Field Humanities
Review of English Level 2 achievement and unit standards
Unit standards
|
Subfield |
Domain |
ID |
|
English |
English Oral Language |
8824, 8827-8829, 12421, 12422 |
|
English Written Language |
8823, 8825, 8826, 12419, 12420, 12905 | |
|
English Visual Language |
12423-12426 |
Achievement standards
|
Domain |
ID |
Subject reference |
|
English Oral Language |
90374 |
English 2.7 |
|
English Written Language |
90375 |
English 2.1 |
|
90376 |
English 2.2 | |
|
90377 |
English 2.3 | |
|
90378 |
English 2.4 | |
|
90379 |
English 2.5 | |
|
90380 |
English 2.6 | |
|
90381 |
English 2.8 |
The Ministry of Education and NZQA National Qualifications Services have completed a review of the achievement and unit standards listed above.
New Registration date November 2011
Date new versions published November 2011
Planned review date for achievement standards December 2014
Planned review date for unit standard December 2016
Summary of review and consultation process
In 2008 the Ministry of Education (MoE) and NZQA began to review achievement and unit standards in light of the revised New Zealand Curriculum (NZC). This Alignment of Standards (AoS) review also addressed duplication of outcomes, credit parity, fairness, consistency, and coherence. The AoS review was guided by the revised NZC itself and the Standards Review Guidelines. A copy of the NZC is available at: http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum.
Teacher subject associations were involved in the review, and draft achievement standards were the focus of wide consultation, especially with secondary schools and teachers. Extensive resources, including student exemplars, were also developed to support these standards, and are available on the MoE and/or the NZQA websites.
The review of unit standards included consultation with tertiary providers to assess continued relevance and likely future use of the standards. Unit standards that duplicate achievement standard outcomes and those without the likelihood of future tertiary use were recommended for expiry.
National consultation was undertaken in 2010, with the results analysed by Research New Zealand. The responses were generally positive.
The review of these Level 2 unit and achievement standards was completed in time for implementation in schools in 2012. The review of unit and achievement standards at Level 1 was completed in time for implementation in schools in 2011. Standards at Level 3 will be implemented in 2013.
Main changes resulting from the review
· All NZC Level 7 (NZQF Level 2) outcomes derived from the NZC are now assessed using achievement standards, and there are no longer any unit standards linked to the NZC.
· Existing achievement standards were reviewed and new achievement standards were developed to align with the NZC. See table below.
· Grading criteria for achievement standards were reviewed in accordance with the Standards Review Guidelines.
· Unit standards that recognised similar outcomes as achievement standards were recommended for expiry. See table below.
· Unit standard 8824 was retained due to tertiary usage. All references to curriculum have been removed and an extra explanatory note and evidence requirement added relating to the ethics of research. This unit standard was also reclassified.
For a detailed description of the review of, and the changes to, the English standards see the appendix at the end of this report.
Impact on existing organisations with consent to assess
|
Current consent for |
Consent extended to | ||||
|
Nature of consent |
Classification or ID |
Level |
Nature of consent |
Classification or ID |
Level |
|
Field |
Humanities |
2+ |
Standards |
8824 |
2 |
|
Subfield |
English |
2+ |
Standards |
8824 |
2 |
|
Domain |
English Oral Language |
2+ |
Standard |
8824 |
2 |
|
Standard |
8823 |
2 |
Standard |
91104 |
2 |
|
Standard |
12905 |
2 |
Standard |
91106 |
2 |
Impact on Consent and Moderation Requirements (CMR)
(Formerly known as AMAP)
All new achievement standards have been registered on CMR 0233 and the review category B unit standard has been registered on CMR 0023.
