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Module 4 Assessment

The document discusses the introduction and rationale of NCEA as New Zealand's main secondary school qualification system. Key points: - NCEA was introduced in 2002/2003 to establish national standards and recognize a wider range of skills beyond just academic excellence, as the previous exam-focused system mainly catered to university-bound students. - It aimed to better engage and challenge all students, including those with learning difficulties, by offering flexibility in pathways and assessments throughout the year rather than one high-stakes exam. - The document then discusses an Outdoor Education course assessment plan under NCEA including the selection of relevant achievement standards and use of formative assessment like journaling to evaluate group processes.

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79 views5 pages

Module 4 Assessment

The document discusses the introduction and rationale of NCEA as New Zealand's main secondary school qualification system. Key points: - NCEA was introduced in 2002/2003 to establish national standards and recognize a wider range of skills beyond just academic excellence, as the previous exam-focused system mainly catered to university-bound students. - It aimed to better engage and challenge all students, including those with learning difficulties, by offering flexibility in pathways and assessments throughout the year rather than one high-stakes exam. - The document then discusses an Outdoor Education course assessment plan under NCEA including the selection of relevant achievement standards and use of formative assessment like journaling to evaluate group processes.

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© © All Rights Reserved
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Module 4 Assessment

Assessment rationale and practices


Part 1
Discuss the reasons for the introduction of NCEA as a system of qualifications
assessment.
The New Zealand Documents principle function sets the direction for student learning with a
vision that young people will develop the competencies they need for study, work and
lifelong learning and go on to realize their potential. [NZC]
The implications of this forced a paradigm shift from examinations based systems that
seemed to cater only for those who sought entrance to tertiary institutions to an education
that would encourage and provide lifelong learning for all.
The National Certificates of Educational Achievement [NCEA] was introduced as New
Zealands main secondary school qualification at about 2002/3 with the overall vision of
establishing standards of national qualifications and recognize a wider range of skills and
knowledge. This is contrary to the former method which was studying for the last years,
and then having a one-shot on one-day at one-examination and accumulating results across
subjects (with or
Without (scaling). Prof John Hattie, 2009. NCEA gives young people the flexibility to choose
an academic pathway or transition directly into a vocational pathway. They can specialize
while at school or keep other viable options open.
NCEA design and structure was aimed at challenging aa students and not only those who
were not able and highly motivated but also those who had inherent learning difficulties. It
gave schools the flexibility to develop a range of programs to suit the specific needs of the
students.
The focus of the pursuit of academic excellence exclusively did not require students [NCEA
does]to process information and demonstrate critical thinking and problem solving . Less
able students are not motivated by the one-off external examination [School Certificate].
They are more engaged in the various and different opportunities for assessment throughout
the year.

Part 2
Program of learning-OED201 [ Outdoor Education]
This course is based on curriculum 7 of the New Zealand Curriculum with a number of crosscurricular links.

In this course you will:


Set and abide by high expectations in terms of appearance, time management and
organization.
Appraise specialized motor skills and adapt them to extend physical competence and
recreational opportunities.
Adapt skills and appraise responsible attitudes in challenging physical situations and
unfamiliar environments.
Analyse the difference between perceived and residual risks in physical and social
environments and develop skills and behaviour for managing responsible action.
Demonstrate correct first aid procedures in a variety of outdoor situations.
Increase literacy with a variety of reading and written assessment task
Identify and minimize risk in outdoor physical activities.
Prior learning:
Established by testing and analysis of performance in the 6 assessment standards in
PED102
Assessing NZC learning through NCEA
The school policy is that the L2 need to be offered at least 20 credits and this has been
checked against the approved assessment standards from NZQA. Assessment standards
that require students to conduct a physical activity or event and write a report on the
process. Making Language and Learning videos have reference as classroom tutorials will
teach aspects of report writing and appropriate language text.
Arising out of this, the following AS have been identified:
91330

4 credits

- Perform a physical activity in an applied setting.

91332

4 credits

91333

3 credits

91334

3 credits

91335

3 credits

91336

3 credits

- Evaluate leadership strategies that contribute to the effective


Functioning of a group.
- Analyse the application of risk management strategies to a
Challenging outdoor activity.
- Consistently demonstrate social responsibility through applying
A social responsibility model in physical activity.
- Examine the implementation and outcome(s) 0f a physical
Activity, event or opportunity.
- Analyse group process in physical activity.
[20 credits]

Alignment of standards
The Ministry of Education, in consultation and association with NZQA has reviewed all
curriculum-related standards so that that are aligned to the New Zealand Curriculum.

