Principal’s Nominee Seminar 2016

February / March 2016

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Dear Colleagues

Principal’s Nominee Seminar

NZQA would like to welcome you to this year’s regional Principal’s Nominee Seminar.

We look forward to being able to update you on NZQA policies and process for this year and, in response to comments in your 2015 evaluations, to give you the opportunity to share ideas with colleagues on:

expectations, processes and monitoring of internal moderation

assessment in the future and ways that Principal’s Nominees can lead this.

NZQA appreciates the work that you do and hopes that the seminar will provide information and guidance that may assist you in your role as Principal’s Nominee in your school.

We also hope that the seminar will be an opportunity for you to meet staff from other schools and serve as a valuable means of developing collegial support for one another.

NZQA wishes you and your school’s community well for 2016.

Warmest regards

Kay Wilson

Acting Manager

School Quality Assurance & Liaison

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Session 1 aims to: clarify internal moderation processes share internal moderation monitoring practice

Session 2 aims to: explore what future assessment could or will look like discuss changes that may be needed and the tools that may be used to lead

assessment for the future in your school discuss evidence collection and sufficiency

APPENDIX

Internal moderation coversheet updated for 2016 16-17

Planning and Self review tools 18-20

Managing the collection of evidence (2015 Seminar) Leading and Managing the gathering of evidence (2015 Seminar) Planning tool for integrated assessment (2016 seminar – new)

Extract from “Learning and Assessment” A guide to assessment for the 21-24 National Qualifications Framework

Evidence gathering and Assessment opportunities – information from NZQA 25 web pages

Mythbusters updated for 2016 26-31

Updates on NZQA policies and processes: 32-36 Future state – external assessment External Moderation Assessor support in 2016 Drivers Licence Attestation survey of relationships with external providers

Information on: 37-42 Submitting work for external moderation digitally External moderation reminders Professional Learning opportunities available in digital teaching and learning Special Assessment Conditions – Key Dates Entrance to overseas universities 2016 Digital Trials and Pilots for external assessment

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ACTIVITY - VERIFICATION PROCESSES

Select 3 situations -Discuss ways to manage the verification process

How could the verification process be managed?

1. We have two teachers of my subject in the school. I teach the Level 1 and 3 and my colleague teaches Level 2.

2. I have just arrived from England. I have been appointed as the HOD of my subject in a department of three.

3. I am a first year teacher. There are three other teachers of my subject within my department all teaching Level 1 with me this year.

4. We have a large department of 10 teachers of a Level 1 “subject”. We assess against standards at different times during the year.

5. Our school has 15 students in the senior school. I am the only teacher of my subject.

6. I have been a national moderator in the past and I verify a lot of work from other teachers in our region who I meet through our subject association.

7. I teach in two departments and they both use the Monday night department meeting times to complete internal moderation.

8. Some students we assess are at different schools.

9. Other:

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ACTIVITY Verification -how does it happen in your school?

Is this current practice in your school?

Is this an NZQA requirement?

For each assessment 8 samples of student work must be verifiedAll student work at grade boundaries or where the teacher is unsure must be verified.HOFs/HODs monitor internal moderation in their faculty/department.Senior management/PN monitors internal moderation in departments/faculties.Large departments have a marking meeting, teachers mark their own class and then:

all grade boundaries are checked by the Teacher in Charge

OR eight samples (often random) from

each teacher are verified by the Teacher in Charge.

When a poor external moderation agreement rate occurs senior management/PN expects additional work to be verified by HOD or subject expert.When a department assesses a new standard for the first time, the HOD carries out additional verification to monitor consistency of judgements against the standard.New teachers to the subject/level and PRTs have additional samples verified by the HOD or subject expert to ensure consistency with the standard.When a teacher is unsure of work at grade boundaries, all of these are given to the HOD/TIC to verify.The Internal Moderation Cover Sheet must be submitted to senior management before grades are entered onto the SMS.Evidence of internal moderation must be recorded on NZQAs Internal Moderation Cover Sheet.

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DOCUMENTATION

How do your teachers record/document the internal moderation process?

Sharing internal moderation processes

CRITIQUING

Who monitors that a new activity or modified activity is critiqued?

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MONITORING

Who has responsibility for ensuring internal moderation occurs and is documented at a department/subject level?

How do you, as the PN, know the verification is carried out by subject specialist (with recent standards experience)?

How do you, as PN/senior management, monitor that internal moderation occurs and it is robust

What evidence do you have of your monitoring?

VERIFICATION

What are your school’s requirements for the verification process?

How (if needed) do you support verification?

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WHAT DO YOU THINK ASSESSMENT COULD OR WILL LOOK LIKE IN THE FUTURE?

https://www.youtube.com/watch?v=FyinD6ZDqeg

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What will change? What will not change?

