Physical Education - moderator's newsletter

Assessment Schedule

The assessment schedule is generally in a table format at the back of the assessment task. It contains:

• examples of the learner responses (see below) expected from the students for each aspect of the task
• judgement statement(s) (see below) which identify the standard to be achieved.

This should be more than just a tick box mark sheet.

Learner Response

These are examples of what the assessor (teacher) expects to read/see/hear from the student.

These should be provided for each level of achievement (ie. Achievement/Merit/Excellence).

Judgement Statement

This is a statement in the assessment schedule showing the quality/quantity required to meet the standard for each task. These should be provided for Achievement/ Merit/Excellence

eg. has described 3 of the 4 factors

eg. has explained 3 of the 4 factors

eg. has evaluated 3 of the 4 factors

NB.(the step up should not be about accuracy)

Note that the above examples of judgements have used the actual ‘descriptors’ of the standard ie. describe/explain/evaluate

National Standard

This is the achievement criteria for each individual standard. The task must allow students the opportunity to achieve the standard at all three levels. The moderator confirms that teacher judgements reflect the national standard overall.

Achievement criteria and national standards can be accessed at the NZQA website at www.nzqa.govt.nz/ncea/assessment/index.html

Evidence

Information, knowledge or demonstrations that show what a student knows or can do. Evidence in Physical Education could be written, verbal or practical (see below). These could include: explanations, reports, answers to questions, solutions to problems, data, graphs, demonstrated skills.

Evidence should relate to the national standard.

Practical evidence

This is required when there is a practical criterion to the standard eg. Performance standards, 90524, 90436, 90742 or others such as 90071 where interpersonal skills should be demonstrated. Examples of ways to collect practical evidence are teacher recording sheets, rubrics, teacher verified logs, teacher verified self/peer assessments, checklists and so on. Evidence should be collected over time and should highlight the performance/demonstration required for the different levels of achievement. Eg Achievement/Merit/ Excellence.

Further assessment opportunity

One opportunity for an additional assessment of a standard can be provided. This should constitute a new assessment task being set and additional learning taking place. If it is offered to any student, it must be made available to all students regardless of their performance on the first opportunity. The highest grade of the opportunities should be awarded.

Resubmission

This may be offered when students have made mistakes which they should be capable of discovering and correcting on their own. Where this is not possible, a further assessment opportunity may be more appropriate. This should be limited to specific aspects of the assessment and must take place before the teacher gives any feedback to the whole class (or any student) on the work done. If more teaching has occurred after the first assessment opportunity, resubmission is not possible.

Standard number

This is the number of the NZQA registered achievement standard eg. 90071

Version number

This refers to the version of the standard (see above). Standards are at times updated and may be onto version 2 or 3. This is at times confused with the version of the TKI task being used to assess the standard.

Verbal confirmation

This could be a way of gathering further evidence to support judgments on a students understanding. It may be a valid way of students presenting evidence for resubmission (see above).