Impact of changes on NCEA Exclusions List
For transition purposes, the following exclusions will apply for new achievement standards.
|
New Achievement standard |
Excluded against each of these standards |
|
91098 |
90377, 90378 |
|
91099 |
90379 |
|
91100 |
90380 |
|
91101 |
8825, 8826, 90375, 90376 |
|
91102 |
90374 |
|
91103 |
12425, 12426 |
|
91104 |
8823 |
|
91106 |
12905 |
|
91107 |
12421, 12422, 12423, 12424 |
Review Categories and changes to classification, title, level, and credits
The following summary shows the changes made to the standards as a result of the review. All changes are in bold. Where a new or a new version of an externally assessed achievement standard is registered, the following designation appears after the title [Externally Assessed].
|
Key to review category | |
A |
Dates changed, but no other changes are made - the new version of the standard carries the same ID and a new version number |
|
B |
Changes made, but the overall outcome remains the same - the new version of the standard carries the same ID and a new version number |
|
C |
Major changes that necessitate the registration of a replacement achievement standard with a new ID |
|
D |
Achievement standard will expire and not be replaced |
|
Externally assessed achievement standards categorised as category C expire at the end of |
December 2011 |
|
Internally assessed achievement standards and unit standards categorised as category C or D expire at the end of |
December 2012 |
|
The last date for assessment of superseded versions of the unit standard categorised as category B is end of |
December 2012 |
Humanities > English
Subject Reference English
|
ID |
Ref |
Domain |
Title |
Level |
Credit |
Review Category |
|
12421
12422
12423
12424
91107 |
2.10 |
English Oral Language English Oral Language English Visual Language English Visual Language English Visual Language |
Read transactional oral text closely Read poetic oral text closely
Read static images closely
Read moving images closely
Analyse aspects of visual and/or oral text(s) through close viewing and/or listening, supported by evidence |
2
2
2
2
2 |
3
3
3
3
3
|
C
C
C
C
|
|
90379
91099 |
2.5
2.2 |
English Written Language English Oral Language |
Analyse a visual or oral text
Analyse specified aspect(s) of studied visual or oral text(s), supported by evidence [Externally Assessed] |
2
2 |
3
4 |
C |
Humanities > English > English Oral Language
Subject Reference English
|
ID |
Ref |
Title |
Level |
Credit |
Review Category |
|
8827 |
|
Perform interpretations of poetic texts and evaluate performance |
2 |
4 |
D |
|
8828 |
|
Deliver transactional oral texts and evaluate their delivery |
2 |
4 |
D |
|
8829 |
|
Promote discussion of ideas and develop the content of discussion |
2 |
2 |
D |
|
90374
91102 |
2.7
2.5 |
Deliver a presentation using oral and visual language techniques Construct and deliver a crafted and controlled oral text |
2
2 |
3
3 |
C |
Humanities > English > English Oral Language
Core Skills > Core Generic > Work and Study Skills
|
ID |
Title |
Level |
Credit |
Review Category |
|
8824 |
Research a topic using oral, visual and written sources, and evaluate the research process |
2 |
3 |
B
|
Humanities > English > English Written Language
Subject Reference English
|
ID |
Ref |
Title |
Level |
Credit |
Review Category |
|
8823
91104 |
2.7 |
Investigate a theme across an inclusive range of selected texts Analyse significant connections across texts, supported by evidence |
2
2 |
4
4 |
C |
|
8825
8826 90375
90376
91101 |
2.1
2.2
2.4 |
Produce transactional written text in complex forms Produce poetic written text in complex forms Produce crafted and developed creative writing Produce crafted and developed formal transactional writing Produce a selection of crafted and controlled writing |
2
2 2
2
2 |
5
5 3
3
6 |
C
C C
C |
|
12419 |
|
Read poetic written text closely |
2 |
4 |
D |
|
12420 |
|
Read transactional written text closely |
2 |
4 |
D |
|
12905
91106 |
2.9 |
Read an inclusive variety of written texts and record the reading experience Form developed personal responses to independently read texts, supported by evidence |
2
2 |
4
4 |
C |
|
90377 90378 91098 |
2.3 2.4 2.1 |
Analyse extended written text(s) Analyse short written texts Analyse specified aspect(s) of studied written text(s), supported by evidence [Externally Assessed] |
2 2 2 |