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CHANGES OUR SCHOOL NEEDS TO MAKE TO ENABLE FUTURE ASSESSMENT

CHANGES ALREADY MADE TO ENABLE FUTURE ASSESSMENT

NEXT STEPS

FUTURE CHALLENGES AND POSSIBILITIES

WHAT ASSESSMENT PRACTICES WILL REMAIN UNCHANGED

HOW MUCH EVIDENCE IS SUFFICIENT?

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What are the implications of collecting TOO MUCH What are the implications of collecting TOO LITTLEevidence? evidence?

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TOO LITTLE TOO MUCH HOW MUCH EVIDENCE IS SUFFICIENT?

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Internal moderation cover sheet

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Internal moderation cover sheet

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Managing the collection of evidence (2015 PN Seminar)

Subject: ______________________ AS No: ____________________(Proposed) Method of collection

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School / Assessor has consent to assess

Policy and Procedure for evidence gathering Up to date and covered by this collection

method. Communicated and understood by teachers

for consistent practice. Communicated and understood by parents

and students. Collection methods ensure evidence has: Details of how this

will be doneFurther actions

Validity Against standard and assessment

conditions.

Authenticity Prevention processes. Monitoring processes during assessment

and during marking.

Verification Follows/Allows school internal moderation

process Sufficient evidence supplied for each

learner.Storage and retrieval

Material available for external moderation. Privacy. Security. Benchmarks. Digital evidence policy and management.

system in place.Does the evidence-gathering method allow students to supply authentic best evidence?

Does the plan allow teachers to collect sufficient verifiable valid evidence?

Possible Self-Review Tool - Leading and Managing the Gathering Evidence: How can I further develop best practice to manage evidence collection in my school?

Stakeholders ACTIONPolicy and Procedures1. Does the school have a policy/procedure providing guidance on evidence

collection?2. What processes are expected for the collection of evidence?3. How does the school review that expectations for evidence collection is

followed in departments4. What staff development has been held to assist teachers to understand:

The schools policy and procedures for evidence collection Best practice for the collection of evidence

5. What process is used to ascertain if a new/different evidence collection method proposed by a teacher will ensure valid, authentic, verifiable and sufficient evidence is gathered

6. What is the school policy on equity of access?Senior Management (including Principal’s Nominee)1. Have all teachers, students and parents been informed about the school’s

policy and processes for collection of evidence?2. How do we ensure all teachers, students and parents have a common

understanding of the school’s policy and processes for the collection of evidence?

3. What practices ensure the validity, authenticity and verifiability of evidence collected?

4. Is there equity of access ie technology, opportunity for different modes of assessment for all students?

5. What processes are used to monitor the collection of evidence from assessment activities outside of the classroom/school to ensure consent to assess and health and safety requirements are met?

Subject Leaders of Learning Areas (HOD/TIC)1. How do you know that all learning areas following school policy and process for

the collection of evidence?2. Does departmental review include a check to ensure evidence collected meets

school policy/procedures in terms of validity, authenticity, verification and storage?

3. What is the process for leaders of learning areas to inform SMT/PN that their management of the collection of student evidence meets school policy/procedures in terms of validity, authenticity, verification and storage?

Classroom Teachers1. How do you know teachers follow school policies and procedures for the

collection of evidence?2. How does the school know that teachers collection of evidence meets the

school’s validity, authenticity, verifiability and storage requirements3. Are evidence collection methods consistent with the standard’s conditions of

assessment?4. Do teachers brief/teach students about appropriate and authentic evidence and

presentation for assessment? 5. Do teachers follow checkpoint processes to monitor collection of evidence,

storage and authenticity in long term assessment activities?6. How do teachers meet the schools equity expectations?

Students1. Do all students understand the expectations of gathering evidence that is

authentic and storage of internal assessment activities?2. How does the school help students to understand evidence gathered must

be authentic and appropriate storage?3. Are students aware of the potential consequences if their work is deemed

to be not authentic?4. What processes are in place to assist students to report breaches of rules

for assessment opportunities? Is this process working?

Parents/Whānau1. Are parents/guardians aware of the appropriate support they can give to

their children when helping them with assessment activities? 2. Are parents aware of the potential consequences if their children’s work is

deemed to be not authentic?3. How are parents/whanau informed of these requirements?

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PLANNING TOOL FOR Integrated Learning Context, Naturally occurring evidence or Digital? Anytime anywhere?

What do we want to assess?

What do we want students to demonstrate?

How do we want students to present assessment evidence? Both themselves and their work?

What would be acceptable, valid and authentic in a standards-based environment?

When are we going to assess?

Who would assess?

How would this be managed?

Who will design ‘valid’ assessment activities?

How do we know that teachers understand grade boundaries, conditions of assessment and clarification documents?

What is our school philosophy around gathering evidence and how does it fit?

When does gathering evidence cease?

Does our school digital policy cover storage, evidence collection?

