Student Views of the NQF and NCEA

Research report on focus groups with Year 12 and Year 13 students

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Executive summary

Following the introduction of the National Qualifications Framework (NQF) in the 1990s and, more recently, the National Certificates of Educational Achievement (NCEA) starting with NCEA level 1 in 2002, NZQA has been consistently interested in stakeholders’ views of possible improvements to the new qualifications system. To date, the views of teachers on the NCEA have been explored in a number of studies (Learning Curves, NZCER; Teachers talk about NCEA, PPTA). However, research with other stakeholders has been limited. The purpose of this study was to examine the experiences and views that senior secondary school students have of the NQF, with a specific focus on the NCEA as the main qualification gained by secondary school students.

The findings in this report are based on a qualitative investigation. Thirty-two small group discussions were held with Year 12 and Year 13 students in 16 schools during September and October 2005. Five key areas were explored: understanding of the NQF/NCEA, sources of information about the NCEA, use of results information, views on assessment, and aspects of the qualification that motivate or fail to motivate. Other issues raised by the students were also explored.

Key findings

Understanding of the NQF/NCEA

The majority of students were very knowledgeable about standards, credits and gaining NCEA qualifications. There was some confusion by a small number of students regarding the number of credits needed to gain a certificate, how credits were carried over to a later qualification and which NCEA level (1, 2, or 3) credits counted towards when students were studying at more than one level. By contrast, the students did not have a good understanding of the NQF.

Sources of information

Students relied mainly on their schools for NCEA related information, and most believed that their school provided adequate information in this respect. While students were reasonably happy that they had all the information they needed about how the NCEA operates, some commented that others in the community, such as employers, did not have sufficient information.

The NZQA website was a commonly used resource, with many students using the website to check their results. Some also accessed exemplars, examination timetables and other assessment information.

Using results

Aside from a number of Year 13 students who had requested a Record of Learning (RoL) for the purpose of applying for university or entrance to other tertiary institutions, few students had formally requested their results information. Nonetheless, several suggestions were made about changing the layout of the results information to make it easier for both themselves and others to understand. These included grouping standards into learning areas and ordering results by the NQF level at which they were awarded.

The absence of Not Achieved grades on the RoL and Results Notice caused confusion for a number of students. Some were unsure whether they had failed standards or whether they had been omitted in error. Others, not realising that some standards that they were assessed for were missing from their record, erroneously believed they had achieved all standards.

Views of assessment

The majority of students believed that there is a significant difference between unit standards and achievement standards. Students noted several benefits of unit standards, including the belief that they had increased subject choice available to them. However, achievement standards were regarded as superior to unit standards, particularly in situations such as applying for university or employment. Most perceived unit standards to be easier to gain than achievement standards and some argued that the course content on which assessment for unit standards was based was also easier. This was partly due to the fact that where classes were streamed, students perceived that lower achieving students were offered a higher proportion of unit standards, and because students believed that some of their teachers held this view.

Students made several comments about the grading system for achievement standards. Some claimed the achievement standard grades were too broad and did not differentiate student achievement sufficiently. Others observed that the assigning of grades to students’ work did not take into account correct answers to Merit and Excellence questions if the Achievement questions were answered incorrectly. Students in over half the focus groups reported that they would prefer a percentage mark to achievement grades, primarily for competitive reasons, but some believed that percentages would provide a better indication of how much they had improved or how much they needed to improve.

While students varied in their preference for internal or external assessment, more favoured internal assessments, as material was still fresh in their minds. Those preferring external assessment were predominantly male and often expressed difficulty managing their time properly. Students had mixed views on which type of assessment was a better measure of what they had learnt throughout the year. Overall, more students regarded external assessment as a better measure with many expressing concern about the fairness and consistency of internal assessment between schools and teachers.

The majority of students reported having heavy assessment workloads, and the timing of internal assessments throughout the year was often mentioned. Many disliked having internal assessments in several subjects due at the same time, and found that they needed to prioritise their effort.

Some students mentioned not attempting certain assessments as a means of managing their workload. Others skipped assessments when a standard was worth few credits, was perceived as too hard, when they thought they did not need the credits, and/or when they did not like the assessment method.

Aspects of the qualification that motivate or demotivate

The majority of students saw successful completion of their schooling as a necessary step towards a positive career path. Post-school aspirations were a motivator – particularly for Year 13 students – to work hard in school and finish with good results. Many had adopted the attitude that it was the last set of results that counted, and that once they had gained level 3 their earlier results were irrelevant. Year 13 students often commented that they had aimed for Achieved grades in Years 11 and 12, but were aiming for higher grades in Year 13. This strategy was also mentioned by several Year 12 students who commented that they would put in more effort in Year 13 when their grades were perceived to be more important.

A number of students stated that gaining sufficient credits for University Entrance motivated them, as they regarded University Entrance as more important than the level 3 NCEA. However, most students still claimed to be working towards their level 3 certificate.

Internal assessment encouraged students to work hard throughout the year, and most regarded internally assessed standards as a back-up or safeguard for their external assessments. Several students mentioned that having to do internal assessments contributed to regular school attendance. However, a few students found it discouraging to receive what they saw as reminders of their failures throughout the year.

Both subject interest and obtaining credits motivated students to work hard for assessments. However, many claimed that they would not put effort into learning activities purely out of interest if they were not assessed. This often related to workload and the need to prioritise, but some students saw value only in work that attracted credit.

The level of achievement that satisfied students when being assessed for achievement standards differed among the focus groups. Some students were often motivated by Merit and Excellence grades whereas others were generally happy with Achieved grades, and placed more importance on gaining credits. Some students commented that it depended on the subject. A small number of students, often male, commented that they were aiming for the minimum credits required for NCEA or University Entrance. A wide range of students argued that they would be more motivated to aim for higher levels of achievement if Merit and Excellence grades were awarded with extra credits.

There were mixed views on the motivational aspects of having multiple opportunities for assessment. The opportunity for further assessment was regarded favourably by students, but many noted that they did not always work as hard on their first attempt at an assessment. Some commented that others having further assessment opportunities was sometimes frustrating if they themselves had performed well on their first attempt.

Some schools were extending more able students by encouraging them to be assessed at a higher level or, in the case of one student, funding university papers. The opportunity to study at a higher level was seen as challenging and motivating by these students.

Students in a number of groups expressed concern about the future of the NCEA. The newness of the qualifications system, combined with negative media reports and political debate, meant that some students believed that the NCEA would be replaced or changed and that their qualification might be seen as worthless in the future.

Several students believed that there was a lack of understanding in the community about the NCEA and how it operates. Some thought that they might be disadvantaged by having NCEA results, and that potential employers might not recognise their qualification.

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