Field Humanities
Review of English Level 3 achievement and Level 3 and 4 unit standards
Unit standards
|
Subfield |
Domain |
ID |
|
English |
English Oral Language |
8837, 8843, 12429, 12430 |
|
English Visual Language |
12431, 12432, 12435, 12436, 12458, 12459 | |
|
English Written Language |
8834-8836, 8841, 8842, 12427, 12428, 12433, 12434 |
Achievement standards
|
Domain |
ID |
Subject reference |
|
English Oral Language |
90725 |
English 3.6 |
|
English Written Language |
90720 |
English 3.1 |
|
90721 |
English 3.2 | |
|
90722 |
English 3.3 | |
|
90723 |
English 3.4 | |
|
90724 |
English 3.5 | |
|
90726 |
English 3.7 |
The Ministry of Education and NZQA National Qualifications Services have completed a review of the achievement and unit standards listed above.
New Registration date December 2012
Date new versions published December 2012
Planned review date 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 2011, with the results analysed by Research New Zealand. The responses were generally positive.
The review of these Level 3 and Level 4 unit and achievement standards was completed in time for implementation in schools in 2013.
Main changes resulting from the review
· All NZC Level 8 (NZQF Level 3) 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 designated expiring. Level 3 and 4 unit standards that were developed primarily for schools were also designated expiring because they did not relate to the NZC. See table below.
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 |
|
Domain |
English Oral Language |
3+ |
Standard |
91480 |
3 |
|
Standard |
8834 |
3 |
Standard |
91478 |
3 |
|
Standard |
8835 |
3 |
Standard |
91475 |
3 |
Impact on Consent and Moderation Requirements (CMR)
All new achievement standards have been registered on CMR 0233.
Impact of changes on Exclusions List
For transition purposes, the following exclusions will apply for new achievement standards.
|
Achievement standard |
Excluded against each of these standards |
|
91472 |
90721, 90722 |
|
91473 |
90723 |
|
91474 |
12428, 90724 |
|
91475 |
8835, 90720 |
|
91476 |
8837, 90725 |
|
91477 |
12458, 12459 |
|
91478 |
8834 |
|
91480 |
12429, 12430, 12431,12432 |
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 2012 |
|
Internally assessed achievement standards and unit standards categorised as category C or D expire at the end of |
December 2013 |
Humanities > English
|
ID |
Ref |
Domain |
Title |
Level |
Credit |
Review Category |
|
12429 |
|
English Oral Language |
Read closely and evaluate the effectiveness of transactional oral texts |
3 |
3 |
C |
|
12430 |
|
English Oral Language |
Read closely and evaluate the effectiveness of poetic oral texts |
3 |
3 |
C |
|
12431 |
|
English Visual Language |
Read closely and evaluate the effectiveness of moving images |
3 |
3 |
C |
|
12432 |
|
English Visual Language |
Read closely and evaluate the effectiveness of static images |
3 |
3 |
C |
|
91480 |
3.9 |
English Visual Language |
Respond critically to significant aspects of visual and/or oral text(s) through close reading, supported by evidence |
3 |
3 |
|
|
90723 |
3.4 |
English Written Language |
Respond critically to oral or visual text studied |
3 |
3 |
C |
|
91473 |
3.2 |
English Oral Language |
Respond critically to specified aspect(s) of studied visual or oral text(s), supported by evidence [Externally Assessed] |
3 |
4 |
|
Humanities > English > English Oral Language
|
ID |
Ref |
Title |
Level |
Credit |
Review Category |
|
8837 |
|
Conduct a seminar using a transactional oral text |
3 |
5 |
C |
|
90725 |
3.6 |
Construct and deliver an oral presentation |
3 |
4 |
C |
|
91476 |
3.5 |
Create and deliver a fluent and coherent oral text which develops, sustains, and structures ideas |
3 |
3 |
|
|
8843 |
|
Independently plan, conduct, and evaluate a class seminar |
4 |
5 |
D |
Humanities > English > English Visual Language
|
ID |
Ref |
Title |
Level |
Credit |
Review Category |
|
12435 |
|
Construct a reading of moving images |
4 |
4 |
D |
|
12436 |
