decision.

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.


Procedures for Overdue and Missed Student Assessments

  1. Students are expected to submit assessments on time. Students unable to do so must liaise with the relevant HOD/FL prior to the deadlines to determine whether an extension will be granted.
  2. Any extension for assignments can only be for a maximum of two weeks. After this time if no extension has been granted, a no grade (or no credit given) award will be given unless there is a further assessment opportunity for that achievement or Unit Standard using different content.
  3. All in-class based assessments must be completed on the specified day. Otherwise, a Not Achieved grade must be awarded unless:
    a)  the teacher has evidence that the student has achieved the particular standard
    b)  a further assessment opportunity for that particular standard is provided
  4. If a student is absent on the day an assessment is due then it is the responsibility of the student to arrange for the assessment to be handed in to the school office on the due date, and clearly marked to the attention of the appropriate staff member.
    A student unable to fulfil this requirement must provide a medical certificate together with the assessment on the day of return to school and give this to the Deputy Principal (Curriculum).
  5. If a student fails to submit or participate in two or more assessments on time in a subject, then the HOD/FL will inform the parents/caregivers.
  6. If a student wishes to have a decision on an overdue or missed assessment reviewed, the student must liaise with the Deputy Principal (Curriculum) who will make a decision in consultation with the relevant HOD/FL.



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’.

  • Only one resubmission can be provided for each assessment of a standard.
  • Teachers decide which students at the Not Achieved grade boundary meet the criteria for a resubmission.
  • No further teaching or learning can take place.
  • Teachers must ensure that the student’s work is authentic, by only giving non-specific feedback and taking care not to over-direct them.
  • The amount of time provided for a resubmission depends on the nature of the assessment and should ensure teachers can confidently assure authenticity.
  • If there is a substantive or significant change to be made to the student work, a resubmission cannot be offered.


Further Assessment Opportunities

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.


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.

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:

  • 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.


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.


Appeals Procedure

  1. Before an appeal, students should ask their teacher for detailed feedback about the reasons for the assessment decision.
  2. If students wish to appeal a grade, this must be lodged in writing using the Assessment Appeal form within three school days of the return of the assessment result. The teacher and Faculty Leader will discuss the result. If required, the marked work may be sent to an external marker. The teacher will advise the student of the result.
  3. If the appeal is still unresolved, the student may appeal to the Deputy Principal (Curriculum) whose decision will be final.

 Student results and the use of student work will at all times comply with the Privacy Act.


Additional Information

Approaches to assessment that involve collection of evidence must be documented

  • 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 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.


Separate elements of a standard

When assessing aspects of a standard separately, teachers must be confident that students can demonstrate competency for 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 an understanding of or competency against the standard as a whole.


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 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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