The learning intention is aligned within the progressions based on:


* student needs next step from current position
* previous learning
* future targets
* real life application
* learning activities
Learning is broken down into manageable chunks, according to student need.
Context based Learning
Context based learning is seen as a transformation tool for improving the capability,
creativity and skills analysis for teachers. The AS chosen were guided by requirements of
NCEA taking into account of the school scenario, situations that needed improvement,
learning needs, critical judgement, action and evaluation
We need to consider their interests, prior knowledge, family background, thinking and
learning styles, gender, the community they live in, their demographic status, ethnicity and
specific learning needs. The choice of the codes to be taught and assessed also reflect
introducing new codes to cater for diverse learners who may have not played some of these
codes before. It is building capacity.
Formative assessment within the program.
For each of the assessment standards [ the 6 AS] require participation fully in physical
activities as arranged by the teacher. For the duration of the assessment they need to keep
a journal [or alternative] in which they record, analyse and evaluate group function. This
would the formative assessment for the various standards.
TASK:
Participate fully in physical activities as arranged by your teacher.
As you do so, you are to reflect on what you observed or experienced as a member of the
group. For the duration of this assessment, keep a journal (or alternative) in which you
record, analyse and evaluate how your group functions.
The following questions and prompts will help you with your reflecting, analysis, and
evaluation:

What can I see in terms of group processes right now? Where are we on Tuckmans
model? Why is this happening?

What group dynamics are evident? Are the dynamics stable or changing, and if so,
why?

What roles and responsibilities do the members of the group have? Were these
imposed by your teacher, or the result of volunteering?

Is leadership always provided by the same person(s), or is it evolving over time, or


changing from activity to activity?

Compare the different behaviours and practices that you observe. Which are
beneficial, and why?

What could we do better as a group? What processes would improve our group?
Why?

Be observant, try to explain what is going on within the group, and evaluate how the
processes you see at work impact on the members of the group (either positively or
negatively), and on the goals for the activity.

Support your reflections, analysis, and evaluation with evidence from observations made
while participating, and by referring to relevant theories. Date all entries.
Submit your journal to your teacher by the specified date.
Here are some processes and practices you could consider. This is not an exclusive list.
Set action and review goals
decide on a plan of action
reflect on personal and group roles
Personal and peer behaviours
asking for and providing assistance and support
use of initiative
Act on Feedback
receive feedback in appositive manner
consider and evaluate feedback given
act on feedback in the appropriate way
Monitoring National Assessment
Teachers in the P.E cluster when needing to revise and select new standards need to refer to
the school policy. Clarity needs to be sought from the Principal or his nominee under whose
portfolio NCEA assessments fall to verify that standards chosen or designed are accredited
and that they follow National guidelines. Assessment standards selected must reflect the
special character of the school and the wider community.
Pathways-designing programs to suit student pathways.
The vocational pathways provide new ways to achieve NCEA level 2 for success and the
world of work. Students and teachers are encouraged to use Profile Builder to help choose
subjects that have a vocational relevance. An understanding of the minimum qualification
needed to pursue certain pathways must be clear to students.
Skill Matcher helps students to generate job ideas based on the skills they enjoy/are
interested in learning, shows them how their skills could apply to many occupations within
New Zealand and provides them with tips on what steps to take first.
Some of the broad vocational pathways for P.E. include but not limited to

* Sports Science
* Outdoor guides
* Education Sector
* Fitness instructor
* Service industry
Culturally responsive practice links to wider policy goal, engaging parents.
Cognizance must be taken of the needs of the diverse range of students. Cultural
diversity must be considered to make the learning programs relevant and inclusive.
Designing codes of sports must include traditional and cultural as a heavy reliance on Eurocentri games in the context of New Zealand may alienate students in learning process.
Part 3
Justify the moderation process for NCEA process.
To maintain the integrity and validity of the National Assessments there needs to be quality
assurance systems. The assessment policies and procedures in the various schools must

comply with the broad framework as outlined in the NZQAs quality assurance system.
Extract from Assessment and Examination Rules and Procedures2011
Schools must report only those internal assessment results which have been subject to the
schools internal moderation process ... [4.6b]
Schools are required to establish "a rigorous internal moderation system". [5.3.3aii]
Schools undertake quality assurance each year to ensure that:
all assessment material is critiqued and modified as necessary, before use

judgements are consistent across multiple classes

for each standard a sample of assessor grade judgements is verified

annotated benchmark samples of student work are identified and retained

for each standard assessment materials are retained with a random selection of

student work for the purpose of external moderation

all advice from external moderation is actioned before the materials are used again

staff use external professional links to maintain their understanding of the standards.
How should this work in schools and what are the implications for:
Teacher Collaboration

* Plan assessment activities


* Reflection and discussion with peers to increase
validity and consistency.

Student Progress

* Clear indications of progress from first attempts


to current performance.

Evidence

* Demonstration of knowledge, process and


skills in different contexts or curriculum areas.

Adequacy of evidence

* Did the task assess what intended to assess?


* Sufficient evidence of achievement to assign level or
standard?
* Relative performance with other peers.

If the moderation process is guided by the principle that moderation enhances the
dependability of the assessment information they gather then it is imperative that both
teachers and students develop shared expectations and understanding of what quality work
looks like and what criteria define it.

Ref:
1. Dochy,F.,Segers,M.,Van Den Boschhe,P.,Gijbels,D. Effects of problem based Learnings:
A meta analysis. Learning and Instruction. (2005)
2.Syverson,M. Learning Record Moderation Readings. (2007)

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