|
Construct a reading of static images |
4 |
3 |
D |
|
12458 |
|
Present static images based on analysis of a chosen genre |
3 |
3 |
C |
|
12459 |
|
Present moving images based on analysis of a chosen genre |
3 |
3 |
C |
|
91477 |
3.6 |
Create a fluent and coherent visual text which develops, sustains, and structures ideas using verbal and visual language |
3 |
3 |
|
Humanities > English > English Written Language
|
ID |
Ref |
Title |
Level |
Credit |
Review Category |
|
8834 |
|
Investigate a theme across a range of selected texts and evaluate the outcomes of the investigation |
3 |
6 |
C |
|
91478 |
3.7 |
Respond critically to significant connections across texts, supported by evidence |
3 |
4 |
|
|
8835 |
|
Produce sustained transactional writing in a range of complex forms |
3 |
6 |
C |
|
90720 |
3.1 |
Produce an extended piece of writing in a selected style |
3 |
4 |
C |
|
91475 |
3.4 |
Produce a selection of fluent and coherent writing which develops, sustains, and structures ideas |
3 |
6 |
|
|
8836 |
|
Produce sustained poetic writing in a range of complex forms |
3 |
6 |
D |
|
8841 |
|
Produce results of literary research in an extended essay to publication standard |
4 |
6 |
D |
|
8842 |
|
Produce sustained poetic writing in a range of complex forms to publication standard |
4 |
6 |
D |
|
12427 |
|
Read closely and evaluate the effectiveness of poetic written texts |
3 |
4 |
D |
|
12428 |
|
Read closely and evaluate the effectiveness of transactional written texts |
3 |
4 |
C |
|
90724 |
3.5 |
Read and respond critically to unfamiliar prose and poetry texts |
3 |
3 |
C |
|
91474 |
3.3 |
Respond critically to significant aspects of unfamiliar written texts through close reading, supported by evidence [Externally Assessed] |
3 |
4 |
|
|
12433 |
|
Construct a reading of a poetic written text |
4 |
4 |
D |
|
12434 |
|
Construct a reading of transactional written text |
4 |
4 |
D |
|
90721 |
3.2 |
Respond critically to written text(s) studied |
3 |
3 |
C |
|
90722 |
3.3 |
Respond critically to Shakespearean drama studied |
3 |
3 |
C |
|
91472 |
3.1 |
Respond critically to specified aspect(s) of studied written text(s), supported by evidence [Externally Assessed] |
3 |
4 |
|
|
90726 |
3.7 |
Complete independent research on a language or literature topic and present conclusions in writing |
3 |
4 |
D |
|
91479 |
3.8 |
Develop an informed understanding of literature and/or language using critical texts |
3 |
4 |
New |
Appendix
Development of Level 3 English Standards
Addressing Duplication
All of the existing English achievement standards and curriculum derived English unit standards [to Level 3] were replaced by the aligned standards. All standards have discrete purposes and are unique from other standards in terms of their intended outcomes.
Level 4 unit standards in the English subfield that were developed primarily for schools were also designated expiring.
Addressing Credit Parity
The credit values assigned reflect the time an average student would require for timetabled and out-of-class learning and assessment. 1 credit represents 10 hours of notional learning in English. For example, the Level 2 and 3 writing standards represent 60 hours of learning and assessment.
External and Internal Assessment
Sector feedback, previous reviews of the standards, and best practice research into external and internal assessment provided the basis for the decision to change the allocation of internal/external assessments at Level 3.
Existing externally assessed standards were examined to determine if they were still most suitably assessed externally.
Because of the duplication principle, the genre-specific Shakespeare standard at Level 3 has been integrated into the written texts standard AS 3.1.
What has changed?
All aligned standards are achievement standards. The format and criteria of many standards have changed. There are sufficient achievement standards to offer a choice of assessment possibilities for a range of learning programmes.