3 3 4 |
C C |
|
90380
91100 |
2.6
2.3 |
Read unfamiliar texts and analyse the ideas and language features Analyse significant aspects of unfamiliar written text(s) through close reading, supported by evidence [Externally Assessed] |
2
2 |
3
4 |
C
|
|
90381 |
2.8 |
Investigate a language or literature topic and present information in written form |
2 |
3 |
D
|
|
91105 |
2.8 |
Use information literacy skills to form developed conclusion(s) |
2 |
4 |
New |
Humanities > English > English Visual Language
Subject Reference English
|
ID |
|
Title |
Level |
Credit |
Review Category |
|
12425
12426
91103 |
2.6 |
Present moving images combining verbal and visual features Present static images combining verbal and visual features Create a crafted and controlled visual and verbal text |
2
2
2 |
3
3
3 |
C
C |
Appendix
Process of Aligning Standards with the New Zealand Curriculum
As described in the English Statement [p18, NZC], making meaning and creating meaning are structured around the identification of the text's audience and purpose, the ideas communicated, the language features and structure of the text. These sub-strands and their achievement objectives work together. They cannot be atomised and meaningfully read or produced in isolation. While it is possible to link specific achievement objectives to particular standards in some curriculum areas because the objectives reflect particular topics or discrete skills, this is not the case in English. The achievement objectives are interlinked and do not stand independently on their own. It is not possible to have a 'language features' standard or a 'structures' standard, nor is it possible to isolate particular objectives and link them to particular standards to the exclusion of other standards.
External and Internal Assessment
Decisions made were based on the principle that a maximum of three standards per level should be externally assessed, as research shows this is the maximum number of standards for which evidence can be gathered in a three hour examination.
Existing externally assessed standards were examined to determine whether they were still most suitably assessed externally.
Close reading of oral and visual texts, components of the existing unfamiliar texts standards, were moved from external to internal assessment for reasons of validity.
What Has Changed?
The format and criteria of many standards have changed. There are sufficient achievement standards at each level to offer a choice of assessment possibilities for a range of learning programmes for curriculum Levels 6 to 8.
Externally assessed standards
Genre studies: studied written/oral/visual texts
|
AS90849 1.1 Show understanding of specified aspect(s) of studied written text(s), using supporting evidence 4 credits External |
AS91098 2.1 Analyse specified aspect(s) of studied written text(s), supported by evidence
4 credits External |
Draft 3.1 Respond critically to specified aspect(s) of studied written text(s), using supporting evidence 4 credits External |
|
AS90850 1.2 Show understanding of specified aspect(s) of studied visual or oral text(s), using supporting evidence 4 credits External |
AS91099 2.2 Analyse specified aspect(s) of studied visual or oral text(s), supported by evidence
4 credits External |
Draft 3.2 Respond critically to specified aspect(s) of studied visual or oral text(s), using supporting evidence 4 credits External |
The purpose of these standards is to assess in-depth understandings of aspects of previously studied texts in specified genres. Understandings are expressed in a text response essay structure as a series of linked and supported points usually about a single major text aspect (such as theme or characterisation).
Earlier versions of standards AS 1.1/2.1/3.1 and AS 1.2/2.2/3.2 were not divided by written and visual/oral modes, but based on world texts and New Zealand text classifications. In response to strong feedback from the first consultation round, written and visual/oral text divisions were then included which is in keeping with current achievement standards' assessment foci. To recognise how “literature contributes to students' developing sense of identity, their awareness of New Zealand's bicultural heritage” [p18, English Statement, NZC], teachers are encouraged to include both world and New Zealand texts when preparing students for assessment.
