National Moderator's Reports

February 2022

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Download PDF: Education for Sustainability National Moderator's Report (PDF, 136KB)

The following report gives feedback to assist assessors with general issues and trends that have been identified during external moderation of the internally assessed education for Sustainability standards in 2021. It provides further insights from moderation material viewed throughout the year.

Contents

Using Internal Assessment Evidence Gathering Templates

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The purpose of the Internal Assessment Evidence Gathering Template is to help teachers identify and record evidence of student achievement seen or heard within the teaching and learning programme. These templates do not signal a reduction in what is accepted for each grade, but rather a means of summarising evidence for reporting achievement when more formal assessment has not been possible.

These templates must be viewed in conjunction with the assessment advice forwarded to schools, in order to ensure that valid, credible and reliable assessment has occurred before the standard is awarded. Further guidance can be found here.

Where evidence gathering templates have been used to identify evidence in lieu of a formal assessment opportunity, these should not be sent in for moderation.

Assessor Support

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The Best Practice Workshops (online and face-to-face) offered by Assessment and Moderation Services continue to be viewed by the sector as significantly contributing to improved assessor practice:

“The workshop helped to review my own knowledge, and great to share ideas.”
“It was great having time to challenge my thinking in assessment.”

Based on the success of the ‘on request’ model and the ability to have targeted support, Assessment and Moderation Services will continue delivering this support model in 2022. Workshops or presentation slots can be requested to provide targeted support to regional or national audiences.

Additionally, we will continue to run the Transforming Assessment Praxis programme, an online course relevant to all subjects which helps assessors learn about re-contextualising assessment resources and collecting evidence in different ways to better meet the needs of learners.

New online subject-specific short courses introduced this year have complemented the traditional workshops. These can be accessed using your Education Sector Logon. Courses available for Education for Sustainability include:

  • Making Assessor Judgements (90813, 90832).

Check the NCEA subject pages on the NZQA website regularly, as more online courses will be added throughout 2022.

More detailed information, including how to request or register for a workshop or online course, can be found on our Assessor Support pages or by emailing workshops@nzqa.govt.nz.

Contexts

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Taking advantage of rich local environmental, social and cultural contexts continues to be a strong theme in Education for Sustainability. Many providers are utilising field trips for combining learning and assessment of Education for Sustainability with Achievement Standards from other subjects, such as Outdoor Education, Geography and Biology. This strategy is effective and generally enhances the delivery of the Education for Sustainability standard.

Where the school or home is used as a context, extra vigilance is required to ensure the standards are still being fully met. For example, for Achievement Standard 90832, whether it is the school or an outside organisation providing the context, it is necessary to think through which stakeholders in the organisation will be prepared to meaningfully engage with the learners at both the organisation research and co-developing of strategy stages.

Across all Education for Sustainability standards, it is important to explore role of tangata whenua within the contexts chosen.

Group work

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Group work is an acceptable form of assessment, if appropriate to the standard. When submitting group work for moderation, the teacher needs to ensure there is evidence that each student has met the standard.

The contribution of each student can be tracked and presented in a variety of ways, such as written records of teacher observations, the division of workload into clearly defined tasks, a student worklog or video diary, recordings of teacher/student conferences, etc.

Moderators are seeing good examples of group work and continue to encourage both the practice of it, and reflection on the effects that group work has on the quality of work produced. Self and peer evaluations of individual contributions are therefore important, in addition to teacher evaluations.

Communications

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Changes to moderation requirement for 2022

Changes have been made to what schools are required to send in for moderation in 2022. Only 6 samples of student evidence must be sent in, one sample each at N, A, M, E, and two more from A, M, E. There will be no level 1 external moderation, unless requested by the school.

Outcome statements in external Moderation Reports

Moderation Report outcomes are reported using consistency statements. These are not based on a numerical assessment of how many grades the moderator agreed with, but on a qualitative assessment of how the overall judgements align with the standard.

Consistent” is used where clear and accurate understanding of all (or most) aspects of the standard have been demonstrated. There may be some misunderstandings, but these are minor.

Not yet consistent” does not imply major issues on the part of the assessor. This is used where a clear understanding is shown of some aspects of the standard, and any issues can be identified and corrected using the feedforward in the Moderation Report.

Not consistent” is used where there are significant issues with the assessor decisions. This may include issues such as assessment materials not being at the correct curriculum level, or when the intent or criteria of the standard have been misunderstood.

Moderating assessment materials

For most moderation submissions in 2021, the assessment materials were not moderated, as most assessment tasks were variations of the NZQA Approved tasks developed by the Ministry of Education.

NZQA welcomes the submission of innovative assessment tasks. An overview of case studies showcasing how innovative assessment practices have been implemented in schools can be found on the Spotlights homepage, with the full case studies on the Future State section of the NZQA website.

Please click on this link to give your feedback about this report.

 
 
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