All existing Level 3 unit and achievement standards, as well as existing Level 4 unit standards, were designated expiring; most were replaced by standards in the new matrix.
Externally assessed standards
Genre Studies: studied written/oral/visual texts
|
AS 3.1 Respond critically to specified aspect(s) of studied written text(s), supported by evidence
4 - external |
|
AS 3.2 Respond critically to specified aspect(s) of studied visual or oral text(s), supported by evidence
4 - external |
These remain similar in intent and purpose to achievement standards 90721, 90722, and 90723. However the outcomes from 90721 and 90722 have been merged to reflect the NZC emphasis on skills rather than context and to eliminate duplication. Each new standard has a credit value of 4 in line with the learning and assessment demands for the standards.
Close reading written texts
|
AS 3.3 Respond critically to significant aspects of unfamiliar written texts through close reading, supported by evidence
4 - external |
This standard, which replaces achievement standard 90724, now has an increased credit value of 4, more closely reflecting its learning and assessment demands.
Internally Assessed Standards
Writing
|
AS 3.4 Produce a selection of fluent and coherent writing which develops, sustains, and structures ideas
6 - internal |
|
The four assessment criteria used in the previous writing standards [assessing ideas, structure, style and the use of writing conventions], which were conflated to two criteria in the Level 1 and 2 standards, have been conflated to a single criterion, in order to reflect the fluency and coherence required for writing at NZC Level 8 and make assessment judgements more holistic.
The credit value has increased from 4 to 6 to reflect the learning and assessment demands associated with the standard.
|
AS 3.5 Create and deliver a fluent and coherent oral text which develops, sustains, and structures ideas
3 - internal |
This remains similar in intent and purpose to achievement standard 90725.
The three assessment criteria currently used in the oral text achievement standard [construct and deliver, develop and support ideas, use a range of techniques], which were conflated to two criteria in the Level 1 and 2 standards, have been conflated to a single criterion, in order to reflect the fluency and coherence required for oral text at NZC Level 8 and to enable more holistic assessment judgements to be made.
Presenting
|
AS 3.6 Create a fluent and coherent visual text which develops, sustains, and structures ideas using verbal and visual language
3 - internal |
This achievement standard replaces unit standards 12458 and 12459.
The new achievement standard has been developed to reflect the importance of the visual strand in the English Achievement Objectives (AOs), and the growing importance of visual texts in contemporary society.
Visual text unit standards, which are expiring, had requirements which could result in a fragmentary process where assessment of student work occurred at a micro level with little consideration for meaning or effects at work within a whole text. In the new standard, the requirements have been consolidated into a single criterion which supports discerning and informed interpretations and judgements by the students and holistic judgements by the assessor.
Making connections across texts
|
AS 3.7 Respond critically to significant connections across texts, supported by evidence
4 - internal |
This achievement standard replaces unit standard 8834. It recognises that making connections across texts is a dominant aspect within several English AOs and a significant component within senior English programmes. While this standard is likely to be used by many teachers to explore thematic connections as currently assessed by the popular Level 3 theme study standards, the intent of the standard is broader: a range of other aspects could be examined.
Outcomes assessed contribute to the development of key competencies in thinking critically about texts.
Information literacy
|
AS 3.8 Develop an informed understanding of literature and/or language using critical texts
4 - internal |
This new achievement standard recognises the importance of information literacy and critical reading skills centred within the major 'processes and strategies' sub-strand that underpins the other four sub-strands within the English AOs.
The standard reflects the need to provide a link between skills acquired at school and those required for further study, empowering students to become independent seekers, users, and creators of knowledge.
Close reading visual/oral texts
|
AS 3.9 Respond critically to visual and/or oral text(s) through close reading, supported by evidence
3 - internal |
This achievement standard replaces unit standards 12429, 12430, 12431, and 12432. It has been developed to reflect the importance of the visual strand in the English AOs, and the consequent importance of visual literacy.
Close reading unit standards, which are expiring, had requirements which 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. In the new standard, the requirements have been consolidated into a single criterion which supports discerning and informed interpretations and judgements by the students and holistic judgements by the assessor.