Students write in response to a selected question on one or more texts with questions set by genre or text type. If a short text form is selected, there is no requirement that students need to write on more than one text. Students produce a single coherent piece of writing expressing their understandings about a significant text aspect, such as purposes and audiences, ideas, language features, and structures, and include supporting evidence. Written text types prepared for AS 1.1/2.1/3.1 are selected from novel, non-fiction, short story, poetry, and print media. Visual/oral text types prepared for AS 1.2/2.2/3.2 are selected from film, TV programme, poetry/song lyric, drama production, radio programme, multi-media text, digital/online texts, and graphic novel.
Close reading written texts
|
AS90851 1.3 Show understanding of significant aspects of unfamiliar written text(s) through close reading, using supporting evidence 4 credits External |
AS91100 2.3 Analyse significant aspects of unfamiliar written text(s) through close reading, supported by evidence
4 credits External |
Draft 3.3 Respond critically to unfamiliar written text(s) through close reading, using supporting evidence
4 credits External |
The purpose of these standards is to assess understandings of significant ideas and text conventions of previously unseen and therefore unprepared written texts extracts and/or short written texts. It includes examining and commenting on specified aspects such as purposes and audiences, ideas, language features, and structures in terms of meanings and effects created.
At Levels 1-3, a minimum of three texts could be included with evidence gathered from at least two texts. For each text, questions will focus on two particular aspects: a significant idea within the text and a significant text convention such as a notable or major language feature. Each idea or text convention discussed should be supported by reference to at least one specific and relevant detail. Texts selected for close reading could be complete written texts or extracts from larger texts. Text types could include fiction, non-fiction, poetry and print media. To gain merit or excellence, readings should be increasingly informed and insightful.
Internally assessed standards
Identical generic criteria (develop, sustain, and structure ideas; use language features) are used for all written, oral, and visual text production standards. This aligns the criteria with the English achievement objectives where written, oral, and visual language are not dealt with as separate strands as they were in the 1994 curriculum document. The explanatory notes in the standard detail mode-specific information.
Writing
|
AS90052 1.4 Produce creative writing 3 credits Internal |
AS91101 2.4 Produce a selection of crafted and controlled writing 6 credits Internal |
Draft 3.4 Produce a selection of crafted and coherent writing 6 credits Internal |
|
AS90053 1.5 Produce formal writing 3 credits Internal |
The purpose of these standards is to assess writing presented in appropriate text types. Writing presented for assessment should be drafted and re-worked as part of the writing process.
Careful consideration was given to including a single writing standard where two pieces were presented at all three levels. However at Level 1, AS 1.4 and AS 1.5 have been kept separate as creative and formal writing standards to improve student access to qualifications. At Levels 2 and 3, students present two pieces for assessment to encourage the flexible selection of writing genre to suit students and programmes and to align closely with the English Achievement Objectives. Not specifying genre in the Level 2 and 3 standards recognises that the creative and formal distinctions are often arbitrary divisions, particularly at senior levels, and that they were based on the 1994 curriculum poetic and transactional writing functions.
Students should have the opportunity to draft, develop and craft a number of pieces. Writing should not be treated as one or two short assessment events. Programme design should ensure that a student's best writing is developed and then recognised for assessment. Spreading the writing programme over an extended period is essential. At Levels 2 and 3, students should be given opportunities to pursue their individual writing interests. Writing activities can be integrated with work towards other standards within the English programme, such as written reports developed to present connections across texts (AS 1.8/2.7/3.7).
The four assessment criteria previously used in writing achievement and unit standards (assessing ideas, structure, style, and the use of writing conventions) have been conflated to two criteria (develop and structure ideas; use language features) in order to make assessment more straightforward. This conflation more closely aligns the second criterion with the 'language features' sub-strand in the English achievement objectives. Language features include stylistic features, vocabulary selection, and syntax, as well as the use of written text conventions (including spelling, punctuation, grammar and paragraphing) appropriate to audience and purpose for a selected text type. The separate ideas and structure criteria from writing achievement and unit standards also suit conflation to a single criterion, as ideas together with their structuring and development, should clearly be treated as integrated concepts both in how they are taught, and how they are assessed.
