School quality assurance requirements for derived grades

Schools must use processes and evidence for derived grades that assure NZQA that the reported grade is based on pre-existing authentic, standard-specific evidence which meets the requirements of the standard.

Quality assurance of the derived grade assessment tool

Examples of processes that could give the school confidence that the assessment tool used was fit for purpose.

  1. The evidence used is from a practice exam that, for example, had been:
    • developed “in-house” and critiqued in the same way that internal assessments are critiqued (e.g. it could be a practice exam based on modified papers from previous years); or
    • purchased from a secure source such as the subject association and checked against the achievement criteria of the standard; or
    • purchased from a commercial source and checked against the achievement criteria of the standard; or
    • provided by a colleague in another school and critiqued in the same way that internal assessments are critiqued.
  2. The evidence used is from an assignment or an end-of-topic test that was:
    • developed with similar rigour as any of the examples above; and
    • there is certainty that the student’s work was their own.

Quality assurance of the teacher judgement

The following quality assurance processes could give the school confidence that the derived grade was justifiable and based on valid, standard-specific evidence.

  • Another subject-expert (i.e. "second pair of eyes") had been involved in the marking, for example, through:
    • the use of panel-marking
    • a sample of grade boundaries from marked examination papers having been checked by a colleague.
  • Alternatively, where a second pair of eyes is not available with the school, the derived grade is justifiable. For example through:
    • teacher involvement with external examination writing or marking for this standard or subject, which could provide confidence in teacher judgements
    • comparison of previous years’ practice examination grades with NZQA external examination grades achieved for those same years, to provide confidence in the consistency and accuracy of the teacher’s judgements.
    • middle or senior management consulting the teacher on their use of assessment schedules, NZQA exemplars and past student answer booklets that were used as benchmarks, to provide confidence in teacher judgements

The alternatives are particularly useful where a "second pair of eyes" is not readily available.

 
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