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Extract from “Learning and Assessment” A guide to assessment for the National Qualifications Framework

http://www.nzqa.govt.nz/assets/Providers-and-partners/Assessment-and-moderation/Assessment-of-standards/learningassessment.pdf

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Information on Assessment opportunities and gathering evidence can be found on NZQA web site:

http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/assessment-of-standards/generic-resources/gathering-evidence-of-achievement/assessment-opportunities-in-schools/

Information on Gathering Evidence

http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/assessment-of-standards/generic-resources/gathering-evidence-of-achievement/

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MythBusters (5 or 6 of these – currently being signed-off)

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UPDATES

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Assessor Support Options

Request for a guest speaker to an organised national or regional event.New online options available to cater for those who prefer this style of learning andthose who live in rural and isolated areas where sufficient interest for a face to face workshop is unlikely.The online options will be:

• Making Assessor Judgments BPW - 5 week course• Transforming Assessment Praxis Programme - 9 week course.• The face to face Making Assessor Judgments workshop will still be available where there are

sufficient numbers.• More information on the different types of support and the workshop/programme aims may

be found inCircular A2016/002 Assessment and Moderation – Assessor Support 2016 and the Assessor Support pages of the NZQA website, at the bottom of which you will find a link to the 'Registration of Interest' form.

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Driver Licence—introduction of new standards to gain credits for the recognition of the Class 1 New Zealand Drivers licence.

The process for students applying for recognition of prior learning for the three Class 1 driver licence standards:

Learn to drive a vehicle within the conditions of a Class 1 New Zealand learner driver licence. (Level 1, 2 credits)

Drive a vehicle within the conditions of a Class 1 New Zealand restricted driver licence. (Level 2, 4 credits)

Drive a vehicle within the conditions of a Class 1 New Zealand full diver licence. (Level 2, 2 credits)

The New Zealand Transport Agency (NZTA), who have become a standard setting body (SSB), is responsible for the Class 1 driver licence standards

These standards will become part of a school’s base scope to assess when the standards are registered on 1 April 2016

Schools will use their provider codes to report the results for the award of these standards. The Consent and Moderation Requirement (CMR) of each standard gives them permission to do this. The award is based on the recognition of prior learning process.

The student completes an application form (downloaded from the NZQA website) and provides their NZ Class 1 Drivers Licence Certificate as evidence for the RPL process.

The CMR only recognises NZ Class 1 (car) Licences (not motorcycle, forklift, truck, or from any overseas country including the Cook Islands)

The school sights and checks the evidence and countersigns the application form. The school reports the results to NZQA.These application forms are kept by the school for one year and may be audited.

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Submitting external moderation digitally

Notice the ‘Online Submission’ statement at the top of the plan.Selecting a standard number pops open the following page where a link can be saved to your online storage

In many cases, it is enough to save the link only; Google Drive, DropBox, MyPortfolio etcYou just need to ensure that the security is set so that the moderator can directly access the stored materials. If there is a problem, the moderator will inform the A&M team and someone will get in touch with you.However, for Office 365 (and some other storage) you need to provide the moderator with a temporary Username and Password so they can access the materials.

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Notice the word ‘Online’ now appears under any standards for which a link has been saved.This allows you to see which standards have been submitted online by scanning the page.If a link needs to be changed you can select a standard number again and save an updated link over the top of the first.

Further information

On this page: www.nzqa.govt.nz/moderation-onlineOr email: modsub@nzqa.govt.nz with any queries

Reminders

use the latest Moderation Cover sheet which has the following information about the number of sample of students work required for unit standards with Merit and Excellence e.g. Performing Arts Technology(there are other subjects with unit standards with Merit and Excellence)

Samples of student work must be selected randomly: Unit Standards with Merit or Excellence criteria: submit eight randomly selected samples of

assessed work. Unit Standards with Achieved criteria only: submit four randomly selected samples of

assessed work. Achievement Standards: submit eight randomly selected samples of assessed work. For standards with eight students or fewer, send all assessed work.

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PROFESSIONAL LEARNING OPPORTUNITIES IN DIGITAL TECHNOLOGIES FOR TEACHING AND LERNING

The Ministry of Education is doing a huge amount to help prepare teachers and schools moving forwards with digital technologies. For example by the end of 2016 all schools will have access to ultrafast broadband, funding for software, PLD programmes for teachers, enhancing the Virtual Learning Network etc. Further details can be found here http://www.education.govt.nz/ministry-of-education/specific-initiatives/digital-technologies-for-teaching-and-learning/ on their new website. To get a sense of where we are headed this A3 gives a clear indication of learning and education in 2025. http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/Lifelonglearners.pdf. This development started with the report from the 21st Century Learning Reference Group published in 2014, which can be seen here http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/FutureFocusedLearning30May2014.pdf.

If you are interested in the Professional Learning plans for 2016 by the Ministry of Education this is the best place to start looking http://elearning.tki.org.nz/Professional-learning/Professional-development. This also includes the new e-Learning professional learning community for teachers. The Ministry are also rolling out free workshops to teachers at http://www.elearning.tki.org.nz/Ministry-initiatives/Connected-Learning-Advisory-service. These are exactly the sort of workshops I think you were suggesting.

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