Speaking
|
AS90857 1.6 Construct and deliver an oral text
3 credits Internal |
AS91102 2.5 Construct and deliver a crafted and controlled oral text 3 credits Internal |
Draft 3.5 Construct and deliver a crafted and coherent oral text 3 credits Internal |
The purpose of these standards is to assess oral presentations, which are primarily spoken, and include appropriate presentation techniques and supporting materials.
Identical generic criteria (Develop and structure ideas; Use language features) are used for all written, oral, and visual text production standards. This aligns the criteria with the Achievement Objectives where written, oral, and visual language are not dealt with as separate strands as they were in the 1994 document. The Explanatory Notes in the standard detail mode-specific information. For the oral presentation standard, language features include the use of body language (including stance, gesture, facial expression), voice (including tone, volume, pace, stress), props, costume, and demonstration materials or items. The rationale for using two criteria can be found under the 'writing' commentary.
Presenting
|
AS90852 1.7 Create a visual text
3 credits Internal |
AS91103 2.6 Create a crafted and controlled visual and verbal text
3 credits Internal |
Draft 3.6 Create a crafted and coherent visual and verbal text 3 credits Internal |
The purpose of these standards is to assess texts produced primarily in the visual and verbal mode.
Identical generic criteria are used for all written, oral, and visual text production standards. The Explanatory Notes in these standards detail mode-specific information. For these standards, language features include the use of techniques appropriate to the visual text (eg: a digital essay with strong visual aspects that combines voice, image, and written text for effect). The rationale for using two criteria can be found under the 'writing' commentary.
Making connections across texts
|
AS90852 1.8 Explain significant connection(s) across texts, using supporting evidence 4 credits Internal |
AS91104 2.7 Analyse significant connections across texts, supported by evidence 4 credits Internal |
Draft 3.7 Respond critically to significant connection(s) across a range of texts 4 credits Internal |
The purpose of these standards is to assess the recognition and consideration of links between texts in terms of themes, knowledge, experience, and ideas; purposes and audiences; language features; and structures.
Outcomes assessed contribute to the development of key competencies in thinking deeply and critically about texts. Students should be encouraged to develop their independent judgement and to consider how texts can position a reader. Time should be spent considering the links between texts studied in class and texts students have selected and read independently. There are also new opportunities to make connections across texts through the inclusion of this standard at Level 1.
Connections can be presented in any combination of appropriate written, visual, and/or oral modes to encourage integration with assessment of other standards.
At all three levels, four texts are set as a sufficient range for assessment purposes. It is important that written, visual, or oral texts selected should be appropriate to the curriculum level assessed or have characteristics that enable students to meet the expected level of discussion when exploring and commenting on connections. However, a text below the appropriate curriculum level could sometimes be included in order to develop a broad and interesting range of texts relevant to the focus of the study.
Information literacy
|
AS90853 1.9 Use information literacy skills to form conclusion(s)
4 credits Internal |
AS91105 2.8 Use information literacy skills to form developed conclusion(s)
4 credits Internal |
Draft 3.8 Use critical text(s) to develop an informed understanding(s) of literature and/or language. 4 credits Internal |
The purpose of these standards is to assess the use of a range of appropriate information literacy skills to gather and process information, and then create and express relevant conclusions.
These standards assess information literacy skills centred within the major 'processes and strategies' sub-strand that underpins the other four sub-strands within the English Achievement Objectives. Key indicators on which assessment criteria are based include integrating sources of information and prior knowledge; selecting and using appropriate processing strategies; and evaluating the reliability and usefulness of information as steps to developing and communicating new understandings.
Topics selected should be broad in nature, undertaken within the context of the English learning area, and justifiable in terms of their value and relevance. Topics should be chosen individually to encourage independent inquiry and to build engagement so students take ownership of the inquiry process.
The assessment criterion focuses on key stages of the process of demonstrating information literacy skills and presenting understandings. Students formulate areas for inquiry into authentic relevant contexts based on gaps in their own knowledge. In the process of locating information, they show an awareness of a range of available sources and are able to then use those available sources. As they select information, students know how to evaluate sources, identify main ideas, select relevant information and record it effectively. They can then use this information gathered to create conclusions based on relevant information collected. Conclusions should show various viewpoints, perspectives, or ideas and reflect students' own thinking about the area for inquiry. Conclusions can be presented in any combination of appropriate written, visual, and/or oral modes to encourage integration with assessment for other standards such as writing, oral presentation, and visual text standards.
Personal reading
|
AS90854 1.10 Form personal responses to independently read texts, supported by evidence
4 credits Internal |
AS91106 2.9 Form developed personal responses to independently read texts, supported by evidence 4 credits Internal |
Personal responses to reading may be assessed at achievement, merit, and excellence levels. Presenting personal responses means demonstrating personal understandings of, engagement with and/or viewpoints on texts. It can also include responding to links between the text and self, such as connections with personal contexts and prior knowledge; as well as connections between the text and the world, such as connections with knowledge, experience, and ideas from social, cultural, literary, political, or historical contexts. At merit and excellence, personal responses become increasingly convincing, perceptive, and insightful.
The purpose of these standards is to assess personal responses to self-selected texts.
Presenting personal responses to reading means demonstrating personal understandings of, engagement with and/or viewpoints on a text. It can also include responding to links between text and self, such as personal contexts and prior knowledge; text and world, such as connections with knowledge, experience, ideas and imagination from social, cultural, literary, political or historical contexts.
At Level 1, it was not possible to keep the unit standards 8808, 8809, 8810 separate as oral, written and visual texts presented in earlier iterations of the matrix, because eight credits would have been available just for personal reading. Within the single independent reading standards, visual and oral texts can also be included in addition to written texts, in addition to the option of including visual and oral texts at Level 2 in an independent reading programme. The responses to independent reading must be written and/or oral.
At both levels, six texts are set as a sufficient number for students to be deemed as reading 'widely' for assessment purposes. The texts selected must include at least four written texts, (two of these must be extended texts); the remaining two texts can be written and/or visual and/or oral texts.
It is important that written, visual, or oral texts selected should be appropriate to the curriculum level assessed.
Close reading visual/oral texts
|
AS90856 1.11 Show understanding of visual and/or oral text(s) through close viewing and/or listening, using supporting evidence 3 credits Internal |
AS91107 2.10 Analyse aspects of visual and/or oral text(s) through close viewing and/or listening, supported by evidence 3 credits Internal |
Draft 3.9 Respond critically to visual and/or oral text(s) through close viewing and/or listening, using supporting evidence 3 credits Internal |
The purpose of these standards is to assess understandings of significant ideas and text conventions of visual and/or oral texts. These may relate to complete texts or extracts from larger texts. It includes deconstructing and commenting on specified aspects such as purposes and audiences, ideas, language features, and structures in terms of meanings and effects created.
Close reading involves a detailed examination of significant aspects of texts in terms of the meanings suggested, interpretations made and effects created. Close readings can be made in any combination of appropriate written, visual and/or oral modes to encourage integration with assessment of other standards.
The number of components included for close reading is significantly lower than required in close reading unit standards where, for example at Level 3, seven or more examples and related close readings of ideas, language features, and structures are required across two or three texts, making a total of up to 24 separate components (US 12427) needed to successfully complete a single close reading standard. Close reading unit standard requirements (such as the separate requirement to examine an idea and then its significance; or to examine up to five language features) could result in a fragmentary process where texts were examined at a micro level with little consideration for meaning or effects at work within a whole text.